...Characteristics of Learning Disabilities and Strategies to Teach Individuals with LD Benchmark Assessment and Rubric Targeted Essential Learning * Effective teachers utilize a variety of instructional strategies to adapt lessons that enhance the educational development of the learners with LD. (APTS 8, 9; INTASC 1, 2; CEC 4, 8) Assessment Tool Selected * Two Part Project a) Lesson Plan b) Essay Specific Performance/Task(s) Design and implement various effective instructional practices. (APTS 8.1) Differentiate instruction for exceptional children. (APTS 8.5) Evaluate and strategically select curriculum materials and resources that optimize student success. (APTS 8.3) Understand the characteristics associated with a variety of disability categories. (APTS 9.1) Adapt instruction based on student needs. (APTS 9.5) Select and apply evidenced-based instructional strategies to serve students with specific disabilities. (CEC 4.1) Select appropriate supports and adaptations to enable a student with disabilities to access and fully participate in the general education curriculum. (CEC 8.4) Relevancy of Task to Teacher Candidate * Special education teachers must have full knowledge of learners with LD and be able to implement lesson plans modified from research-based instructional strategies. Assessment: Student Prompts/Teacher Directions Individual: LD: The Puzzling Paradox (Benchmark Assessment) a) General practicum information: i)...
Words: 1625 - Pages: 7
...Introduction United States legislative changes, such as those described by federal laws such as Individuals with Disabilities Education Improvement Act (IDEIA) reauthorized in 2004 (Pub. L. No. 108-466) and the No Child Left Behind (NCLB) Act of 2001 (Pub. L. No. 107–110), require that students with increasingly diverse learning characteristics have access to and achieve high academic performance in the general education curriculum. The changing demographics of the United States have also played a role in diverse learning characteristics of the American learners in classrooms today. With an educational system that serves approximately 76,355,000 students, 30,982,000 or 40.58% are of an ethnically diverse background and 5% of school age children have a disability (U.S. Census Bureau, 2008). These changing legal requirements and student demographics in United States educational systems combine pointing to the need for increased collaborative planning and teaching among school personnel attempting to comply with these legal mandates to serve all students fairly and equitably in general education classrooms. Co-teaching is an approach that helps educators meet both IDEIA and NCLB mandates, and is defined as “two or more people sharing responsibility for teaching some or all of the students assigned to a classroom” (Villa, Thousand, & Nevin, 2008, p. 5). In schools within the United States, co-teaching often involves general education and special education teachers working...
Words: 7386 - Pages: 30
...Professional Development Plan Gina York AED/201 December 16, 2012 Carla Gull Professional Development Plan A new school year begins and new teachers take their places at the head of the class and write their names on the board and introduce themselves. This day has been a culmination of many challenges faced head on. Many short and long term goals planned and accomplished. All of which has brought them here to this day. Full of excitement, hope, anxiousness, fear and doubt and expecting to feel all of those emotions and probably some more. Feelings of excitement for finally fulfilling a lifelong dream. Anxious and wondering if they made the right choice but most of all, will they be able to find that spark that will inspire their students. Short-Term Goals Personally, I have always found it to be helpful to have a plan or a set of goals for everything that I have wanted or tried to accomplish. It has been said that I am a bit on the obsessive and compulsive side of organization. I also find it difficult to go through a day without creating some sort of list. Whether it is a to-do list or a list of what I need to pick up as I dash in and out of the grocery store on the way home. I feel quite confident that I can expect that I will approach teaching the same way. As a teacher having a goal to reach for would be especially important. Before I can set my five year goal, I need to decide exactly what it is that I want to accomplish in five years. A person can say they...
Words: 2210 - Pages: 9
...computer software and hardware and will develop a personal technology philosophy and classroom technology plan designed to enhance and shape their teaching skills and knowledge to better utilize emerging technology. (APTS 3, INTASC 6) Assessment Tool Selected 1) Comprehensive Classroom Technology Plan 2) Reflection Essay Specific Performance/Task(s) Select and implement appropriate technology and resources. (APTS 3.11) Select and use research-based strategies to engage learners. (APTS 3.12) Relevancy of Task to Teacher Candidate Demonstrate the effective use of technology to foster active inquiry, promote collaboration, and support interaction in the classroom. Assessment: Student Prompts/Teacher Directions Comprehensive Classroom Technology Plan (e-Portfolio Assignment) In Modules 2-6 you will be drafting the component parts of a Comprehensive Classroom Technology Plan for use in a 21st century classroom. The Comprehensive Classroom Technology Plan will include the sections listed below. Drafts of these sections will be submitted throughout the course for instructor feedback and will be revised for inclusion in the Benchmark Assessment, due in Module 7. A Reflection Essay will also be prepared to accompany the plan. The plan is composed of the following components: * Section One: Mission and Vision Statement * Section Two: Communications Plan * Section Three: Integrating Instructional Technology * Section Four: Software to Support Assessment ...
