SED 502 Assignment 3: The Classroom Instructional Plan
Your classroom instructional plan will delineate your plan for instructing struggling students and students with disabilities to understand new educational material and, thus, achieve learning objectives whether you are working in a classroom or another setting. Your plan is not to exceed 8 pages and must include:
Explanation of research-based instructional strategies other than graphic organizers – 1-2 pages
Attach three different graphic organizers – 1 page each, using the template provided.
Explanation of each chosen graphic organizer and how it assists students with disabilities – 1-2 paragraphs each. Template provided.
References –Template provided
1. Instructional Strategies
Explore the 20 instructional strategies on list with web links, provided (see attached)
Pick 3 strategies other than graphic organizers which you can use to help struggling students and students with disabilities to understand new educational material and, thus, achieve learning objectives
List and explain one strategy at a time:
1. Name of strategy
2. Explain the strategy IN YOUR OWN WORDS – DO NOT QUOTE
3. Explain how you will use in your class/group
2. Research and select 3 Graphic Organizers:
Graphic organizers are visual or graphic displays that provide students a visual way to organize and understand information about a topic. Completed organizers show relationships between facts, information or ideas (e.g., sequence of events, comparison of features, sides of argument, elements of a concept, steps of a procedure, cause and effect). Also called: knowledge, concept or story maps, cognitive or advance organizers, concept diagrams.
Explore and then choose 3 graphic organizers you can use in your classroom or group setting
Anyone: http://www.studenthandouts.com/graphicorganizers.htm
Anyone: http://www.eduplace.com/graphicorganizer/
English: http://www.dailyteachingtools.com/free-graphic-organizers.html
English/History: http://www.readingquest.org/strat/
Math: http://www.dgelman.com/graphicorganizers/#RATNUM
3. Explain Value of Graphic Organizers Chosen
For each graphic organizer explain why each one was chosen and its relative value for helping students with disabilities.
4. References – APA Style (1 point)
Author’s last name, first initial. (Year). Title italicized. Name of Website. Retrieved from: web address.
For example,
Wright, J. (n.d.). Choice: Allowing the Student to Select Task Sequence. Intervention Central. Retrieved from: http://www.interventioncentral.org/behavioral-interventions/motivation/choice-allowing-student-select-task-sequence
Research-Based Instructional Strategies – Pick from the list below:
Intervention Central Website – Jim Wright is the author of these articles:
Direct Instruction: http://www.interventioncentral.org/academic-interventions/general-academic/introducing-academic-strategies-students-direct-instruction-
Guided Notes: http://www.interventioncentral.org/academic-interventions/study-organization/guided-notes-increasing-student-engagement-during-lecture-
Generalization Strategies: http://www.interventioncentral.org/behavioral-interventions/special-needs/extending-learning-across-time-space-power-generalization
Instructional Hierarchy: http://www.interventioncentral.org/academic-interventions/general-academic/instructional-hierarchy-linking-stages-learning-effective-in
Group Response Techniques: http://www.interventioncentral.org/academic-interventions/general-academic/group-response-techniques
Teaching Strategies for Children with Developmental Disabilities: http://www.interventioncentral.org/behavioral-interventions/special-needs/teaching-children-developmental-disabilities-classroom-ideas
Marzano Nine Essential Instructional Strategies – you can find the following strategies in blackboard under “assignments” in folder labeled “assignment 3.” Cite reference as: Marzano, R. J., Pickering, D. J., & Pollack, J.E. (2000). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
Identifying similarities and differences
Summarizing and notetaking
Homework and Practice
Reinforcing Effort
Nonlinguistic representation
Setting objectives
Providing feedback
Generating and testing hypotheses
Cues, questions and advance organizers
Simulations and games
The University of Kansas – Special Connections Website
Rehearsal Strategies (Author: LuAnn Jordan) http://www.specialconnections.ku.edu/?q=instruction/cognitive_strategies/teacher_tools/rehearsal_strategies
Speech Synthesis (Text-To-Speech) (Author: Sandra J. Thompson)
http://www.specialconnections.ku.edu/?q=instruction/universal_design_for_learning/teacher_tools/speech_synthesis
Elaboration Strategies (Author: LuAnn Jordan) http://www.specialconnections.ku.edu/?q=instruction/cognitive_strategies/teacher_tools/elaboration_strategies
Mnemonic Strategies (Author: LuAnn Jordan) http://www.specialconnections.ku.edu/?q=instruction/cognitive_strategies/teacher_tools/mnemonic_strategies