DESIGNING LESSONS 7
Afterhaving discovered that Bianca was a special student who needed closeattention to ensure that she was not disadvantaged in class duringlearning. It was necessary for her teachers, Mrs. Mills and Mr.Franklin to implement right evidenced-based strategies to help hercope with the learning situations. The given paper, therefore,contains a discussion of the correct evidence-based practices I haverecommended to her and the justification for the selected EBPstrategies (http://www.bridges4kids.org/articles).
Toher English teacher, Mrs. Mills, I would recommend the use ofClass-Wide Peer Tutoring (CWPT) strategy, which involves putting thestudents in groups to learn specific information. In this EBPstrategy, several instructional components are combined during theteaching and learning process. They include the coverage of contentin a systematic manner, correcting the mistakes immediately,continuous testing of the learning outcome, team competition andpoint earning (Greenwood et al., 2001). The given evidenced basedpracticed learning will not only benefit Bianca in her learningprocess but also through being involved in the learning process inthe group participation will also create a conducive classroomenvironment for her.
Irecommend the self-determined model of instruction for Mr. Franklinto implement in teaching Bianca technical subjects such asmathematics and sciences. In this evidence-based practice strategy,the student is taught in three units they begin by setting thelearning objectives, then taking an action and finally adjusting tothe teaching and learning plan as per the student`s capability(Wehmeyer et al., 2000).In this method, the student will be taught bythe teacher privately so as to avoid the distraction from the otherstudents.
Wehmeyer,M. L., Palmer, S. B., Agran, M., Mithaug, D. E., & Martin, J. E.(2000).Promoting causal agency: The self-determined learning model ofinstruction. Exceptional Children,66(4), 439-453.
Greenwood,C.R., Arreaga-Mayer, Utley, C.A., Galvin, K.M., &Terry, B.J.(2001).
ClassWidePeer Tutoring Learning Management System. Remedial and Special
http://www.bridges4kids.org/articles/2006/8-06/cec8-06.htmlretrieved on 06/04/2017.
Theevidenced based practice strategy chosen for Mrs. Mills is SMART. Theuse of Class-Wide Peer Tutoring is specific to the learninginstructions directed to the student in class, through working ingroups Bianca will be able to learn the same concept from hisclassmate (Carte, 2005). The CWPT is also measurable as it will beinculcated in the normal duration of a lesson, after which theteacher will be able to determine the possible learning outcome ofthe student through classroom evaluation as stipulated in the lessonplan. Involving Bianca in group activities will create q conducivelearning environment for her, as she will be able to adopt a positivelearning attitude thus making it possible to achieve the learninggoals set for her (Cohen & Spenciner, 2013). The CWPTevidence-based practice strategy will be relevant to the case ofBianca as it also reduces the pace of learning to a level that is fitfor her learning ability and thus she may not be disadvantaged inclass. The CWPT method will also allow her to practice the basicskills taught in class effectively. The method is also timely, andtherefore the teacher will be able to determine its outcome.
Inlearning the technical subjects, the use of the self-determined modelof instruction will be more desirable in the case of Bianca. Thegiven method will specifically address Bianca`s challenges inlearning as Mr. Franklin will be in a position to identify herproblems, after which he will design the possible action to addressthe problems. The method is measurable as the teacher will be able todetermine its possible outcome within a given period of time (Agran,2006). It is also achievable as it involves secluding Bianca fromother students hence making it easier to plan for private coaching,she will also be in the close monitor of the teacher and thus makingit easy to identify her challenges. The use of self-determined modelof instruction is relevant to the case of Bianca as the methodsuitably works in the case of students with disability. It can beimplemented for a period of about twelve months after which thepossible judgment can be made on its effectiveness.
Thetwo evidence based practices recommended in this paper shouldtherefore be adopted so as to ensure that Bianca effectively learns.
Cohen,L. G., & Spenciner, L. J. (2013). Teachingstudents with mild and moderate disabilities: Research-basedpractices.Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
Agran,M., Cavin, M., Wehmeyer, M. W., & Palmer, S. (2006).Participationof students with
Moderateto severe disabilities in the general curriculum: The effects of the
Self-DeterminedLearning Model of Instruction. Research and Practice for Persons with
Carter,E. W., Cushing, L. S., Clark, N. M., & Kennedy, C. H. (2005).Effects of peer support
Interventionson students’ access to the general curriculum and socialinteractions.
Researchand Practice for Persons with Severe Disabilities,30, 15-25.
No related posts.