Assignment Question
For your final project, you will create three lessons that make up a unit or are part of a unit using the provided lesson template (linked in the final project guidelines and rubric) for three groups of unique learners that align to an emerging theory. These three lessons will be designed for one of the educational settings that you have selected. For this assignment, you will draft the introduction to your three lessons. Once you receive feedback on your introduction, you will revise it and submit it in its final form as part of the final project in Module Nine. This assignment will be graded on a pass/fail basis. You need to address all the bullet points in the prompt to receive credit for this assignment. more info EDU 655 Unique Learners A unique learner is a student who requires special assistance. For your final project, you will design a curriculum unit with accommodations for these three categories of unique learners: 1. A student with a disability of your choosing (see below) 2. An English language learner (ELL) student 3. A gifted and talented student You will select the category of disability for the special education student. For the ELL student and gifted student, you will be given brief profiles. You have the option and are encouraged to enhance the student profiles for all three categories to make them more relevant to your workplace, needs, or interests. Categories of Unique Learners 1. Student With a Disability For this category, you will choose which one of the 13 categories of special education students below for whom you want to design. Learning disabilities can affect one’s ability to read, write, speak, spell, compute math, and reason and can also affect an individual’s attention, memory, coordination, social skills, and emotional maturity. A student with a disability is any student with an individualized education program (IEP), as defined by the Individuals with Disabilities Education Act (IDEA), and is reported in the “students with disabilities” subgroup. There are 13 categories of special education as defined by the Individuals with Disabilities Education Act (IDEA). In order to qualify for special education, the IEP team must determine that a child has one of the following:
• Autism
• Blindness
• Deafness
• Emotional Disturbance
• Hearing Impairment
• Intellectual Disability
• Multiple Disabilities
• Orthopedic Impairment
• Other Health Impaired
• Specific Learning Disability
• Speech or Language Impairment
• Traumatic Brain Injury
• Visual Impairment
2. ELL Student An ELL student is a national-origin-minority student who is limited English proficient. Typically, ELL students do not speak English as a first language and may live in homes where little or no English is spoken. ELL students come from very different backgrounds and often face multiple challenges in the classroom. In many cases, ELL students are being given reading and math tests in English before they are proficient in the language. In this profile, the ELL student is reading below grade level. 3. Gifted and Talented Student High-performing students learn quickly, retain many of the skills they learn, apply the skills and content to other applicable situations, thus adding to their understanding new information they encounter. Gifted and talented students are often referred to as: • Intellectually Gifted or Academically Talented • Exceptional Students • Talented and Gifted (TAG) In this profile, the gifted student excels in math but is uninterested in other subjects. The student’s grades reflect his/her disinterest in the other subjects. Enhancing Your Student Profiles Please add additional items to these student profiles to make your students “come to life” and to reflect the kinds of students you currently serve or anticipate serving in the future. For example, for the profile of the ELL student who is reading below grade level, you may want to include racial information, such as he/she is an Asian American. Additionally, you may want to add economic data, such as he/she is economically disadvantaged. By enhancing your student profiles, you will be able to provide more specific accommodations for the three categories of unique learners. Below are some categories to consider for enhancing your student profiles. • High-Needs Students High-needs students are those at risk of educational failure or otherwise in need of special assistance and support, such as students who are living in poverty, who attend high-minority schools (as defined in the Race to the Top application), who are far below grade level, who have left school before receiving a regular high school diploma, who are at risk of not graduating with a diploma on time, who are homeless, who are in foster care, who have been incarcerated, who have disabilities, or who are English learners. • Students With a 504 Section 504 requires educational entities to provide students with disabilities appropriate educational services designed to meet the individual needs of such students to the same extent as the needs of students without disabilities are met. An appropriate education for a student with a disability under the Section 504 regulations could consist of education in regular classrooms, education in regular classes with supplementary services, and/or special education and related services. • Economically Disadvantaged and Title I: o Historically, schools, districts, and governmental agencies have defined students as “economically disadvantaged” based on their eligibility