Here are some examples of adaptations and accommodations that can be made for teaching students with special needs: - Provide modified assignments and assessments that are tailored to students' ability levels. This could include altering length or complexity requirements. - Use multi-sensory teaching methods that engage both visual and auditory learners, such as showing images and diagrams alongside verbal explanations. - Break down large assignments into smaller, more manageable tasks with clear deadlines. This helps prevent students from feeling overwhelmed. - Allow extra time for students to complete tests and assignments, both in and out of the classroom. - Provide copies of notes or allow students to audio record lessons so they can review material afterwards. - Se

2. • LP’s a are not written for teachers to read to
the class; but to structure the lesson and to
help with the flow of the class
• Research indicates that all students benefit
from, and appreciate well-structured lessons.
• LP’s determine the curriculum; that is, what the
children will learn
• LP’s determine what the students already know
• LP’s determine at least one way to assist the
students in learning the new curriculum
• LP’s determine at least one way to evaluate the
learning outcomes of the students.

3. • The objectives of the lesson do not specify what
to observe
• The lesson assessment is disconnected from the
objectives
• The prerequisites are not specified or are
inconsistent with what is actually required to
succeed with the lesson
• The materials specified in the lesson are
extraneous
• The instruction in which the teacher will engage
is not efficient
• The student activities described in the lesson
plan do not contribute to the achievement of the
objectives

4.  purpose is to communicate
 is the focal point of a lesson plan
 describes an intended learning
outcome
 determines the criteria for any
assessment
 are evidences of learning
 aligned with the aims of education
 Develops critical and creative thinking

5.  Cognitive – knowledge, Comprehension,
Application, Analysis, Synthesis,
Evaluation
 Affective – Receiving, Responding,
Valuing, Organization, Characterization,
 Psychomotor – Reflex movement,
perceptual abilities, physical abilities,
skilled movements, nondiscursive
communication

6.  S – specific
 M – measurable
 A – Attainable
 R – Result Oriented
 T – Time bounded

7.  The student will demonstrate metric
measurement of length.
 Given a metric ruler, the students will
measure the length of common linear objects
to the nearest millimeter.
 The students will solve addition problems
with 80% accuracy.
 Given two numbers not written in equation
form, the students will place the numbers in
equation form and add them together

8.  Learning is an active process
 The more senses involve in learning, the
better
 A non- threatening atmosphere enhances
learning
 Learning is meaningful when it is connected
to students
 Good teaching goes beyond recall of info.
 Integrated teaching approach is effective

9.  Involving Students in Real-life
Problem Solving (research, case
study..)
 Using Projects to Increase Meaning
and Motivation (multi-media)
 Simulations and Role Plays
 Using Visual Processing
 Games, Puzzles, Songs…
 Glossary of Instructional Strategies
 http://www.beesburg.com/edtools/glossary.html

10.  Are aids to instruction
 Choose aids that best suits your
students
 Use variety of tools
 Check your materials before the
class
 Abide the utilization guide in using
media

11.  Bulletin boards
 Charts
 Pictures
 Mock –up
 Realia
 Videos
 Models
 Books
 Electronic Materials

12. Any comment?

13. Any comment?

14.  Advantages:
 Are easy to obtain
 Can convey a number of information
 Effective than oral or written statements
 reusable
 Disadvantages:
 Choosing is a problem
 Handling needs much care
 Difficulty in choosing the size, how it should be
mounted, etc.

15.  Pictures are not outdated
 Small pictures are difficult to see
 Pictures should be organized
 Should be easily seen, attractive and
accurate
 Can be mounted on hard paper or
laminated for protection

17.  a quiz,
 a journal entry,
 a pair work activity,
 an essay,
 a test,
 a class discussion,
 or an oral question/answer activity
It should match with the objectives
of the lesson

18.  one of the best tools in promoting effective
learning
 continues to be an essential component of
good teaching
 Measure teacher’s effectiveness
 involves knowledge of the various uses,
characteristics, techniques and handling the
learner’s response.
 It takes many years of classroom experience,
professional reading, and self-evaluation for
a teacher to be a proficient questioner

19.  Questions should be asked in a natural and
well-modulated voice.
 A teacher should ask the question first, and
then wait for the class to think about it
before calling on anybody to answer the
question.
 A sufficient number of questions should be
asked to stimulate learners to activity.
 A teacher should refrain from repeating
questions

20.  Questions should be evenly distributed so
that the majority of the pupils can take part
in the discussion
 A teacher should avoid resorting to any
mechanical system of fielding questions to
the class, such as by alphabetical order, or
row by row
 A teacher should ask questions that are
really interesting and thought-provoking

21. Category 1 Category 2
Factual
Closed
Convergent
Lower level
Low order
Low inquiry
Higher cognitive
Open
Divergent
Higher level
High order
High inquiry
Category of Questions

22.  Convergent questions have only one correct
answer, and test rote knowledge of concrete
facts.
 Examples of these questions include multiple
choice, definitions, true/false, fill in the
blank and calculations where there is only
one correct answer.

23.  Divergent questions have no single correct
answer, and are more analytical,
 testing the students’ ability to synthesize
information,
 offer educated opinions or create hypotheses
based on their knowledge.
 These types of questions are always open-
ended, allowing the students to express
themselves as they demonstrate their ability
to reason in the subject.

24. Come up with adaptations and accommodations on
teaching students with special needs