3. Section 2:
Section 1: Planning &
Preparing for Implementing
Instruction Effective
Lesson Plans
Section 3: Section 4:
Instructional Evaluating
Strategies for Student
All Students Progress
Section 5:
Defining a
Standards-
Based
Classroom
4. • Step 1: Review the Individualized
Education Program (IEP)
• Step 2: Select Instructional
Materials
• Step 3: Creating a Class Schedule
5. Review each student’s IEP and
complete the following tasks
before planning and implementing
his or her instructional plan:
• Identify specific academic skills
and course standards to be taught
• Identify specific methods and
materials to be used in the
instructional process
• Identify specific methods and
materials to be used to monitor
progress and evaluate each goal
and objective
• Review the initiation and
completion dates of all goals and
objectives
• Identify specific provider(s) for all
academic areas in which the
6. Utilize the following plan
when selecting instructional
materials:
• Identify the curriculum areas in
which materials are needed.
• Rank the areas from highest to
lowest in priority.
• List affordable materials that
are designed to teach in the
selected skill area(s).
• Obtain the materials and
evaluate them so that a
decision can be made
regarding to a purchase.
7. The class schedule should flow with the school’s master
schedule,
is conducive to schedules of inclusive students, and allows
for teacher planning.
Consider the following when planning your
schedule: Level
Elementary Secondary Level
• Analyze the day’s events • Homeroom
• Plan opening exercises • Academic instruction (class
• Schedule academic periods)
instruction • Lunch
• Plan closing exercises • Exploratory or elective
class
• Transition program
• Planning
• Advisement
8. Instructional Planning Guide:
• Plan lessons at least two weeks in advance.
• Set aside time each day to plan – don’t try to do all your planning in one
day.
• Collaborate and plan with the primary teacher in inclusive settings.
• Review the objectives or standards for each lesson to be taught.
• Develop essential questions and enduring understandings for each lesson
or unit.
• Post essential questions and enduring understandings in highly visible
location.
• Select supporting materials to reinforce lesson objectives or standards
being taught.
• Make copies of all reinforcement materials in advance.
• Prepare a weekly syllabus or homework calendar for students.
• Inform students in advance of all test dates.
9. Preview Lesson:
• Introduce lesson or skill using essential questions and enduring
understandings.
• Administer a diagnostic assessment or require students to complete a
KWL chart if beginning a unit.
• Review previous lesson (linking prior knowledge).
• Pre-teach lesson vocabulary.
Lesson Content:
• Demonstrate skill and/or standard; explain & discuss with students.
• Provide opportunity for guided practice, independent practice, and for
students to demonstrate skill.
• Administer formative assessment, check on learning
• Reteach problem areas and determine next steps.
Lesson Conclusion:
• Summarize lesson/review enduring understandings.
• Answer essential questions.
• Administer summative assessment, determine skills or standards
11. Strategy 1: Differentiated
Instruction consider such
The teacher should
differences as the students’:
Four Ways to
• Learning styles, skill levels, and Differentiate Instruction:
rates 1. Differentiating the
• Learning difficulties content/topic
• Language proficiency 2. Differentiating the
• Background experiences and process/activities
knowledge 3. Differentiating the product
• Interests 4. Differentiating by
manipulating the
• Motivation
environment or through
• Ability to attend
accommodating individual
• Social and emotional learning styles
development
• Various intelligences
• Levels of abstraction
• Physical needs
12. Strategy 2: Teacher-Directed Instruction – “In a
teacher-directed classroom, the teacher
plans, shapes and guides the learning process. He
or she analyzes course standards and prepares a
sequence of instructional strategies to help
students acquire the knowledge and skills to meet
those standards” (Tanner, Bottoms, &
Bearman, 2001 as cited in Shelton &
Pollingue, 2009).
Strategy 3: Student-Centered Learning – “Based
on the belief that active involvement by students
increases learning and motivation. Good student-
centered learning values the student’s role in
acquiring knowledge and understanding”
(Tanner, Bottoms, & Bearman, 2001 as cited in
13. Graphic organizers can be defined as the following:
1. They help students comprehend information through visual
representations of concepts, ideas, and relationships. They
provide the structure for short- and long-term memory.
2. They turn abstract concepts into concrete visual
representations.
3. Understanding text structure is critical to reading
comprehension. If students have a guide to the text
structure, their comprehension is considerably higher than
when they rely only on reading and memorization.
4. The most important question a teacher can answer is: “How
do I want students to think about my content?” Then, the
teacher selects a graphic organizer that facilitates that type
of thinking. (Thompson & Thompson, 2003 as cited in
Shelton & Pollingue, 2009)
14. Having students summarize is important to the learning process
for the following reasons:
1. Summarizing is perhaps the key thinking skill for learning.
2. Summarizing is a learning strategy, not a teaching strategy.
Learners must summarize themselves for the learning to
construct meaning.
3. When summarizing, students create a “schema” for the
information and remember it better and longer.
4. Teachers find out what students have
internalized, understood, and remembered.
5. When students summarize, their
confusions, misconceptions, or misunderstandings
surface, and teachers can then adapt future teaching
accordingly. It is key to knowing when and on what to
reteach.
6. Student summarizing should be distributed through a
lesson, not just at the end. (Thompson & Thompson, 2003 as
cited in Shelton & Pollingue, 2009)
15. Formative assessments: given to students in order to determine
their levels of understanding of the concepts being taught, and
the results provide the teacher with insight into any instructional
adjustments that need to be made.
Summative assessments: used to determine whether the
students have successfully learned what was taught.
Performance-based assessments: require students to
demonstrate their knowledge of acquired skills; a type of
formative assessment.
Examples of performance assessments:
• Open-ended or constructed response items
• Performance-based items or events
• Projects or experiments
• Portfolios
16. Teachers must rethink their instructional formats
and create classrooms that are standards-based
ready: “A classroom where teacher and students
have a clear understanding of the expectations
(standards). They know what they are
teaching/learning each day (standards), why the
day’s learning is an important thing to know or
know how to do (relevance), and how to do it
(process). Standards-based learning is a
process, not an event” (Georgia Department of
Education as cited in Shelton & Pollingue, 2009).
17. Shelton, C. F. , & Pollingue, A. B. (2009). The exceptional
teacher’s handbook: The first-year special education
teacher’s guide to success. Thousand Oaks, CA: Corwin.
Photo Credits:
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roles.