to receive free or reduced-price lunch under the National School Lunch Program. o Title I is designed to help students served by the program to achieve proficiency on challenging state academic achievement standards. Title I schools with percentages of low-income students of at least 40% may use Title I funds, along with other federal, state, and local funds, to operate a “schoolwide program” to upgrade the instructional program for the whole school. Title I schools with less than 40% low-income students or that choose not to operate a schoolwide program offer a “targeted assistance program” in which the school identifies students who are failing, or most at risk of failing, to meet the state’s challenging academic achievement standards. o Targeted assistance schools design, in consultation with parents, staff, and district staff, an instructional program to meet the needs of those students. Both schoolwide and targeted assistance programs must use instructional strategies based on scientifically based research and implement parental involvement activities. • Migrant Students are assigned “migrant status” when a parent or guardian’s principal means of livelihood is migratory work, typically in the agricultural or fishing industries. Migrant students move frequently from one school district to another as their parent or guardian obtains temporary or seasonal employment. • Gender o Male o Female o The two gender subgroups widely used in public education are male and female. There is a growing awareness of and sensitivity to students identifying as transgender. • LGBTQQ (Lesbian, Gay, Bisexual, Transgender, Questioning, Queer) LGBTQQ students simultaneously confront multiple barriers to effective learning, stemming from race, sexual orientation, gender identity and expression, and socioeconomic status. • Race and Ethnicity o White o Black and African Americans o Asian Americans o Two or more races o Native Americans and Alaska Natives o Native Hawaiians and other Pacific Islanders o Middle Easterners and North Africans o Members of other races o Hispanic and Latino Americans • Other o Non-Economically Disadvantaged o Justice Involved Youth Conclusion In summary, all students can learn when they are provided relevant, useful skills and content, as well as differentiation of instruction. Each and every student should be encouraged and given opportunities to use his or her abilities to prepare for a happy and fulfilling future. Here’s the template Adapted from Jay McTighe’s Understanding by Design content and Unit Sample. Wiggins, G. P., & McTighe, J. (2005). Understanding by Design. Assoc. for Supervision and Curriculum Development. UbD/DI Lesson Plan Template Complete this template by replacing the bracketed text with the relevant information and deleting this note. Subject Area: [Insert text.] Grade Level: [Insert text.] Content area Standard(s)/Benchmark(s): [Add content standards/benchmarks; interdisciplinary goals, school-wide goals.] Unit Title Lesson Title: [Insert text.] [Insert text from unit plan cover page.] OBJECTIVES: These are found in understandings and knowledge and skill stage 1. If this is lesson #1, identify where we are going; if the final lesson, identify results or next steps. The student will know: [Insert text.] The student will be able to: [Insert text.] The student will understand that: [Insert text.] MATERIALS/RESOURCES NEEDED: [Insert print, electronic, supplementary materials, guest speakers, field trips, etc.] ASSESSMENT: Include pre-assessment. If it is the final lesson, include reflection on unit and results from performance task Informal: [Insert observation, on-going formative assessments] Formal: [Insert diagnostic, formative, summative, assignments from stage 2, student self-assessment] Lesson Sequence and Description Teacher Commentary [List the sequence within the daily lesson. Be mindful of the following: prerequisite skills, pacing, transitions, and the attributes within the lesson. In the introduction, be mindful of the relationship between content taught, the instructional strategies for unique learners used, and learning results. Also, the opportunities for direct instruction and guided practice. For the closure, be aware of the teacher reflection regarding teacher commentary choices.] [Choose selected places in the lesson sequence and description (two to three per lesson) where you will examine: the behavior/effect/generalization in the selection of instructional strategies for unique learners, critical thinking skills, and differentiation strategies. Offer some meta-cognitive ideas that influenced your choices.] CLOSURE: Review what was learned today; review the day’s objectives: [Use the final three to five minutes of each class period for closure; various strategies are useful for this purpose and should be varied from lesson to lesson.] Preview next day’s learning: [Either at the conclusion of a lesson or at the beginning of the next lesson, identify the results of the review to students.] Exit ticket: [Insert a strategy to give teachers information about accomplishment of the learning goal; an exit ticket for each lesson is not mandatory, but some type of closure or summary is expected.] HOMEWORK: [Insert the time required for homework related to the grade level and complexity of the assigned work. Independent practice, review of past material, and opportunity to work on aspects of the performance task, all need to be the appropriate length.]
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