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SPED 509- Agenda Week 4. Announcements Assignments Finalize Unit Plan Administer Pre / Post test Partner share Pre-test results Learning Gains Results Lecture: Unit plan part II. Announcements. Tonight’s Handouts are in your folders! SAVE THE DATE Wednesday, March 21, 2012

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sped 509 agenda week 4
SPED 509- Agenda Week 4
  • Announcements
  • Assignments
    • Finalize Unit Plan
    • Administer Pre / Post test
  • Partner share
    • Pre-test results
      • Learning Gains Results
  • Lecture: Unit plan part II
announcements
Announcements
  • Tonight’s Handouts are in your folders!
  • SAVE THE DATE
  • Wednesday, March 21, 2012
  • 4:00 - 6:30 pm
  • Smith Center Ballroom
  • For the 2nd Annual School District Panel Presentations
  • Agenda:
  • 4:00 - 4:45   Presentation by Mary Vance, PSU Career Center - resume writing
  • 4:45 - 5:00   Brief Break - Panel is seated
  • 5:00 - 5:30   A brief introduction by each represented school district, including information about each district and job opportunities this coming school year.  
  • 5:30 - 6:30  Round table sessions, where our students will sit with panel members who will ask sample interview questions and provide some interview tips
notebook check
Notebook Check
  • Notebook: Exterior Set up & Labeled
  • Context
    • Part I (W. S. Intro)
  • Goals & Objectives
    • Unit Plan (draft of p.1)
    • Screening Assessments
  • Data on Learning Gains
    • Draft of Pretest
  • Instructional Plan
    • Unit Plan (page 1)
  • Rubric
data on learning gains assessments rubric check
Data on Learning Gains(Assessments Rubric Check)
  • To meet criteria, assessment tools must:
  •  match description of student performance on unit /step objective (conditions and behavior),
  •  include administration procedures and directions to students,
  •  include criteria for scoring acceptable/ incorrect responses,
  •  have identical or comparable pre and post measures (difficulty, number of items, format).
partner check share your pre tests
Partner Check: Share your pre-tests
  • Is the pre-test implied in the objective/does it match performance on unit objectives (conditions and behavior)?
  • Does the pre-test scoring match the unit objective criteria?
  • Is the pre-test reasonable to complete in a short period of time?
  • Does the pre-test measure meaningful skills, and relevant pre-skills?
  • Does this section include administration procedures and directions to students?
  • Does this section include a description of criteria for scoring acceptable/ incorrect responses?
  • Does this section include a plan for the post test? There should be identical or comparable pre and post measures (difficulty, number of items, format).
work sample unit plan part 2

Work Sample: Unit Plan Part 2

Sequencing Instruction

sequence 3 to 5 teachable parts possibly more
Sequence:3 to 5 teachable parts (possibly more)?
  • Characteristics of a Sequence:
  • Represents learning over time
  • Tells what the student will learn, not what the teacher will do
  • Each step = one or more lessons
    • 1 2 3 4
    • M T W T F M T W T F M T W T F M T W T F
guidelines for sequencing
Guidelines for Sequencing:
  • Don't make steps too big.
    • Sight words
    • Letter sounds
    • Vocabulary concepts
    • Spelling rules
guidelines for sequencing1
Guidelines for Sequencing:
  • Don't make steps too small.
  • Example:
  • 1-digit addition
  • 2-digit + 1-digit without carrying
  • 2-digit + 2-digit without carrying
  • 3-digit + 2-digit without carrying
  • 3-digit + 3-digit without carrying
  • 4-digit + 4-digit without carrying
  • 5-digit + 5-digit without carrying
  • 2-digit + 1-digit with carrying
  • 2-digit + 2-digit with carrying
  • etc.
guidelines for sequencing2
Guidelines for Sequencing:
  • Separate tough discriminations.
  • Examples:
    • a e i o u
    • every very ever even
practice activity handouts
1. What kind of sequence should it be? Is it?

2. Does it represent learning over time?

3. Does it represent what the student will learn rather than what the teacher will do?

4. Would each step require one or more lessons?

5. Are fact or concept groups small?

6. Does it accommodate all variations without making the steps too small?

7. Did we separate tough discriminations?

Y N

Y N

Y N

Y N

Y N

Y N

Y N

PRACTICE Activity (handouts)
guidelines for sequencing3
Guidelines for Sequencing:
  • Write each sequence step as an intermediate objective: conditions + behavior + criterion.
  • Give 1 or 2 examples for clarity.
partner share check your sequence steps
Partner Share: (check your sequence steps)
  • 1. Do the sequence steps build toward meeting the unit objective?
  • What kind of sequence should it be? Is it?
  • Does it represent what the student will learn rather than what the teacher will do?
  • 4. Would each step require one or more lessons?
  • Did we separate tough discriminations?
  • Are the steps written in condition – behavior – criteria format?
attention to literacy rubric check
Attention to Literacy(Rubric Check)
  • You have chosen a n appropriate work sample topic if the focus of the work sample is on an appropriate literacy skill based upon the following:
  •  the content requirements of district curriculum and
  •  state standards.
  •  Reading is either the primary focus of the lessons or at least one focus if lessons address more than one literacy skill.
  •  The candidate shows knowledge of literacy curriculum in choosing research-based methods of teaching the skill.
parts of the unit plan page 2
Parts of the unit plan (page 2):
  • D). Prior knowledge and prerequisite skills
  • E). Assessment plan
  • F). Providing review
  • G). Promoting generalization

Discussed in later presentation

d prior knowledge and prerequisite skills
D). Prior knowledge and prerequisite skills
  • A large body of findings shows that learning proceeds primarily from prior knowledge, and only secondarily from the presented materials.
  • Prior Knowledge includes:
  • Of the reading process itself
  • Of content (literature, science, and math)
  • Of topics (fables, photosynthesis, fractions)
  • Of concepts (main idea, theory, numeration)
  • Of different types of style and form (fiction and nonfiction)
  • Of text structure (narrative or expository)
  • Of the academic and personal goals
e assessment plan
E). Assessment plan
  • Summative Assessment (plan):
  • 1. How will you administer
  • the test?
  • 2. How will you score the test?
  • Formative Assessment (plan):
  • 1. How will you administer

the test?

