Developing Remedial Instruction.
Developing Remedial Instruction.
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Peer observation is critical for professional development and self-reflective practices. Observation and reflection allow educators to understand what instructional practices are used to modify curriculum and best support student learning. As a curriculum expert, you will work with colleagues in assisting them in differentiating lessons for whole groups and small groups.
Allocate at least 3 hours in the field to support this field experience. Developing Remedial Instruction.
Using the “COE 3-Day Unit Plan Template,” assist your mentor teacher in creating a 3-day remediation plan for the group of students identified in Topic 2. If a student in the group is not in need of remediation, the differentiation should focus on enrichment. Use the information gathered from the learning style inventory and your observations in Topic 3 to assist your mentor in making instructional decisions. If possible, observe your mentor teacher implementing one of the remediation lessons and provide the teacher with feedback.
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.
Consider the following:
- How were the lessons differentiated for multiple types of students, readiness, and interest?
- What strategies were used to present materials? How did these strategies engage diverse students?
- What formal and informal assessment tools and techniques were implemented?
- How can the assessment results be used to modify future instruction?
- How did the learning style inventory and observations drive your instructional decisions?
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Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Unit/Subject:
Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs,
504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
Day 1 | Day 2 | Day 3 | |
National/StateLearning Standards List specific grade-level standards that are the focus of the lesson being presented. | |||
Specific LearningTarget(s)/ObjectivesBased on state standards, identify what is intended to be measured in learning. | |||
Academic Language General academic vocabulary and contentspecific vocabulary included in the unit. |
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Unit Resources, Materials, Equipment, and Technology List all resources, materials, equipment, and technology to be used in the unit. | |||
Depth of KnowledgeLesson QuestionsWhat questions can be posed throughout the lessonto assess all levels of student understanding? • Level 1: Recall• Level 2: Skill/Concepts• Level 3: Strategic Thinking• Level 4: Extended Thinking |
Section 2: Instructional Planning
Day 1 | Day 2 | Day 3 | ||
Anticipatory Set How will students’ prior knowledge be activated as well as gain student interest in the upcoming content? | ||||
Presentation of Content | ||||
Multiple Means ofRepresentation Describe how content will be presented in various ways to meet the needs of different learners. |
Multiple Means ofRepresentationDifferentiationExplain how materials will be differentiated for each of the following groups:• English Language Learners (ELL)• Students with special needs• Students withgifted abilities• Early finishers (those who finish early and may need additional sources/support) | |||
Application of Content | |||
Multiple Means ofEngagement How will students explore, practice, and apply the content? | |||
Multiple Means ofEngagementDifferentiationExplain how materials will be differentiated for each of the following groups:• English Language Learners (ELL)• Students with special needs• Students withgifted abilities• Early finishers(those who finish |
early and may need additional sources/support) | |||
Assessment of Content | |||
Multiple Means ofExpression Formative and summative assessments used to monitor student progress and modify instruction. | |||
Multiple Means ofExpressionDifferentiationExplain how materials will be differentiated for each of the following groups:• English Language Learners (ELL)• Students with special needs• Students withgifted abilities• Early finishers (those who finish early and may need additional resources/support) | |||
Extension Activity and/or Homework | |||
Identify and describe any extension activities or homework tasks as appropriate. Explain howthe extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of | |||
homework at the end of this template. |
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