Paris 2008-2009
Inclusive Learning Activity Plan
IFST413 Inclusive Curriculum: Kindergarten-Grade 2
Lesson title:Primary content area:
Grade level: Integrated content area:
Your name:
Cooperating Teacher’s name:
Plan approved by Cooperating Teacher (date/CT initials):
Date plan will be implemented:
1. DESIRED RESULTS1a. Goals/Standards: Identifyone standard from your state content or performance standards in your focus content area (math, science, social studies); identify one more standard within the same content area or in another content area that will give your first standard greater meaning or purpose.
1.b. Concepts/Big Ideas
1.c. Thinking operations/Cognitive processes:
1d. Objective/s: The objectives must be stated in terms of specific observable behaviors. What will each child do, say, or produce that will enable you to assess each child’s growth toward your objectives. Check the appropriate boxes to indicate if your objective addresses understandings, knowledge or skill and if the learning you have identified in your objectives will be introduced to the children for the first time, provide practice on learning that has been previously introduced, or if it is previous learning that is being applied in to a new task (your learning activity.)
Objective
1. / understanding
knowledge
skill / introduction
practice
application
2. / understanding
knowledge
skill / introduction
practice
application
2. ASSESSMENT TASKS
What will the children do to demonstrate the desired understandings, knowledge and skills?
Objective / Task in which children will demonstrate what they now understand, know or can do
1.
2.
3. OPPORTUNITY TO LEARN
Provide a brief description of the opportunities you are providing that will support children’s growth toward your objectives.
Objective / Specific teaching strategies, materials, and activity children will engage in that will introduce or provide opportunities for practice or application
1.
2.
4. RATIONALE
Explain your reasons behind the planning decisions you have made. Do so by referring to your evidence base, both scientific research (cite in the text and include list of references used following APA guidelines) and individual and collective wisdom of families and professionals gained through observation, experience, reflection and consensus (if referring to position statements or other published sources cite and include reference as you do for scientific research).
Include discussion of the following as they relate to the choices you made as you planned this activity
- the developmental characteristics of your children, taking into account both general characteristics of the age group and specific characteristics of your children
- content-specific pedagogical content knowledge
- how you will provide designed-in adaptations for those children who can succeed with low intensity supports and/or require additional challenges
- how you will provide supports and modifications for children with IEP’s (Complete the ACTIVITY ANALSYIS document. Then describe the specific accommodations and modifications you will make so that your children with IEP’s, too, have sufficient opportunities to learn both the content identified in the activity objectives and work toward their IEP goal.) Place your justification after #5.
5. OUTCOMES
5a. Attach your completed class rubric for Objective 1.
5b. Referring to your rubric, your observations, and any documentation you collected during the activity, assess the effectiveness of the learning opportunities you provided for all of your children. Consider the activities children engaged in, materials, groupings, and supports provided.
5.c Attach completed Cooperating Teacher Feedback Form.
Accommodations and Justifications
- Justify your accommodations with at least one peer reviewed/published resource and a thoughtful discussion of your choice of accommodation (no more than one page).
- Accommodations, where possible, should allow for increased opportunities for age-appropriate social interaction between peers, communication, and insure safety of the child.
- Accommodations should also be the “least intrusive” methods possible
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Paris 2008-2009
Curriculum Accommodation/Modification Matrix
Adapted from Heather Young, Ph.D., and Maryland Coalition for Inclusive Education
For Each student Accommodated: Put student’s initials beside the accommodation.
Remember that all adults in the room are responsible for each student’s success!
- Opportunity to learn: List the opportunities to learn that might need to be accommodated.
- Prerequisite skills and skills needed to show mastery: List skills needed to complete the activity that must be taken into consideration (e.g., for cutting out flowers, students must be able to hold scissors and remember not to point them away from people)
- Social, Emotional, Communication, and Safety Considerations: What are some ways that the child’s social and emotional development can be worked on in the context of the activity (e.g., a student who is blind might be more likely to sit out of a cooperative activity because s/he might not know who is talking to him or her)
- Accommodations and modifications: How will you adapt the activity or materials, augment, or alter the activity so that children can participate and meet the goals of the activity (that is, assessed on the same rubric as his/her peers wherever possible).
- Justify your choice of accommodation/modification using at least one peer-reviewed reference, your personal observations, and information provided by your co-op and/or the child’s family.
- Accommodations should be the least intrusive possible, and should involve peers as much as possible
- IEP goal addressed: List the IEP goal addressed
- List who is responsible for insuring that the accommodations/modifications are implemented
Opportunity to learn / Prerequisite skills and skills needed to show mastery / Social, Emotional, Communication, and Safety Considerations / Accommodations or modifications for Each Student / IEP Goal Addressed / Who is responsible?
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Paris 2008-2009
RUBRIC FOR ASSESSING PERFORMANCE
on ASSESSMENT TASK
Objective 1:
Children’s names / A child who is making progress toward this objective will be able to … / A child who meets this objective will be able to …UNIVERSITY OF DELAWARE
Department of Individual and Family Studies
IFST 413: Inclusive Curriculum: Kindergarten – Grade 2
Cooperating Teacher Feedback
Your student’s name ______
Your name ______
Your school ______Grade level(s) ______
Activity ______
Date you approved the plan ______Date it was implemented______
Please comment briefly on the following. Wherever possible, include guidance that the student might apply to subsequent planning and teaching.
Learning objectives
Were the learning objectives consistent with your required content and performance standards?
Did the plan clearly address those standards?
Did you see evidence of your children moving toward meeting those learning objectives during this activity?
Your children
Were most or all of your children appropriately challenged by the activity?
Were appropriate supports provided for those children who needed them?
Did the learning activity build on your children’s interests or their experiences outside of school?
Overall performance
What did the student do particularly well?
What might she or he work to improve?
What other feedback would you like to share with the student?
If you have additional comments, please add them on the back of this form. Thank you!
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