Phase II

Instructional Decisions/Teaching: Describe and justify modifications made :

• for individual needs

• to maintain alignment to goals and objectives 

Modifications for English language Learners: Providing background and context information, such as visiting websites with animation. Increase interaction by pairing students with a native English speaker as a model for English Language Development.  Checking often for understanding by having the students demonstrate their learning and highlighting key concepts and main ideas. during a lesson The teacher should often emphasize key vocabulary.  Also, the teacher should continually present information in a variety of ways.  

Modifications for special education: Allowing extra time to use of the computer and providing the student with a hand over hand instruction step by step.  Exploring different ways to build relationships with their peers.  Visuals will provide an easy reference and continually checking for understanding and repeat key concepts. 

Modifications for gifted students: Providing challenges with programs that will add to their creative talent.  Provide opportunities to work with other students whom are struggling with self-motivation and lack of skills. It will help both students to learn to work together and know that all students have different learning styles.

Modifications for at-risk students: Allowing extra time on the computer will help the at-risk student by helping him/her feel confident to work in groups and willing to take the lead to research on-line.  At-risk students need motivation and self-esteem working in groups, continually monitoring and asking if there are any questions, checking work day by day and providing constructive feedback and suggestions.

These are websites where we got some of our information from
www.wested.org/cs/tdl/view/tdl_tip/52 = Link to first artifact

 

www.teachervision.fen.com/special-education/resource/5347.html = Link to second artifact






Assessment of learning: Describe the evidence you have that indicates

• your students level of success in achieving the lessons goal
• the level of success you had in teaching the lesson

I know my students succeed in achieving the lessons goals because I the teacher graded their final project which was having the students make a power-point on the tribe they were given. Based on the power-point I was able to see that the students understood that they had to do research on the tribe given, that they had to make a power-point, and that each power-point had to have certain items in order to be successful.

I know that I the teacher was successful in teaching this lesson because as I was walking around I was able to see what the students were doing and answering any questions they may have. I also know that I was successful in this lesson because when I was grading the students power-points and they all did great I knew that they understood and got the objective. The rubric was a big help for us the teachers and for the students to make sure they succeeded and to make sure we the teachers succeeded in teaching the lesson.


Artifact #1 This is one of the power-points that a group made


Artifact #2 This is the rubric that we the teachers used to grade each power-point