EDUC 2220- Educational Technology Lesson Plan

Education Equals Creativity

Tymrah Bryant
Grade Level 3/ Mathematics and Reading Literacy

Common Core Standards:

Meets Ext. Standards Mathematics, OA.35.9c, MD.35.6c, MD.35.7c

NBT.35.1c, NBT,35.6c, MD.35.6c, md.35.7c

Lesson Summary:

Our students who attend a state facility school for multiple disorders are more likely to attend for more than
four years. Their disability has proven that they may need more time socializing with educators and aids in
education. My position is to include daily living skills in my lesson planning. I want my students to be able
to function alone if they may have to. Learning the current currency and worth of it is important in
independence in preparation for graduation.

Estimated Duration:

My lesson plan will take 2 days to see understanding and comprehension of the new material. I plan to create
2 mini sessions of the activity throughout the day. The morning is the most energetic time to introduce a new
lesson. The students mind is alive and up, ready to process new information. The first morning session will
be 5-7 minutes long. The second session close to the mid-part of the school day I will include a “refresher”.
This second refresher of the day is to stick any last minute’s answers to the inquiring mind. This process
helps the new material to find a mental folder and create an action when seen again. Each session is 5-7
minutes long and introduced 2 times a day.

Commentary:

A challenge I know will be capturing the interest of the student long enough to process new material.
Another is picking the right time and objects for the particular student. Some students have particular interest
in objects. If the student doesn’t like using or even touching hard objects, using it would deter the students
learning process.
I have to approach every lesson with caution, out of respect of the students needs. The student wants to learn
and is excited about the objects presented but that can take away the learning goal. Patience is truly key in
education. Everyone is different and small things defiantly matter. We as educators just have to have an open
heart and be flexible in many ways.
Instructional Procedures:

Session 1 is a for all ages and mental strengths, I call this lesson “Coin Sort”. When introducing a new
subject to a student with disabilities, its best to do in a step by step fashion. Coin Sort is a lesson on
understanding the benefits of money, its worth and how its used in real life. Most of my students are blind,
so I make sure they focus on their sense of touch to identify. I keep a large plastic tub full of the classroom
change in it. This bucket is accompanied 4 small tubs ranging in size. The largest small tub is for the
quarters and so on. But on the very front of the coin identified bucket is a real coin glued to the front surface.
This example helps tremendously with students, they are able to feel the ruff or smooth edges of each coin
before answering. I make known to the student that touching the coin first to identify the edges and size will
help in right answers. As each coin is felt and identified then the student is able to match the correct coin in
the correct bucket. At this time, I would confirm the correction and explain the worth of the coin. At the end
of this assessment the student will be able to identify each coin and know the worth of each one.

Day 1:
First ten minutes: I allow small conversation between myself and the student. I believe it relaxes the
individual and makes them more excited about what’s to learn next. When educating SPED students,
allowing them to become familiar with the activity or objects. Then introduce the objective and rules to the
activity. The student can even gain confidence by choosing their favorite texture or object to work with.

20 minutes: After the student has become aware or comfortable with the object used to introduce the new
subject. I have to always remember to minimize my sentences and use a lot of touching to explain my lesson.
I allow the student to touch the coin on the outside of the tub to match the same texture with a real coin. I
even use a riddle to entertain and educate students to remember each coin. Dimes have ruff edges and are the
smallest. Nickels are smooth and thick while quarters are the biggest with ruff edges. The pennies are thin
and bronze with smooth edges. These characterizes help tremendously in educating them on coin
identification. Now that the student understands the difference in coin, they can now place the correct coin
in the tub. I sit and watch the new student for weeks before I can allow them to work individually on this
activity. This activity is amazing to watch and learn that matching is a great foundation to remembering new
material.
As the lesson unfolds, I will monitor their engagement and process. I’m looking for the large amounts of
coins in each correct tub. This shows comprehension in the activity and full engagement in it. This lesson is
then refreshed with the student mid- day to help fill unanswered questions to what was learned. Reviewing a
lesson in 2 parts of the day will provide a strong educational foundation. Repetition is key

Day 2:

A lot like the first day, I introduce the lesson in the morning of the school day. I will continue to use the
same tubs and coin container objects in teaching the lesson. When working with MD 3 students, you have to
keep a routine. The students that suffer from Autism and blindness need routine lessons. Some have no
vision which makes it hard to trust new people. They need repetition in all they daily activities. The students
need to be told what your introducing way before you do so. I start by sitting the student down in a quite area
of the classroom. I make sure I allow the student to feel the coins on the small tubs first, always. Allowing
the student to touch the small tubs first helps the student understand matching. They know after touching the
coins first that connecting it with the coins on the tubs go together. I do this activity 2 times a day, once in
the morning, once in afternoon.

