Educational Services for Individuals with Exceptionalities

Adapted Lesson Plan

The Art of Teaching - Six Principles of Effective

Curriculum Design

The Art of Teaching - Six Principles of Effective

Curriculum Design• Big Ideas• Conspicuous strategies• Mediated scaffolding• Strategic integration• Judicious review• Primed background knowledge

Excerpted from Toward Successful Inclusion of Students with Disabilities: The Architecture of Instruction by Edward J. Kameenui, and Deborah Simmons(1999)

• Big Ideas• Conspicuous strategies• Mediated scaffolding• Strategic integration• Judicious review• Primed background knowledge

Excerpted from Toward Successful Inclusion of Students with Disabilities: The Architecture of Instruction by Edward J. Kameenui, and Deborah Simmons(1999)

http://www.teachervision.fen.com/teaching-methods/special-education/3759.html

Big IdeasBig Ideas

• Concepts or principles that facilitate the most efficient and broad acquisition of knowledge• Focus on essential learning outcomes• Capture rich relationships among concepts• Enable learners to apply what they learn in

varied situations• Involve ideas, concepts, principles, and rules

central to higher-order learning• Form the basis for generalization and expansion

• Concepts or principles that facilitate the most efficient and broad acquisition of knowledge• Focus on essential learning outcomes• Capture rich relationships among concepts• Enable learners to apply what they learn in

varied situations• Involve ideas, concepts, principles, and rules

central to higher-order learning• Form the basis for generalization and expansion

Conspicuous StrategiesConspicuous Strategies

• Useful steps for accomplishing a goal or task

• Planned• Purposeful• Explicit• Of medium-level application• Most important in initial teaching

of concept

• Useful steps for accomplishing a goal or task

• Planned• Purposeful• Explicit• Of medium-level application• Most important in initial teaching

of concept

Mediated ScaffoldingMediated Scaffolding

• Instructional guidance provided by teachers, peers, materials, or tasks

• Varied according to learner needs or experiences

• Based on task (not more than learner needs)

• Provided in the form of tasks, content, and materials

• Removed gradually according to learner proficiency

• Instructional guidance provided by teachers, peers, materials, or tasks

• Varied according to learner needs or experiences

• Based on task (not more than learner needs)

• Provided in the form of tasks, content, and materials

• Removed gradually according to learner proficiency

Strategic IntegrationStrategic Integration• Integrating knowledge as a means of

promoting higher-level cognition• Combines cognitive components of information• Results in a new and more complex knowledge

structure• Aligns naturally with information (i.e, is not

"forced")• Involves meaningful relationships among

concepts• Links essential big ideas across lessons within

a curriculum

• Integrating knowledge as a means of promoting higher-level cognition

• Combines cognitive components of information• Results in a new and more complex knowledge

structure• Aligns naturally with information (i.e, is not

"forced")• Involves meaningful relationships among

concepts• Links essential big ideas across lessons within

a curriculum

Judicious ReviewJudicious Review

• Structured opportunities to recall or apply previously taught information

• Sufficient• Distributed over time• Cumulative• Varied• Judicious, not haphazard

• Structured opportunities to recall or apply previously taught information

• Sufficient• Distributed over time• Cumulative• Varied• Judicious, not haphazard

Primed Background Knowledge

Primed Background Knowledge

• Preexisting information that affects new learning

• Aligns with learner knowledge and expertise

• Considers strategic and proximal pre-skills

• Readies learner for successful performance

• Preexisting information that affects new learning

• Aligns with learner knowledge and expertise

• Considers strategic and proximal pre-skills

• Readies learner for successful performance

Selecting Appropriate Adaptations

Selecting Appropriate Adaptations

• Determine needs of student• Identify learning objectives• Selecting priority objectives• Introduction of lesson• Identify meaningful participation• Closure of lesson• Evaluating participation and determine

proficiency on objectives

• Determine needs of student• Identify learning objectives• Selecting priority objectives• Introduction of lesson• Identify meaningful participation• Closure of lesson• Evaluating participation and determine

proficiency on objectives

http://www.washington.edu/doit/Faculty/Strategies/Disability/

Determining Needs of Student

Determining Needs of Student

• Identify student needs• Motor and sensory abilities• Cognitive abilities• Communication abilities• Functional life skills

