Lesson Plan Portfolio
ESE697 W6 Charac. of Students w Mild Mod Disabilities Evidence-based Strategies (Final Assignment)
Lesson Plan Portfolio
Throughout the course, you have been demonstrating your understanding of differentiation and lesson planning for children with mild and moderate disabilities through the design of lesson plans in various content areas. For the Final Project, you will demonstrate competency in planning instruction for students with mild and moderate disabilities by developing a lesson plan portfolio that you can use and share with other colleagues, for work interviews, or for personal use.
Your Lesson Plan Portfolio will consist of the five complete, original lesson plans that you designed throughout this course. Each week, you received feedback from your instructor, and possibly from your peers, to continuously improve your differentiated lesson plans for children. Below there is a description of each part of the portfolio that you will submit this week as your Final Project.
Part 1: Introduction to your portfolio
Provide an introductory paragraph that explains the purpose of your portfolio and the competency you are demonstrating through your five lesson plans.
Part 2: Lesson plan portfolio
Use the feedback you received each week, along with what you have learned throughout the course, to revise each of the five lesson plans to ensure each component sufficiently addresses the required areas (below). Combine the lesson plans into one document to present your revised five lesson plans that reflect your competency in this area. Remember, each plan needs to specifically reflect the use of effective strategies for students with disabilities that are cited within the lesson plan. Although the Internet is a rich source of free materials and teaching suggestions, the entire plan within this portfolio MUST BE YOUR OWN ORIGINAL CREATION.
The following components are required in each of the five lesson plans:
- Introductory information: Provide the lesson title, grade level, and subject area for the lesson. Describe the classroom for which you are planning the lesson (classroom setting, number of students, and include any other pertinent information about the classroom).
- Students with mild/moderate disabilities in the classroom: Describe at least one learner with a mild/moderate disability who will participate in the lesson. Include the type of disability, the student’s individualized needs, and any pertinent information about the student(s).
- Common Core State Standards and lesson objective: Explain how the specific learning objective for the lesson aligns with the Common Core State Standard that the lesson plan will address.
- Assessment: Describe how you will assess student learning of the lesson objective.
- Accommodations or modifications to be provided: Describe the accommodations you will use throughout the lesson to address the individualized needs of each student with a disability.
- Teaching procedures: Describe the teaching procedures, including teacher input and modeling, guided practice, independent practice, and closure. This section must include strategies from the text or peer-reviewed articles related to effective strategies for teaching students with disabilities. You must cite your sources to demonstrate your knowledge of effective strategies. Additionally, the teaching procedures should integrate ways to promote self-determination into the lesson as well.
- Checks for understanding: Discuss a minimum of three ways that you will check for understanding throughout the lesson to ensure students are grasping pertinent and central concepts in your lesson.
- Reflection/self-determination: Reflect on how the assessment will help inform you of your students’ achievement of the learning objective, as well as how it will inform your future instructional actions. You will also reflect on how you will promote self-determination in each of your lesson plans. Finally, reflect on how the week’s learning contributed to your understanding of the lesson plan’s development specific to differentiating instruction for students with mild/moderate disabilities.
Part 3: Reflection
Imagine that you are applying for a job where you need to demonstrate competency in planning educational experiences for learners with disabilities. Using your lesson plan portfolio as evidence, write a one- to two-page rationale for how your portfolio demonstrates your strength and competency in this area. Use specific examples from your portfolio to justify your rationale.
Part 4: References
Provide a reference page that cites all sources used in the development of your portfolio, including all sources that were cited in each lesson plan.
Your portfolio should be approximately 16 to 27 pages in length (not including the title and reference pages). At least one to two peer-reviewed sources, which may include the textbook for this course, should be used and cited in each lesson plan (for a total of 5-10 sources). APA format must be used throughout the paper for in-text citations and references.
Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment
More Info
Key Notes
After working in the field of special education for over 12 years, there is only one thing that is certain. Every child is different and has different needs, regardless of disability. It became very apparent after the first year that what works for one student will not be the same as what works for the next student. In line with this thinking, every staff member may have a different way of handling a situation with a student. In most cases this is OK. However, there are instances when consistency across staff is vital to the success of the student. Throughout his course we have read, discussed, and developed lesson plans that incorporate evidence-based instructional strategies to assist students who have mild to moderate disabilities. You have developed these lessons across grade levels and core content areas. I offer one word of caution. Be mindful, as many of you know, that labels and definitions of learning disabilities/special needs do not directly correspond to student behavior and outcomes. Remember when developing curriculum and lessons that every student is unique and has a different style of learning. It is your role as the teacher to develop a relationship with the student in order to know their individual needs and strengths.
sturti/iStockThroughout my years in education, I have had the great privilege of working closely with hundreds of families. During this time, I have determined that the relationship that is developed with the parent or guardian of a student is what determines the student’s success. Therefore, I work diligently to develop positive and open lines of communication with each of my families. In working with parents who pose particular challenges (you will have them), I suggest reflecting on the individual journey of that parent. I remind myself that although I may know what it is like to be a parent, I will never know what it is like to be the parent of that particular child. When faced with challenging situations, take a deep breath, be present in the moment and provide as much support as possible. In doing this, you will developing strong and trusting relationships, which will improve the educational success of your students. I have included a video below that provides a glimpse into the personal life of parents as they first begin their journey with their child.
I think that it is also important to remember that from a parent’s perspective, it is a lifelong grieving process. Parents grieve for many reasons, each different for the individual. However, here are a few examples: the child they thought they would have, never being able to hear their child say the words “I love you”, their child not walking, their child never driving, never going to prom, etc. As we walk through this journey with parents, it is important to be sensitive to the needs of each family, provide support, and continue to be a strong advocate for their child.
References
Johnson, S. (2016). Week 6 instructor guidance [EDU697:Characteristics of students with mild and moderate disabilities and evidence-based strategies]. San Diego, CA: Ashford University.
National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common core state standards for English language arts & literacy in history/social studies, science, and technical subjects. Common Core State Standards Initiative. Retrieved from http://www.corestandards.org/assets/CCSSI_ELA%20St…
National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common core state standards for mathematics. Common Core Standards Initiative. Retrieved from http://www.corestandards.org/assets/CCSSI_Math%20S…
Vaughn, S. & Bos, C. (2015). Strategies for teaching students with learning and behavior problems (9th ed.). Boston, MA: Pearson.
Answer Preview
Teaching is a career that I have been very passionate about. This is even more so when I consider the aspect of the students that have disabilities in the many schools around the country. I have always been interested in offering solutions to the many students that have disabilities that reduce their ability to learn. This is critical in the long term as it increases the skills one has in dealing with different cases. The portfolio is meant to give these skills as well as guide a teacher….
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