2. How will you score the

test?

formative assessment

Formative Assessment

Guidelines for Probes

guidelines for probes
Guidelines for Probes
  • Quick to administer and score (1-3 minutes)
  • Stay the same over time
  • Same in:
      • Skill being measured
      • Number of items
      • Format
      • Level of difficulty
      • Time limit
formative assessment1
Formative Assessment
  • Two Types of Graphs
slide23

Mastery Model

Step 1 Step 2 Step 3 Step 4

10

9

8

7

6

5

4

3

2

1

0

ee

ea

ai

ay

oa

oo

ou

ow

cumulative probes
Cumulative Probes:
  • A Cumulative Model Probe has one or more evaluation criteria for each individual sequence step!
  • Identifies characters 0 1
  • Describes a character 0 1
  • Identifies setting 0 1
  • Describes the setting 0 1
  • Identifies the problem or goal 0 1
  • Tells why it is a problem or goal 0 1
  • Tells events 0 1
  • Tells events in the order they happened 0 1
slide25

Cumulative Model

15

14

13

12

11

10

9

8

7

6

5

4

3

2

1

0

aim line

assessment plan rubric check
Assessment Plan(Rubric Check)
  • To meet criteria, presented data must:
  •  represent at least a 2- week period of time,
  •  include at least 6 formative data points, and 2 summative data points,
  •  represent accurate data,
  •  use standard conventions for charting (labeled axes, CAP, aim line, step changes, alterations),
  •  be easily interpreted by independent reader.
f providing review
F). Providing Review
  • Specify the system (how) and sequence (when) for review.
  • Example:
  • Provide a brief practice (how) on vowel combi-nations and 3-syllable words with prefixes and suffixes learned in previous lessons before introducing new prefixes or suffixes (when).
g promoting generalization
G). Promoting Generalization
  • Three types of generalization:
  • a. Making the same response in a different setting (transfer)
  • b. Making the same response to a slightly different stimulus (stimulus generalization)
  • c. Modifying the response to solve a problem (response generalization or adaption)
promoting generalization
Promoting Generalization
  • Making the same response in a different setting (transfer)
    • Special Ed General ed
    • setting setting Home__
    • Read words Read words Read words
    • with -ough with -ough with -ough
    • Use RAP Use RAP Use RAP
promoting generalization1
Promoting Generalization
  • b. Making the same response to a slightly different stimulus (stimulus generalization)
    • Reading printReading print
    • in this typein this type
  • Mapping a Mapping a
  • fictional story biography
promoting generalization2
Promoting Generalization
  • Modifying the response
  • (response generalization or adaption)
    • Story retelling Writing a story
    • summary
    • Spelling nation Spelling national
ways to promote generalization
Ways to Promote Generalization
  • a. Have student state specific situations in which he or she can use the skill.
  • b. Inform others that the skill has been taught and have them cue its use.
  • c. Prepare cue cards or posters that will prompt the skill in another setting.
ways to promote generalization1
Ways to Promote Generalization
  • d. Give a specific assignment which requires generalization of the skill.
  • e. Ask students to report on situations where they have used the strategy.
  • Have students evaluate their own performance and have them use the same self-evaluation instrument in other setting.
  • Example:
  • After teaching the students the basic premises of locating the main idea/supporting details, I will transfer my focus from non-essential reading material to reading material that is essential for their other classes. To do this I plan on working with narrative texts from their English class, expository text from their History classes and using electronic texts as required for researching various topics for their other classroom assignments.
your turn
YOUR TURN
  • Unit Plan (page 2)
    • Write a plan for Review
    • Write a plan for generalization
unit plan assignment rubric check
Unit Plan Assignment (Rubric Check)
  • To meet criteria, the unit plan must have:
  • ❑ steps that follow a logical sequence (logical groupings, easiest to most difficult, most frequent to least frequent, etc.),
  • ❑ steps written as intermediate objectives (correctly written),
  • ❑ the prior knowledge or pre skills necessary for beginning the unit,
  • ❑ a plan that describes how you will assess students’ learning gains that is closely linked to the unit objective,
  • ❑ a plan for providing review,
  • ❑ a plan for promoting generalization.
slide36
Work Sample

PSU Supervisor

Approves your context will give feedback on Unit Plan!

Ask for lesson plan feedback – daily reflections in binder –

Weekly reflections only to your supervisor!

1-2 Formal Observations of the WS (Lesson plan & Preobservation Form

  • Context – Unit Plan Approved before teaching!
  • Lesson Plan (daily)
  • Reflections (daily)
  • Save your data & student work (daily)
  • 1-2 Formal Observations
  • Video Tape
slide38

Syllabus Check (Assignments): * Administer Pre-tests* Complete a polished working copy of your Unit PlanEmail Unit Plans to instructor, PSU supervisor, and cohort leader.Bring a hard copy to class next week supervisors will be here!

.