• Identify student needs• Motor and sensory abilities• Cognitive abilities• Communication abilities• Functional life skills

Identify Learning Objectives

Identify Learning Objectives

• Review educational history• Review current goals and

objectives• Selecting mutual objectives• Adapting lesson components to

meet objectives

• Review educational history• Review current goals and

objectives• Selecting mutual objectives• Adapting lesson components to

meet objectives

Selecting Priority Objectives

Selecting Priority Objectives

• What is the primary need area• What is the primary outcome of

the lesson• Match the primary need with the

primary outcome

• What is the primary need area• What is the primary outcome of

the lesson• Match the primary need with the

primary outcome

Introduction of LessonIntroduction of Lesson

• Capture attention of students• Generate an genuine interest• Review objectives• Review materials needed (if any)• Review expectations

• Capture attention of students• Generate an genuine interest• Review objectives• Review materials needed (if any)• Review expectations

Identify Meaningful Participation

Identify Meaningful Participation

• Determine level of participation• Ensure at least minimal level of

meaningful participation• Assure necessity of participation

by all• Reinforce meaningful participation

• Determine level of participation• Ensure at least minimal level of

meaningful participation• Assure necessity of participation

by all• Reinforce meaningful participation

Closure of LessonClosure of Lesson

• Wrap up activity• Summarize work completed• Reinforce participation• Check for understanding

• Wrap up activity• Summarize work completed• Reinforce participation• Check for understanding

Evaluating ParticipationEvaluating Participation

• Determine proficiency on objectives

• Reflect on process• Determine positive outcomes• Consider negative outcomes

• Determine proficiency on objectives

• Reflect on process• Determine positive outcomes• Consider negative outcomes

LessonLesson

• Level - Middle school • Class - Science• Unit - Circulatory system

• Level - Middle school • Class - Science• Unit - Circulatory system

MaterialsMaterials

• None for general plan• Red t-shirt for Jeremy

• None for general plan• Red t-shirt for Jeremy

Learning ObjectivesLearning Objectives

• General Plan• Demonstrate scientific process• Identify parts of circulatory system• Work cooperatively• New look at scientific process• Enjoy learning science

• General Plan• Demonstrate scientific process• Identify parts of circulatory system• Work cooperatively• New look at scientific process• Enjoy learning science

Learning ObjectivesLearning Objectives

• Jeremy• Understand blood is red• Understand blood passes through

body• Integrate sensory needs into

classroom• Attend to activity for extended period

• Jeremy• Understand blood is red• Understand blood passes through

body• Integrate sensory needs into

classroom• Attend to activity for extended period

IntroductionIntroduction

• Describe scientific process of circulatory system

• Assign students to groups• Encourage creative role play of

process

• Describe scientific process of circulatory system

• Assign students to groups• Encourage creative role play of

process

IntroductionIntroduction

• Compare path of circulatory system to map

• Compare path of circulatory system to map

ProceduresProcedures

• Each student is assigned a "character”

• Student reads function of "character”

• Each student "acts out" function in order

• Each student is assigned a "character”

• Student reads function of "character”

• Each student "acts out" function in order

ProceduresProcedures

• Assign role of "blood" to Jeremy• Jeremy "passes" through system

• Assign role of "blood" to Jeremy• Jeremy "passes" through system

ClosureClosure

• Students are asked to review the process

• Students write down steps of process

• Students are asked to review the process

• Students write down steps of process

ClosureClosure

• Check for understanding of "blood”• Assemble puzzle of circulatory

system• Encourage Jeremy to share

feelings

• Check for understanding of "blood”• Assemble puzzle of circulatory

system• Encourage Jeremy to share

feelings

EvaluationEvaluation

• Understand function of "character"?

• "Act-out" in proper sequence?• Recall steps of process in written

format?

• Understand function of "character"?

• "Act-out" in proper sequence?• Recall steps of process in written

format?

EvaluationEvaluation

• Did Jeremy participate fully?• Was Jeremy tolerant of input?• Was Jeremy able to express

feelings?

• Did Jeremy participate fully?• Was Jeremy tolerant of input?• Was Jeremy able to express

feelings?

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