| 3. Knowledge of subject matter and pedagogy. |
| Special Education Lessons: Giving and receiving compliments I taught this lesson to help teach social skills. Half of the students who were inthe Resource Room at that time had goals related to increasing interpersonal skills. All had goals pertaining to increasing written expression. I planned this lesson to be with a small group so it could be more laid-back. Most students with emotional impairments do not receive compliments; usually they aren't the high achievers or star atheletes. They need to hear good things about themselves perhaps more than other children. This lesson introduced a basic and important skill. The lesson went well; I think the uncommon positive attention sparked a romance, too. Skimming and Scanning Every student in the Resource Room had goals about improving reading comprehension and/or fluency. I had noticed that reading was a very labored process for my students. They worked so hard decoding so many words that they missed comprehension. I wanted to teach a skill that would let them quickly "read" a selection without having to actually read every word. This lesson was fun--the use of highlighters always increased motivation, and they liked to be able to read so quickly. I used this tool a few more times with them as a game. |
| 3. Knowledge of subject matter and pedagogy. |
| Entry-level Standards: |
| 3. Knowledge of subject matter and pedagogy. |
| Lesson Plans: |
| Special Education Lessons: Giving and receiving compliments I taught this lesson to help teach social skills. Half of the students who were in the Resource Room at that time had goals related to increasing interpersonal skills. All had goals pertaining to increasing written expression. I planned this lesson to be with a small group so it could be more laid-back. Most students with emotional impairments do not receive compliments; usually they aren't the high achievers or star athletes. They need to hear good things about themselves perhaps more than other children. This lesson introduced a basic and important skill. The lesson went well; I think the uncommon positive attention sparked a friendship, too. Skimming and Scanning Every student in the Resource Room had goals about improving reading comprehension and/or fluency. I had noticed that reading was a very labored process for my students. They worked so hard decoding so many words that they missed comprehension. I wanted to teach a skill that would let them quickly "read" a selection without having to actually read every word. This lesson was fun--the use of highlighters always increased motivation, and they liked to be able to read so quickly. I used this tool a few more times with them as a game. Unit: Young Authors Every year, each student at CMUE wrote a story in a small hard cover book. These books were then put on display in the library for one night, and families were invited to celebrate their "young author." To help my students, everyone had a packet of ideas and graphic organizers to put down their thoughts. Packet Then, over many days, we wrote draft after draft, edited and edited until everyone had a final copy. |
| 3. Knowledge of subject matter and pedagogy. |
| Entry-level Standards: |
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| Brad using the Mac to edit Big Foot |
| Jonny using the alphasmart to edit his story. We had 12 of these, and they hooked up to the computers and printers, too. |
| The final copies were cut and pasted into the hardcover books, and then everyone illustrated their pages. Students who couldn't write two sentences in their weekly journal were able to produce a final copy. |
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| Tyler and his story, Charizard. |