In Transit Conquering Linguistic And Cultural Changes In Education_Emma Durha...Hazel Owen
This is a presentation that Emma Durham and I gave at the Thai TESOL conference in Khon Kaen, Thailand in 2008.
Please cite as: Durham, E., & Owen, H. (2008, January 24-26). In transit: Conquering linguistic and cultural changes in education. Paper presented at the English Language Teaching: Progress in Practice and Policy Conference, Khon Kaen, Thailand.
Curricular Elements Commonly Captured in Unit PlannersDr. Suad Alazzam
When schools embark on the effort of documenting their curriculum in terms of unitized curriculum maps, one of the first tools they should think through is the unit planner and the curricular elements it should include.
DetailsTeachers consider many factors when developing unit mackulaytoni
Details:
Teachers consider many factors when developing unit plans to meet the needs of a variety of students. It is important to consider the strengths and needed accommodations of students in the classroom when developing lessons and units. If there are students with specific language impairments, the teacher must also consider ways to facilitate communication and engagement during classroom instruction. There may need to be a plan to pre-teach vocabulary, or plan certain questions that can be answered by students who may use a device or other mode of communication.
Read the following case scenario to inform the assignment that follows.
April is a fourth grader. Her performance on norm-referenced measures is 1.5 standard deviations below the mean for her chronological age. April has good decoding skills, but has difficulty with reading comprehension, semantics, and morphological processing. One accommodation that is prescribed in the IEP is the use of visual cues to support comprehension of new skills. She lacks organizational skills for writing and struggles with word choice. April receives services from a speech and language pathologist who is working on understanding word parts, vocabulary, and multiple meanings of words. You instruct April in a resource classroom with five other fourth graders who also struggle with reading and written expression.
Using details from the scenario, create a week-long English language arts unit plan based on the Common Core ELA fourth grade literacy standards specific to vocabulary acquisition and use.
Use the COE Lesson Plan Template to complete five formal lesson plans that include the following:
A measureable IEP goal for April that includes assistive technology. Include this goal within the “Learning Target” section of the COE Lesson Plan Template.
Learning targets aligned to the ELA Common Core fourth grade literacy standards.
Strategies to enhance language development and communication skills.
Strategies and technologies that encourage development of critical thinking and problem solving.
The use of augmentative and alternative communication systems and a variety of assistive technologies to support communication and learning.
A unit pre- and post-assessment that incorporates technologies to measure April’s measureable IEP goal progress.
Each lesson plan must be completed and submitted as a
separate completed lesson plan
.
In addition, provide a 250-500 word rationale that supports your instructional choices in responding to the needs of April, as evidenced by research on best practices for semantics disorders and the use of assistive technology. Support your rationale with a minimum of two scholarly resources.
Submit all lesson plans and rationale as one deliverable.
...
In Transit Conquering Linguistic And Cultural Changes In Education_Emma Durha...Hazel Owen
This is a presentation that Emma Durham and I gave at the Thai TESOL conference in Khon Kaen, Thailand in 2008.
Please cite as: Durham, E., & Owen, H. (2008, January 24-26). In transit: Conquering linguistic and cultural changes in education. Paper presented at the English Language Teaching: Progress in Practice and Policy Conference, Khon Kaen, Thailand.
Curricular Elements Commonly Captured in Unit PlannersDr. Suad Alazzam
When schools embark on the effort of documenting their curriculum in terms of unitized curriculum maps, one of the first tools they should think through is the unit planner and the curricular elements it should include.
DetailsTeachers consider many factors when developing unit mackulaytoni
Details:
Teachers consider many factors when developing unit plans to meet the needs of a variety of students. It is important to consider the strengths and needed accommodations of students in the classroom when developing lessons and units. If there are students with specific language impairments, the teacher must also consider ways to facilitate communication and engagement during classroom instruction. There may need to be a plan to pre-teach vocabulary, or plan certain questions that can be answered by students who may use a device or other mode of communication.
Read the following case scenario to inform the assignment that follows.
April is a fourth grader. Her performance on norm-referenced measures is 1.5 standard deviations below the mean for her chronological age. April has good decoding skills, but has difficulty with reading comprehension, semantics, and morphological processing. One accommodation that is prescribed in the IEP is the use of visual cues to support comprehension of new skills. She lacks organizational skills for writing and struggles with word choice. April receives services from a speech and language pathologist who is working on understanding word parts, vocabulary, and multiple meanings of words. You instruct April in a resource classroom with five other fourth graders who also struggle with reading and written expression.
Using details from the scenario, create a week-long English language arts unit plan based on the Common Core ELA fourth grade literacy standards specific to vocabulary acquisition and use.
Use the COE Lesson Plan Template to complete five formal lesson plans that include the following:
A measureable IEP goal for April that includes assistive technology. Include this goal within the “Learning Target” section of the COE Lesson Plan Template.
