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Assignment 3  lesson plans - krystle robinson
Assignment 3  lesson plans - krystle robinson
Assignment 3  lesson plans - krystle robinson
Assignment 3  lesson plans - krystle robinson
Assignment 3  lesson plans - krystle robinson
Assignment 3  lesson plans - krystle robinson
Assignment 3  lesson plans - krystle robinson
Assignment 3  lesson plans - krystle robinson
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Assignment 3 lesson plans - krystle robinson


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  • 1. Lesson(s) for Course: UC.EDU.1100 Roles & Responsibilities of the Educational AssistantLesson Title: Systems of Communication & ConfidentialityTeaching Approach:Active, hands-on experiencesLearning Outcomes:Upon completion of this lesson, students will be able to: 1. Understand the importance of maintaining student and family confidentiality 2. Learn guidelines for supporting student privacy 3. Develop strategies or communication techniques to avoid breaching confidentiality 4. Use strategies and appropriate techniques when confronted with potentially difficult communication situations.Rationale:The purpose of this lesson is to provide students with practical experiences dealing with difficultsituations regarding confidential student information. This lesson will give students practice withresponding appropriately and becoming familiar with what is/isn‟t considered appropriate behaviorrelated to the communication and disclosure of student information.Role of Instructor:Preparation: Instructor should photocopy the 3 case studies out of textbook for student use.Depending on class size, you may require multiple copies of each case for group use. Refer to Para-Form 25 in the Appendix of Textbook: The Paraprofessional‟s Guide to the Inclusive Classroom(2008) by Mary Beth Doyle.*see attached documentBecause the nature of this lesson is to provide students with a hands-on active experience, there isless preparation of content required on the instructors part because the ultimate goal is for students toobtain understanding through their active participation. However, the instructor should have readthrough the case studies in advance and recorded strategies and ideas related to each case forfurther in class discussion.Delivery: In groups, students are going to read and role play their scenario to class. Then, class willdiscuss as a whole group. 1. Divide class into small groups of 2-3. 2. Give each group 1 case scenario. 3. Have each group go through and read their case scenario. 4. Next, have students create a skit to illustrate the scenario. Give them 10 minutes to prepare their skit or role play for the class. 5. Next, select a group to role play their case.Assignment 3- Lesson Plans Krystle Robinson 1
  • 2. 6. Discuss the scenario as a class; identify the issues- under each scenario is a question for discussion- have students discuss their answers as a class. Next, have students make suggestions on how it could have been handled properly. 7. Next, have the same group re-act their case using one of the class suggestions. 8. After, discuss again—have the class compare the first role play of that group to the second role play the of the same group- what went well and why. 9. Have the 2nd group go and repeat steps 5-8; then have the 3rd group and so on.How Feedback will be provided:Feedback will be provided to students during and after each groups role play. Feedback will includepeer evaluation and instructor feedback. After a group does their role play, we will discuss thescenario as a class to identify the breach of confidentiality issue. As a class we will provide feedbackon what could have been done instead and then have the group re-enact the situation with a properresponse.Closure/Preparation for next learning event:Classroom Debrief- As a class, discuss the implications of the scenarios students just role played.Questions to discuss: what did it feel like to be in difficult situation? After doing the role play, what doyou feel you have gained from this experience? Why is confidentiality important? How docommunication skills relate to the area of confidentiality?Preparation for next class: Have students use Google to search for confidentiality policies for theirparticular school division. Record and/or print findings to report on for the following class.Assignment 3- Lesson Plans Krystle Robinson 2
  • 3. Lesson(s) for Course: UC.EDU.1100 Roles & Responsibilities of the Educational AssistantLesson Title: Inclusive Education & Changing Roles and Responsibilities of the EATeaching Approach:LectureLearning Outcomes:Upon completion of this lesson, students will be able to: 1. Describe some key changes regarding the role of paraprofessionals in education over the last few decades 2. Define inclusion 3. Describe the qualities of an inclusive classroom and inclusive school 4. List and describe the duties of the paraprofessional 5. Define the term self-advocacy 6. Identify some of the skills you need to be an educational assistantRationale:The purpose of this lesson is to provide students with an introduction and overview of the “job” of aparaprofessional. Students will become familiar with how inclusive education will impact aparaprofessional‟s practice and duties and will also become familiar with some skills they need tohave to practice in Manitoba.Role of Instructor:Preparation: The preparation for this lesson involves research on the instructor‟s part. The instructormust compile the appropriate information related to the above noted learning outcomes andfamiliarize themselves with the information to present it in a sequential fashion. To also prepare forthe lecture, the instructor must identify and reference appropriate resources that support the lesson.A lecture format lesson requires much preparation on the instructors behalf as well as preparation ofsupporting lecture materials.The instructor can use the researched information to develop a powerpoint presentation to enhancethe lecture. A sample presentation has been provided (see attached). It is to be used as a guideline,as well as a visual aid for students. This presentation can also be provided to students after thelecture as reference material and/or study notes.Use week 1-2 presentation *attachedDelivery: 1. Load powerpoint presentation on the screen and turn on projector. 2. Before beginning the presentation, ask students what “inclusion” means? Give opportunity for various responses. Next, ask students “how” they think inclusive education would impact their role as an EA?Assignment 3- Lesson Plans Krystle Robinson 3
