Reflective Lesson Planning- Lesson Considerations and Management

Accommodations and differentiated learning

IEPS and 504s are based on students who are diagnosed

many students may not always be diagnosed

  • process to get diagnosed is strenuous

  • students face all kinds of challenges that we do not know that may be the reason they need these changes

Individual Education Plans (IEPs)

  • required to be offered for students with specific accommodations

  • accommodations must be given, required by law

  • based on academic accommodations

    • dyslexia, speech delay, numerical dyslexia, slow reader, etc.

      • blue screen or paper screen on books or computer for dyslexia

      • extra time to read

504 Plan

  • based on the need for behavioral or physical accommodations

    • ADD, Asthma, ADHD, wheelchair, ASDs, Depression, Anxiety, BPD

    • deaf, blind, very bad seeing

      • closed captions

        • make sure it is accurate and not weird and crazy

Emerging Language Learners (ELL)

  • need language accommodations

ARD

  • admission, Review, dismissal

  • meeting with at least one teacher and one parent or guardian

    • everyone talks about the needs of the student and what the IEP requires and what is being done to meet those needs

  • should happen every year for every student

    • not always like this in reality

Differentiation

  • make sure that you are engaging with several learning styles in one lesson

    • in this section, you should write down how you will do that

      • visual, auditory, kinesthetic, musical, logical, emotional (discussion, maybe)

    • the more you use, the more they are likely to understand the material rather than just using one or just doing a normal lecture

    • students-centered approach

      • what do the students need and how would they learn it best

      • prioritize this over the

    • rooted in assessment

      • testing the student often to see if you can go forward or should find a new way to linger here

    • a blend of whole-class, small group, and individual instruction

content

  • modifying the material students learn

    • depth

    • complexity

    • presentation of the info

process

  • adjusting activities student use to learn the content

    • use the way they link to engage

    • use different tools and material

product

  • provide different ways for students to demonstrate their understanding

    • writing

    • presentations

      • if they’re anxious about this, ask them to take it down from 5 minutes to 1-2 minutes

      • use their skills and collaborate with others that have complementary skills

    • projects

learning environment

  • creating a physical and social space to support learning and encourage engagement

we can use these 4 aspects to get students over big challenges for themselves and