Learning targets aligned to the ELA Common Core fourth grade literacy standards.
Strategies to enhance language development and communication skills.
Strategies and technologies that encourage development of critical thinking and problem solving.
The use of augmentative and alternative communication systems and a variety of assistive technologies to support communication and learning.
A unit pre- and post-assessment that incorporates technologies to measure April’s measureable IEP goal progress.
Each lesson plan must be completed and submitted as a
separate completed lesson plan
.
In addition, provide a 250-500 word rationale that supports your instructional choices in responding to the needs of April, as evidenced by research on best practices for semantics disorders and the use of assistive technology. Support your rationale with a minimum of two scholarly resources.
Submit all lesson plans and rationale as one deliverable.
...
Preparation and Evaluation of Instructional MaterialsFrederick Obniala
This course is designed for students to develop instructional materials. It will provide the context and focus for the materials. Identify the basic principles in materials development, benefits of instructional materials for their future endeavor as a teachers. Create a learning objective that focus on student – centered, develop an instructional materials that suits in in the needs of every students and ways to implement them in order to address the problem in an inclusive way, and design an evaluation plan. The course format will be interactive and collaborative. The students will benefit from the creativity, experience and knowledge of each other. One goal for this course is to create a syllabus and lesson plan that based on the ADDIE model, in which complex questions are addressed together, individual strengths are respected and nurtured, and everyone works and learns cooperatively because of the collaborative nature of the course.
Preparation and Evaluation of Instructional MaterialsFrederick Obniala
This course is designed for students to develop instructional materials. It will provide the context and focus for the materials. Identify the basic principles in materials development, benefits of instructional materials for their future endeavor as a teachers. Create a learning objective that focus on student – centered, develop an instructional materials that suits in in the needs of every students and ways to implement them in order to address the problem in an inclusive way, and design an evaluation plan. The course format will be interactive and collaborative. The students will benefit from the creativity, experience and knowledge of each other. One goal for this course is to create a syllabus and lesson plan that based on the ADDIE model, in which complex questions are addressed together, individual strengths are respected and nurtured, and everyone works and learns cooperatively because of the collaborative nature of the course.
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Unit/Subject:
Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
Day 1
Day 2
Day 3
National/State Learning Standards
List specific grade-level standards that are the focus of the lesson being presented.
Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning.
Academic Language General academic vocabulary and content-specific vocabulary included in the unit.
Unit Resources, Materials, Equipment, and Technology
List all resources, materials, equipment, and technology to be used in the unit.
Depth of Knowledge Lesson Questions
What questions can be posed throughout the lesson to assess all levels of student understanding?
· Level 1: Recall
· Level 2: Skill/Concepts
· Level 3: Strategic Thinking
· Level 4: Extended Thinking
Section 2: Instructional Planning
Day 1
Day 2
Day 3
Anticipatory Set
How will students’ prior knowledge be activated as well as gain student interest in the upcoming content?
Presentation of Content
Multiple Means of Representation
Describe how content will be presented in various ways to meet the needs of different learners.
Multiple Means of Representation Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional sources/support)
Application of Content
Multiple Means of Engagement
How will students explore, practice, and apply the content?
Multiple Means of Engagement Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional sources/support)
Assessment of Content
Multiple Means of Expression
Formative and summative assessments used to monitor student progress and modify instruction.
Multiple Means of Expression Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional resources/support)
Be.
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Unit/Subject:
Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
Day 1
Day 2
Day 3
National/State Learning Standards
List specific grade-level standards that are the focus of the lesson being presented.
Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning.
Academic Language General academic vocabulary and content-specific vocabulary included in the unit.
Unit Resources, Materials, Equipment, and Technology
List all resources, materials, equipment, and technology to be used in the unit.
Depth of Knowledge Lesson Questions
What questions can be posed throughout the lesson to assess all levels of student understanding?
· Level 1: Recall
· Level 2: Skill/Concepts
· Level 3: Strategic Thinking
· Level 4: Extended Thinking
Section 2: Instructional Planning
Day 1
Day 2
Day 3
Anticipatory Set
How will students’ prior knowledge be activated as well as gain student interest in the upcoming content?
Presentation of Content
Multiple Means of Representation
Describe how content will be presented in various ways to meet the needs of different learners.
Multiple Means of Representation Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional sources/support)
Application of Content
Multiple Means of Engagement
How will students explore, practice, and apply the content?
Multiple Means of Engagement Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional sources/support)
Assessment of Content
Multiple Means of Expression
Formative and summative assessments used to monitor student progress and modify instruction.
Multiple Means of Expression Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional resources/support)
Be.
EAL pedagogy and lesson analysis at COPA in cooperation with EAL Academy. MFL approach to teaching English as an Additional Language in mainstream lessons.
CBI: Connect Build Integrate. Part I of the 2 part workshop presented to TICE faculty on March 10, 2011. This part covers the theory behind using content-based instruction in our program.