  • 4. 3. Go through the slides in a sequential fashion. Use the slides as a reference point but do not read them „word for word‟. Add other points to the lecture to expand students understanding. 4. As you transition from one area of the lecture to another, provide opportunity for student questions and/or input. This also gives students the opportunity to clarify anything they do not understand. 5. Once you finish slide 7 STOP. Ask students to identify what types of duties they might have as an EA? Do you think these duties are different in different schools? Do you think the duties of an EA should be standardized? Do you think the duties CAN be standardized? Why or why not? 6. Next, continue the lecture with the remaining slides.How Feedback will be provided:For this lecture, there will be limited feedback provided to students. During the lecture, however,when using the questions to engage students, provide insight, suggestions and ideas to furthersupport and enhance or clarify what students provide as answers.Closure/Preparation for next learning event:Closure- review key points of lecture with students (refer to learning outcomes as a guide of keypoints). Have students individually share 1 thing they found particularly interesting and 1 thing theywould like to know more about based on the lecture.Preparation for next class: for the next class, students will be taking a closer look at the concept ofinclusion as it relates to education and the school setting. Have students research the definition ofinclusion using their textbook, Manitoba Education website and a variety of other internet and printsources. Have students prepare their own definition of inclusion. Students will share it next class.Assignment 3- Lesson Plans Krystle Robinson 4
  • 5. Lesson(s) for Course: UC.EDU.1100 Roles & Responsibilities of the Educational AssistantLesson Title: Behavioral Support PlansTeaching Approach:DemonstrationLearning Outcomes:Upon completion of this lesson, students will be able to: 1. Identify the areas included in a behavioral support plan 2. Participate as a member of the team in completing a behavioral support planRationale:The purpose of this lesson is to provide students with a demonstration of how to use a behavioralsupport plan and what steps and information are involved in the creation of a behavioral support plan.Role of Instructor:Preparation: Instructor will use attached case study that the class can use in the demonstration.Ensure a copy of the case study is available for each student. Also , photocopy the behavior supportplan template on pg. 103 of the textbook “The paraprofessional‟s guide to the Inclusive Classroom”,Figure 5.3. Ensure you have enough copies, 1 for each student. **Also find or create a 2nd casestudy. *See attached documentsDelivery: 1. Introduce the topic of behavioral support plans 2. Briefly discuss the 5 areas included in a behavior support plan 3. Handout a copy of the case study and behavior support plan template to each student. 4. You are now going to have each student spend a few minutes reading the case study. 5. Once everyone is finished, you are going to demonstrate how to use the information in the case study and how to input it to create a behavior support plan. 6. This is best done as a whole class activity. Tell the students you are going to pretend that you are all on the same educational team and need to come up with a support plan for the student in the case study. 7. You are going to go through the process of completing a behavior support plan 8. As the teacher you will facilitate this process but will also show students how to create a behavior support plan. 9. Step by step, demonstrate how to complete a behavior support plan.How Feedback will be provided:To generate feedback after the demonstration, discuss the use of a behavior support plan with theclass. Is this type of plan useful? How would an EA use this plan?Closure/Preparation for next learning event:Assignment 3- Lesson Plans Krystle Robinson 5
  • 6. Closure- Many of the students in this course are currently working as EA‟s. Have them discusswhether or not this form would be helpful for any of the students they currently work with. Havestudents also discuss other similar types of forms they may be using.Preparation for next class: Provide students with the 2nd case study. Have them take it home andread through it and then complete a behavior support plan for the 2nd case.Assignment 3- Lesson Plans Krystle Robinson 6
  • 7. Lesson(s) for Course: UC.EDU.1100 Roles & Responsibilities of the Educational AssistantLesson Title: Benefits vs. Limitations of Inclusive EducationTeaching Approach:Small group investigationLearning Outcomes:Upon completion of this lesson, students will be able to: 1. Describe the controversy surrounding inclusive education in Canada 2. Describe different perspectives on inclusive classrooms 3. List benefits vs. limitations of inclusive education 4. Articulate whether they support or oppose inclusive educationRationale:The purpose of this lesson is to provide students investigate the different perspectives on inclusiveeducation in Canada and what implications this might have on their professional practice. Studentswill read different viewpoints of this topic and then create their own standpoint on the topic.Role of Instructor:Preparation: Ensure you have copies of “Special-needs students in the classroom” article by Mary-Ellen Lang (2007). Optional: predetermine small groups. Also, ensure flipchart paper and markers foreach group. Also ensure you have copies of “Stories and Strategies for Success Article” by HeatherRaymond for distribution to all students. * see attachedInstructor should read through articles in advance to be prepared for in class discussion and to bringup points during the group presentations.Delivery: 1. Review the concept of inclusion (which would be discussed in the previous class- lecture lesson above). 2. Have students share their definitions of inclusion, which they were asked to research and create. 3. Break students into their small groups. If groups are not predetermined, organize students into small groups of 3-4 students. 4. Provide each student with a copy of the article, a piece of flipchart paper and a marker. 5. Give students 15 minutes to read through the article 6. Assign 1 person to be the recorder, 1 person to be the facilitator of the investigation and 1 person to be the reporter 7. Have each group complete the following questions: (allow 20 minutes for this discussion & recording) a. What are the key points? b. Do these ideas support the ideas in the textbook? c. Describe the benefits and the limitations mentioned in the articleAssignment 3- Lesson Plans Krystle Robinson 7
  • 8. d. Describe 2 viewpoints in the article e. Identify 1 point that really stood out in the article and why f. Why is this article important in understanding the concept of inclusion? g. Have the reporter for each group present the groups responses of questions a through gHow Feedback will be provided:Feedback will be provided to students after each group presents their responses to the investigation.Teachers should use this feedback period to highlight any significant points that students may havemissed discussing and provide feedback to the group on their overall findings as a group.Closure/Preparation for next learning event:Closure- (15 minutes) Students will submit flipchart presentations to teacher for further review. Havestudents do a brief reflection (no more than 1 page) on the following question: (and submit before endof class)Do you support or oppose inclusive education and why?Preparation for next class:Have students read the article “Inclusive education: Stories and Strategies for success” by HeatherRaymond.Assignment 3- Lesson Plans Krystle Robinson 8