4. Individual/Small Group Instructional Planning Cycle
Special education teachers understand individual learning differences and their
possible interactions, individualize instruction, and provide meaningful and
challenging learning for students in a small group. (3)
Special education teachers also posses a repertoire of evidence-based instructional
strategies to individualize instruction for individuals with ELN. They select,
adapt, and use these instructional strategies to promote challenging (positive)
learning results in general and special curricula and to appropriately modify
learning environments for individuals with ELN. They also enhance the learning
of critical thinking, problem solving, and performance skills of individuals
with ELN. (4)
The focus of this learning cycle will be to individualize strategies to enhance
language development and teach communication skills (e.g., using and understanding
language, text, and/or writing). (6)
To do so, you will systematically translate these individualized plans into
carefully selected shorter-range goals and objectives taking into consideration
an individual’s abilities and needs, the learning environment, and a myriad
of cultural and linguistic factors. Individualized instructional plans emphasize
explicit modeling and efficient guided practice to assure acquisition and fluency
through maintenance and generalization. Understanding of these factors as well
as the implications of an individual’s exceptional condition, will guide
your selection, adaptation, and creation of materials, and the use of powerful
instructional variables. Instructional plans will also be modified based on
ongoing analysis of the individual’s learning progress. (7)
Directions: The Instructional Planning Cycle covers one complete experience for students as they learn new information or skills. Important elements of the instructional process include:
Collecting Data
Graphing student progress
Well designed lessons
A final assessment
Evidence of student learning
Topics for instruction are to be based on communication, that is, language or literacy. However, Content Area Subjects may be used, as long as you demonstrate student language or literacy learning.
INSTRUCTIONAL PLANNING CYCLE RUBRIC
Sample Previous work: Copel Progress Monitoring Assignment Fall 07