5 Day Unit - Time Management

This link will take you to the 5 lesson unit plan on time management on Taskstream.

This was my first time using Taskstream and I found it to be fairly user friendly. As an assignment this one was very time consuming. Researching, planning and then creating a detailed 5 lesson unit plan proved to be a tough ask.

As a unit plan I think that this is of a good standard. I have paid attention to the needs of the topic and have shown where they link to Illinois Standards. I have tried to keep the tasks novel, fun and fairly short. The topic of time management is a fairly dry one and I don't think it should ever be taught specifically as a stand alone class. The techniques and strategies alluded to in the plan should be included in all subject areas across the curriculum. This constant reinforcement, and modeling of desired study behaviors by all teachers should lead to a greater adoption of these techniques by all students.

I have tried to show how I would accommodate for the inclusion of three students, each with a specific learning difficulty - one with TBI, one with ADHD and one on the autism spectrum. I think that it is always hard to produce such generic lesson plans as teachers will always adapt situations depending on the students in front of them. If I start teaching time management and the students don't understand the concept I don't just go onto lesson 2 next time around. I would continue with the topic but present it in a way that might be more successful.

I think this unit plan would reap some rewards and I think that in lesson 5 the students would certainly be able to produce some very good presentations that they could show to their peers. However, I can already see that there are areas of the unit that will probably be re-written if I was to teach this unit a second time around.

I have enjoyed this SPED class and will arrange to sign up for the two others that I need in order to sit my LBS1 at a later date. I think I would be a good special ed teacher as I have already developed a number of strategies that have allowed me to be successful within a class setting. I have good empathy skills and a desire that all students in my care get the most out of each lesson. I also think that being a man in the field of special education might work in my favor as there seems to be a shortage of men in the field right now. I'm not really sure why that might be, but with boys outnumbering girls 4:1 in special ed classes I think I can be a good role model to these students.

Concept Map

Exit Ticket Artifact

As we left each session of class we were asked to create an exit ticket. I have never done this before but found it a good opportunity to reflect on what had been presented and consider how we might best use this information in a classroom setting.

I have attached an image of my exit ticket from Day 4. In this particular lesson we discussed how technology can be used to assist the learning of our students. As I have been experimenting with technology a lot this year I found this lesson interesting. It was nice for me to share my experiences and I think in this lesson I also presented my podcast chapter review for chapter 7. Sometimes I think that everyone must be using technology in the same way that I am but the more I speak about it the more I realize that many people haven't had the opportunity to utilize it in the ways that I have.

In the second half of the class we learned about creating mind maps. I have been using this method of note taking/presenting information in class for many years but I felt that I learned how to make my mind maps more effective. I can now put more information into them without really using up more space on the page. Already I have put this to use in my chapter reviews. I like creating mind maps but it wouldn't be my preferred method of taking notes, that would be the Split Page - Cornell method, another style of note taking that I was first introduced to during this course.

Movie Artifact

One of the artifacts that we have been asked to provide is reflection on one of the movies that we watched in class. All of the movies that we viewed were very good, a little dated, but still very good. Moustaches, bubble perms and shoulder pads have gone out of fashion, but thankfully good teaching and the sharing of best practice still remain.

To be honest, I could have just written about any of the excellent Richard Lavoie movies that were shown in class. He has a passion for the teaching those with learning difficulties that is infectious and it is always great to hear someone share their experiences about what works for them. And there is the crucial point. What works for some might not work for others. There are a number of strategies out there and only over time can the educator find which ones work best with which student or situation.

A co-worker of mine lent me Richard Lavoie's "How Difficult Can That Be?". This DVD certainly reminded me that I should continue to be empathetic within my classroom, and that the frustration, anxiety and tension that I sometimes feel in a lesson, doesn’t come close to the frustration, anxiety and tension that some students are feeling in every lesson of every day of their time at school.

Evidence Based Best Practice - EAROBICS

Earobics

One presentation that we were asked to do was to put together research about evidence based best practice for reading and math strategies. I chose to research EAROBICS purely because I thought that the name sounded good.

Earobics is a research-based, intervention solution targeting the reading skills of pre-kindergarten to 3rd grade readers.

I was impressed with the program as it utilizes technology well, motivating students to read as it provides a personal and individualized content. It also provides support to teachers in the form of professional development and will also take reading initiatives into the community in conjunction with the host school.

