Week 4 Lecture 3 Powerpoint (was held on zoom)

Small Group Lesson Plan Overview

Instructor: Jamie Akan

Course Title: TCHLRN 570

Contents

• Agenda

• Differentiation

• Small Group Lesson Plan Assignment

• Looking Ahead

Chapter 1: Differentiation

Definition

Differentiation in education is the practice of tailoring instruction to meet diverse learning needs, emphasizing that each student's unique learning profile requires specific approaches. It involves modifications in:

• Content: The material that students learn, such as using varied reading levels or providing materials that appeal to multiple interests.

• Process: The activities or methods used to facilitate learning, which could include collaborative group work or independent study.

• Product: The outputs students produce to demonstrate learning, which can range from traditional tests to project-based assessments.

• Learning environment: The physical or emotional setting for learning, which might involve flexible seating arrangements or quiet spaces to minimize distractions.

Goal: Ensure all students access, engage with, and demonstrate understanding of material regardless of ability level through responsive teaching practices.

Understanding Student's Needs

Assessment:

• Conduct ongoing assessments to evaluate students’ learning styles, strengths, and challenges.

• Review student IEP goals and accommodations to personalize instructional approaches effectively.

• Consider behavioral and sensory needs to create a supportive learning environment.

Setting Learning Objectives

• Create measurable, achievable objectives that clearly align with:

  • Curriculum standards: Ensure alignment with state or national educational standards.

  • Individual IEP goals: Tailor objectives to meet specific needs as outlined in each student’s Individualized Education Program (IEP).

Instructional Strategies

Utilize a variety of multisensory approaches to cater to different learning preferences, including:

• Visual: Use diagrams, charts, and videos to reinforce concepts.

• Auditory: Implement discussions, audio recordings, and read-aloud sessions to engage auditory learners.

• Kinesthetic: Incorporate hands-on activities, movement, and real-world applications of concepts.

• Implement scaffolding and guided practice to support student progress.

• Incorporate assistive technology and adaptive tools to facilitate learning, particularly for students with disabilities.

Adapting Content and Materials

Strategies to adapt learning materials and content effectively include:

• Simplifying language for clarity and comprehension.

• Modifying reading levels and texts to suit the needs of all learners.

• Using manipulatives and hands-on activities that allow for experiential learning.

Grouping Strategies

Consider various grouping dynamics:

• Homogeneous vs. heterogeneous grouping: Decide whether to group students by similar abilities or mix students for peer learning.

• Utilize peer support and buddy systems to foster collaboration and social skills development.

• Rotate roles within groups to enhance engagement and provide multiple perspectives.

Differentiating Assessment

Employ diverse assessment techniques to measure understanding effectively:

• Implement alternative assessments such as portfolios, projects, or oral presentations in addition to traditional tests.

• Use checklists and rubrics to provide clear expectations and guide student performance.

• Allow extended time and flexible grading options to accommodate diverse needs.

Engagement Strategies

Implement techniques for motivation and reinforcement, such as:

• Positive reinforcement to encourage desired behaviors and academic effort.

• Creating a structured and predictable environment to support learning.

• Managing attention to minimize distractions through strategic seating and classroom management practices.

Collaboration

Involve supporting staff to create a comprehensive support system:

• Paraprofessionals: Collaborate with aides to provide additional support in the classroom.

• Co-teachers: Work alongside co-teachers to engage diverse student groups effectively.

• Caregivers: Involve families in the learning process for added support.

• Related Service Providers: Coordinate with specialists such as speech therapists or occupational therapists to address specific needs.

Chapter 2: Small Group Lesson Plan

Assignment Overview

Focus on a student with identified behavioral and academic goals. Steps include:

• Identify present performance levels through comprehensive assessment data.

• Develop objectives for both academic and behavioral goals that are SMART (Specific, Measurable, Achievable, Relevant, Time-bound).

• Design detailed lesson plan procedures incorporating various instructional strategies.

• Differentiate for the focus student based on assessed needs.

• Attach necessary materials relevant to the lesson.

• Include a reflection and data collection plan for continuous improvement.

Focus Student Information

• Name: [Insert name]

• Grade/Level: [Insert grade]

• Age: [Insert age]

• Current abilities: [Document measurable data based on IEP]

• IEP goals: Include the original wording along with any modifications necessary to ensure clarity and relevance.

Short-term Objectives

Identify specific small steps in relation to:

• Academic skills: Clearly define the academic skills to be developed, including required conditions and expected attainment levels.

• Behavioral goals: Include metrics for observable behavior to track progress effectively.

Lesson Planning

For general education students:

• Identify academic/functional skills state standard: Align lesson objectives to state requirements.

• Lesson Materials: Document all required materials, ensuring accessibility for all students.

• Communication Challenges: Describe students’ communication barriers and outline strategies to address these effectively.

• Prior Learning: Describe relevant prior knowledge and how it will inform the lesson design.

Lesson Procedures

• Opening: Engage students; introduce objectives clearly and concisely.

• Teaching Review: Implement an "I do, We do, You do" approach, detailing procedural steps with timings to ensure smooth transitions.

• Closing: Summarize lesson content and connect back to initial objectives while planning for data collection methods to assess student learning outcomes.

Differentiation for Focus Student

• Content Adaptations: Specify material and environmental adjustments to cater to various learning needs effectively.

• Behavioral Objectives: Outline specific support strategies for addressing behavioral needs, such as structured redirection and social skills training opportunities.

Reflection Before Lessons

Anticipate potential issues and formulate strategies to prevent them, enhancing the likelihood of positive outcomes.

Data Collection Procedures

Describe comprehensive data collection methods for both academic and behavioral objectives during the lesson, ensuring accurate tracking and assessment of student progress.