Transition Magicians

Transition Lesson Plan

 Beginning to make the College Choice

By

Kelly Beer

  Statement of prior knowledge: This lesson could be used as part of a unit that guides students through the development of a personal profile.  Previous to this lesson students have completed various interest and personality questionnaires along with the compiling of prior academic assessments, such as the ACT or SAT. Each student has compiled information about themselves in their own personal profile/journal.  In this lesson they will begin to use the information they have compiled to help them work through the guide, How to Choose a College: Guide for students with disabilities.   Prior to the lesson students have created a list of at least 5 colleges that they might like to attend. 

Objectives:

1.)    Using the How to Choose a College Guide the student will write at least one independent living need or experience that will help them become better prepared for making a college choice.

2.)    Students will write one way each college on their list does or does not meet their individual interests.

3.)    Using the information in their journal the students will conclude whether they meet the academic requirements for the colleges on their list.

Sunshine State Standards:

1.)    LAA 2.4.4 – The student constructs meaning from a wide range of tasks.  The student locates, gathers, analyzes and evaluates written information for a variety of purposes, including research projects, real world tasks, and self improvement.

2.)    LAB 2.4.1 – The student writes to communicate ideas and information effectively.  The student writes text, notes, outlines, comments, and observations that demonstrate a comprehension and synthesis of content, processes, and experiences form a variety of media.

Materials:

Heath Guide: How to Choose a College: Guide for the Student with a Disability

Student’s personal profile/journal and list of colleges

Paper

Pen or Pencil

Internet Access

Variety of College catalogs

  Methods:

  1.)    Review with the students the information gathered in their personal profile/journal.

2.)    Remind the students that in the development of their profile they evaluated their interests, personality characteristic.  As well as what they found challenging, the subjects they liked and disliked, the various evaluations (classroom and standardized), and the characteristics of their particular disability as it relates to assistance or accommodations (eg. wheel chairs, communication device, etc.)  Ask the students to share some of their interests, challenges, strengths, likes and dislikes, etc.

3.)    Direct the students to look at their list of colleges that they would like to attend.  Ask the students why they chose the colleges that they did.  Share ideas and thoughts.  Responses could range from, liking the football team, moving away, to wanting to go to the same college as friends.

4.)    Introduce the How to Choose a College Guide to the class.  Ask the students how they feel this might help them choose a college. 

5.)    Review the introduction of the guide as a class.  Stressing the fact, that many of the questions in the first two pages they may find answers in their personal profile.  Some they may have to think about.

6.)    Review pages 2 and 3 together as a class.  Expanding on ideas with explanations and expansions of the ideas expressed. 

7.)    Direct the student to review the first 2 pages again on their own, this time answering the questions based on their own experiences and the information they have in their personal profile.  Explain that in order to answer some of the questions they may need to research the colleges on their list through the local catalogs available in the classroom or by searching the Internet.  Remind them the importance of being honest when evaluating experiences and abilities and that there are no right or wrong answers.

8.)    During the activity the teacher should be available for comments, and direction on Internet and catalog searches.

9.)    Once they have compiled the information, each student will then look at each college on his/her list and compare it to how it does or does not meet their individual interests and abilities.  Each student will determine what he/she might be able to do to develop a skill in order to attend that college.  For example: If one school is located away from family, the student might look at the information that he/she wrote when asked about independent living skills.  If a student feels he/she lacks the skills and experiences in some of the areas what might they do to overcome that lack of experience and keep the college on their list.

10.)            Each student will review the requirements of the college to determine whether or not they currently meet those criteria.  If they don’t what can they do, if anything to meet the requirements.

11.)             Remind the students that they should not rule out a college just because it does not meet one need but to look at ways they may begin to make changes or prepare in a certain areas.  Whether it be through experiences and development of independent living skills to improved test scores.  Remind them that this is just the first step in the assessment process in developing general knowledge of the colleges on their list.  A more detailed assessment of the each college will follow as we go through the guide through future activities.

**Further lessons could incorporate the rest of the guide in a similar research and analysis approach.

Application of lesson to students real life and interests:

The lesson relates to the interests and concerns of students as they prepare to make decisions that relate to post secondary education options.  

Evaluation:

Students will review the college choices on their list and write one reason why it does or does not meet their interests and ability.

Students will write at least one independent living need or experience that they need to accomplish before attending college.

ITP Connection:

This lesson relates the Self-Advocacy and Post Secondary Education goals.

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Last modified: December 05, 2000