Words: 3012 - Pages: 13
...T ♦ ♦ ♦ ♦ ♦ ♦ he reason you’re taking this and other courses in your teacher preparation program is to help you understand American schools, how they attempt to promote student learning, and what teachers can do to contribute to that process. Over the past 25 years a continually expanding body of research has provided educators with a great deal of information about the relationships between teaching and learning. In this chapter we describe this research as we try to answer the following questions: How do effective teachers plan for instruction? What kinds of personal characteristics do effective teachers possess? What kinds of instructional strategies do effective teachers use? How do effective teachers manage their classrooms to create productive learning environments? How do effective teachers assess their students? On what theories of learning do effective teachers base their instruction? Let’s begin by looking at a teacher’s thinking as she plans for her next week’s math instruction. “What are you doing?” Jim Barton asked his wife, Shirley, as he saw her hard at work on a Saturday afternoon cutting and drawing on cardboard pieces. “Working on a unit on equivalent fractions and adding fractions with unlike denominators. . . . What do you think?” she said, grinning at him.“Do they look like pizzas and cakes?” she asked and held up the pieces of cardboard. Case STUDY This logo appears throughout the chapter to indicate where case studies are integrated with course...
Words: 21416 - Pages: 86
...istockphoto Evaluating Teacher Effectiveness How Teacher Performance Assessments Can Measure and Improve Teaching Linda Darling-Hammond October 2010 w w w.americanprogress.org Evaluating Teacher Effectiveness How Teacher Performance Assessments Can Measure and Improve Teaching Linda Darling-Hammond October 2010 Contents 1 Introduction and Summary 5 Why performance assessments are needed 7 National Board Certification 9 Assessment of beginning teachers 11 Prospects for a national system of Teacher Performance Assessments 12 How performance assessments can help teachers improve their practice 17 Improving preparation through the use of performance assessments 22 Policy recommendations and conclusion Introduction and Summary Parents, practitioners, and policymakers agree that the key to improving public education in America is placing highly skilled and effective teachers in all classrooms. Yet the nation still lacks a practical set of standards and assessments that can guarantee that teachers, particularly new teachers, are well prepared and ready to teach. This report discusses a promising approach to the question of how to measure teacher effectiveness. Specifically, it describes the ways in which assessments of teacher performance for licensing and certification can both reflect and predict teachers’ success with children so that they can not only inform personnel decisions, but also...
Words: 10049 - Pages: 41
...Students Chapter 3 Learner Diversity: Differences in Today’s Students Chapter 4 Changes in American Society: Their Influences on Today’s Schools ISBN: 0-536-29980-3 Introduction to Teaching: Becoming a Professional, Second Edition, by Donald Kauchak and Paul Eggen Published by Prentice-Hall/Merrill. Copyright © 2005 by Pearson Education, Inc. ISBN: 0-536-29980-3 Introduction to Teaching: Becoming a Professional, Second Edition, by Donald Kauchak and Paul Eggen Published by Prentice-Hall/Merrill. Copyright © 2005 by Pearson Education, Inc. Learner Diversity Differences in Today’s Students T eachers begin their careers expecting to find classrooms like the ones they experienced when they were students. In some ways classrooms are the same. Students go to school to learn, but they also want to have fun and be with their friends. They expect to work but often need encouragement from their teachers. They’re typical kids. Classrooms are changing, however; the population of our schools is becoming increasingly diverse. Students come from different cultures and speak many different languages at home; they possess a range of abilities and talents; and issues involving differences between boys and girls are receiving increased attention. In this chapter we examine this diversity as we try to answer the following questions: ♦ ♦ ♦ ♦ ♦ What is cultural diversity, and how does it influence student learning? How are the educational experiences of boys and girls different...
Words: 20270 - Pages: 82
...Educational Psychology: Developing Learners This is a protected document. Please enter your ANGEL username and password. Username: Password: Login Need assistance logging in? Click here! If you experience any technical difficulty or have any technical questions, please contact technical support during the following hours: M-F, 6am-12am MST or Sat-Sun, 7am-12am MST by phone at (800) 800-9776 ext. 7200 or submit a ticket online by visiting http://help.gcu.edu. Doc ID: 1009-0001-191D-0000191E DEVELOPING LEARNERS JEANNE ELLIS ORMROD Professor Emerita, University of Northern Colorado EIGHTH EDITION ISBN 1-256-96292-9 Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Educational Psychology: Developing Learners, Eighth Edition, by Jeanne Ellis Ormrod. Published by Pearson. Copyright © 2014 by Pearson Education, Inc. Vice President and Editorial Director: Jeffery W. Johnston Vice President and Publisher: Kevin Davis Editorial Assistant: Lauren Carlson Development Editor: Christina Robb Vice President, Director of Marketing: Margaret Waples Marketing Manager: Joanna Sabella Senior Managing Editor: Pamela D. Bennett Project Manager: Kerry Rubadue Senior Operations Supervisor: Matthew Ottenweller Senior Art Director: Diane Lorenzo Text Designer: Candace Rowley Cover Designer:...
Words: 244561 - Pages: 979