Pre-Assessment:
I will see academic improvement in the student when they can effectively and without hesitation identify the
coins. The student needs to be able to feel the coin, make a determination and place it in the correct tub. The
more coins in the small tubs the better. The less time it takes the student to place all coins into the small tubs
the better the understanding of the activity. The timely manner shown in the activity shows to the educator
that the student is making academic progress.

Scoring Guidelines:
Grading scales for SPED students is most of the time used by numbers. I like using number to grade
my challenged students. I feel it’s fair and doesn’t seem like its profiling the students mental process
in any way. Number 1 would be defined by not being attentive during the activity. Even the student
demonstrating refusal during work. Number 2, student is in the area but isn’t sitting in order to learn
and isn’t engaged. They aren’t exploring their materials in the lesson either. Number 3, the student is
engaged in the activity for part of the time. I have to provide prompting for the student to continue.
Number 4, most of the activity the student is fully engaged. The student can continue work with
minimal prompting. Number 5, student is active throughout the lesson activity. They are able
demonstrate the lesson with or without the educator. This process shows comprehension which is the
objective.

Once the students start to show a depletion in academic material previously learned, I then conduct a
formative assessment on the particular student. Just to bring them back to speed on the material so that new
lessons can be explored.

Post-Assessment:
After the previous learned lesson has had time to settle, they will be able to identify all the coins. They will
be able to state the worth of each coin. The students will be able to explain the different characteristics that
each coin shares and don’t. Th ready responses are what I’m looking for, when I ask what the worth of a
nickel is, a fast answer is the goal. To establish basic understanding is to continue repetition and to give the
student multiple examples to one question.

Scoring Guidelines:
Educating SPED students is a tad different. They need to be educated on both sides of the academic
spectrum. They need introduction to simple actions we all do every day. I have to grade my students n the
scale of progression in interactive lessons. Effort is gradable in my classroom. I’m looking for small sparks
of educational energy. Once I notice the interest in an object, song, lesson etc. I have to continue to
incorporate that someone how every day.

Differentiated Instructional Support

I have to use a lot of manipulatives in introducing a new lesson to SPED students. In my opinion I think its
very useful. These certain objects help the student perform better and meets IEP goals. Audio and
technology will remain apart of my lesson creations. SPED students respond better to microphones. Hearing
the instructor louder and clearer helps the student with Autism to focus. If they may feel like multiple things
are attracting them, audio would help narrow the dialog. The use of IPAD time and allowing the student to
push a button to answer a question is exciting. I also use food as a manipulative to get through lessons. The
students and engaged and feel happy enough to want to answer questions. I try not fill their bellies but use it
as an enforcer.

Extension
My all time favorite website http://education.ohio.gov/Topics/Special-Education/Ohios-Learning-Standards-
Extended
This site is so informative, explaining each subject area and its extended core standards. The state of Ohio
has done great by including key support systems like parents, students, special educators, and administrators
to confirm the best core standard for students.

Homework Options and Home Connections

Home Connections is where we all should start when educating children. Its needed in sparking and
cultivating the cognitive skills of children. The parents can help in sharing personal information about the
child to ensure needs are met in a fair form for all students. As educators we should be considerate of our
students to ensure academic progression. Creating a small respectable relationship with each student will
create a ready learner. This ready learner will have confidence in their mistakes because the teacher has had
time to create a relationship.

Interdisciplinary Connections
I would incorporate (History) By educating them on the history behind the technology devices I use to teach
them. Sharing a fun fact about the inventor in the time of creation. Elaborate on the presidents on each coin
and fact about each one. Give the student a clever way to remember each coin by assigning short names for
them.
Materials and Resources:

For teachers Teacher: IPAD,Pen,Students IEP Chart.

The IPAD is a special piece to the process of the assessment and their success. The
IPAD has a app that is used to give encouraging commands aloud when a question is
correct. This app works great with my students! Its great to hear praise from the teacher
but its also cool to hear the IPAD congratulate them also. This praise does give positive
energy making the student want to learn more information.

For students Please your best positive attitude to learn. Audio devices, tablets, IPADS, braille
writers, small playful objects, energy snacks, microphone and a recorder. An IPAD
with app to recite downloaded commands and statements.

Key Vocabulary
SPED- One who attend a special education classes. Children that suffer from any type of mental disability
and illness.

Additional Notes