Downsides to the program that I could see were the cost $300 per 12 users (although other presentations showed that there are far more expensive providers out there). It is also narrow in that it only targets readers up to 3rd grade level, plus I couldn't find sufficient unbiased research to demonstrate the full benefit of using the program.

Traumatic Brain Injury Artifact

TBI

Another of our group activities was to research and produce an artifact informing people of the issues surrounding Traumatic Brain Injury. Although I have never knowingly taught a child living with the effects of a TBI I do know a girl who suffered one as the result of a fall. This issue is also in the media quite a lot recently die to the issues of child head injuries becoming a national concern. In fact coaches are now receiving better education regarding this growing problem.

As a result of this exercise I feel that I would be better able to work with a child with this difficulty. Our group benefited from Josh's first hand experience of having worked with a child living with a TBI.

Lerner & Johns report that only 0.04% of the total school enrollment are living with this disability, and so it falls in with category of "Low-Incidence" along with:

• Autism
• Hearing Impairment
• Orthopedic Impairment
• Visual Impairment
• Developmental Delay
• Multiple Disabilities
• Deaf-Blindness

RTI Artifact

Special Education Evaluation RTI

One of the first group activities that we had to do was a jigsaw activity. This was the first time that I had taken part in a jigsaw activity, at least the first time where it had been named as such. For more information about jigsaw activities check out this link.

As an activity it was a good ice breaker and a chance to get to know other students. I can see that this would be valuable in class and in a short period of time would allow students to produce some great co-operative work.

The topic of the activity was the RTI process. Again this class was invaluable as although I had heard about RTI, and in fact even sat through an insufferable presentation once, I wasn't very clear about it. After this class I was able to see the benefits of the whole process. I can see some drawbacks, particularly where the concept is so new and teachers need a lot of guidance when creating identification screeners to determine whether or not a student moves on within the process. My wife works in a school where the teachers have been given little guidance from Administration and have been expected to implement the RTI process a little blindly. However, I can see that the thorough nature of the process will enable help and support to be given more effectively and in a more individualized manner than perhaps previously.

I look forward to being part of the RTI process.

Goal Setting

As a Health teacher I encourage my students to set themselves health goals that they will work towards achieving over the course of a semester.

I tell the students, and sometimes these key words differ depending on what source you look at, that they should set SMART goals that are:

Specific

Measurable

Attainable

Realistic

Timely

I've included a photograph (my scanner is broken) of my notes from the goal setting session in class. As you can see, my goal was "To pass the SPED 446 class with an A grade or better, completing all required coursework on or before deadline (see syllabus)."

I think that this is sufficient although I think that my tutor, Linda Rich might not think that it is specific enough. I believe that certain things can be implied, as the goal is specifically for me, I know what is required for me to fulfill the goal. HOWEVER, when we are working with students with learning disabilities they might not be able to behave in this way. For that reason, we as educators should be VERY clear when setting goals.

It is important that we model the goal setting technique, then encourage our students to set simple SMART goals. Eventually these goals will become more advanced and long term goals.

By encouraging our students to set goals we ask them to take more ownership for their own development. It also demonstrates that they have control over their future and that it isn't always decided for them by others.

Chapter Notes

As part of our class requirements for SPED 446 we were instructed to read "Learning Disabilities and Related Mild Disabilities: Characteristics, Teaching Strategies and New Directions" by Janet Lerner and Beverley Johns. This was a well laid out book and as it is in it's 11th edition, it has been recently revised. It was a surprisingly enjoyable read and will prove to a useful reference book once I start working with students with Learning Disabilities.

We were told to read each chapter and make notes in different styles each week. These note taking styles included:

• Split-Page - Cornell
• Graphic Organizer
• SQ3R
• SCROL
• Mind Maps
• Split Page
• Plus we were given the option of a free choice.

I don't think that I was ever taught how to make notes effectively but over time have found the style that I prefer. Having undertaken this exercise I would say that I take notes most closely to that of the split page - Cornell style. In fact this was my favored style and one that I would consider using in the future. I like the fact that it allows for comprehensive and yet concise notes to be taken, and revised, and then summarized. It was the summary table at the end of the review that I most liked as I had never considered doing this before.

Although it is difficult to say which of the chapters was most memorable, I would say that Chapter 1 was very good. It put everything in context and set things up for the rest of the following weeks. It was good to read about the dynamic nature of the field of Special Education and although there remains a great deal to be done to level the playing field and remove for restrictions for those with learning disabilities it is evident that much is being done in this field.

Clicking the image below will take you to the full list chapter reviews that I completed over the past few weeks.