Curriculum Name: Identifying Locations On a Map Publisher: Jennifer Clark Copyright: November 3, 2013 Context for Instruction: Location:
*************ROOM NUMBER*********** Special Education Classroom Time: Social Studies Instruction; Tuesdays and Thursdays 12:15 p.m. 1:40 p.m. Materials: Handout, writing utensils, Prezi, Map, Prometheus, worksheets Other Learners Present: 2 other students in the classroom; Students all require different levels of assistance; therefore instruction is performed on a group level by the classroom teacher as well as myself. Instructor: Jennifer Clark facilitating instructional program; Mrs. Painter assisting students throughout instruction. Research Rationale Two citations that support (or deny) the effectiveness of this program, plus a short summary of the articles. http://ejournals.ebsco.com/Direct.asp?AccessToken=9II5MIJ8XJ54ER4DDUZU4EK UZP9P8QDM4&Show=Object
Program objective If you could write one or more observable, measureable outcomes that could be accomplished for one of your students using this intervention, what would it/they be? Think about the Big Five and the particular strengths of this program. When given a blank map assessment, Student B will correctly identify and fill in all 9 locations with 100% accuracy for 3/3 probe trials. Give assessment data (observational, from formal assessments, from teacher interview, etc,) to support the choice of this objective. During the first probe date, Student B answered 0 out of 10 answers on the assessment. He did not have any background knowledge on the bodies of water
surrounding Babylon prior to the lesson. Therefore, the assessment was concluded on day one. Considering this is the first time hes been exposed to the information, the results were anticipated. As indicated by Mrs. Painter, Student B would benefit and likely perform better on a map test after reviewing the content. One method of reviewing could be to have the student come up to the Promethean Board and fill in the bodies of water surrounding Babylon. Students have used this strategy to review maps in past lessons. This student works very hard to complete his work. Sometimes conceptualizing what we are learning about is very hard for him to do. If he doesnt comprehend what we are learning, he rarely asks questions. During a lesson, the student frequently looses focus and will engage in activities such as picking his hands or looking away from the text. Generalization What strategies are built into the program? How will you know the student is generalizing the skills you are teaching? What kinds of information could you gather outside of your intervention time? To facilitate generalization, the student will be presented with the information multiple different occasions throughout instruction. At the end of the lesson, he will also be tested on the locations in various formats, such as a fill in the blank assessment, and a puzzle piece assessment. I will know the student has generalized the skill of identifying locations on a map based on whether he receives at least 8/10 items correct during probe trials.
Rationale Why this intervention and not something else? If this intervention is required, why do you think it was chosen? Ask your coop! Would you choose something different? If so, why? Identifying locations on a map is a skill that will benefit the student not only in social studies, but in his day-to-day life as well. Having knowledge about different locations and points of interest will improve his overall sense of direction. Being able to read a map and remember significant places is a crucial skill for students to master. Additionally, the cooperating teacher has identified this skill as significant for achieving curriculum goals. Assessments/Data Collection
Tell SPECIFICALLY what kind of assessments are offered in this program. What do the assessments evaluate? How are they administered? How will you know the intervention is working? What kind of data collection is involved? This is REALLY important!!! This program will use formative assessments to evaluate the information students have learned. They will be extracted from the reviews, which are located at the end of every chapter. Assessments will be administered once the entire chapter and all of its sections have been covered in class.
Instructional Procedures/Reinforcement/Error Correction What types of procedures do you see here? Think back to 440Direct instruction? Cognitive strategies? Guided practice? Instruction will occur every Tuesday and Thursday, as these are the days I am there during Social Studies class. On the days in which probe trials are scheduled, instruction will resume following Social Studies class. 1. Turn on Prometheus Reinforcement: Student B will be positively reinforced for correctly identifying items on a map via verbal praises such as great job and thats right.
Maintenance What happens when your student meets criteria for success? How will you know the skill is being maintained? Maintenance will be facilitated by use of fading verbal praise reinforcements (such as excellent, youre right, and good) and by ensuring that location identification is practiced outside of just Social Studies instruction. Once Student B meets the criteria outlined within the objective, verbal praise will begin to fade.
