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Dr. Donna Wakefield

Donna Wakefield, PhD, is an associate professor in the Special Education Program in the National College of Education at National Louis University. Her work focuses on children with exceptional learning needs. She researches the portrayal of disabilities in children’s and young adult literature from both a literature viewpoint and a disability viewpoint. She has presented on making literacy and literature accessible to all by adapting literacy tools for individuals with special needs as well as the use of technologies for individuals with exceptional learning needs.

Jane Farrall Consulting. Information about balanced literacy with ALL students Guided Reading Shared Reading Self-Selected Reading Working with Letters, Sounds and Words Writing External links and references Links to external sites focusing on literacy for all students: Center for Literacy and Disability Studies David Koppenhaver’s Literacy & Disability Site PrAACtical AAC’s posts on Literacy Sally Clendon’s Pinterest links Literacy for All: In conversation with Dr Caroline Musselwhite Texts about the Four Blocks balanced literacy approach: Erickson, K., and Koppenhaver, D. (2007).

Jane Farrall Consulting

Like this: Like Loading... Kansas Technical Assistance Network (TASN) Autism and Tertiary Behavior Supports Resource Center. Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices. How to Implement the Strategy: Three Components of Successful Programs for Children With ADHD Successful programs for children with ADHD integrate the following three components: Academic Instruction; Behavioral Interventions; and Classroom Accommodations.

Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices

The remainder of this document describes how to integrate a program using these three components and provides suggestions for practices that can help children with ADHD in a classroom setting. It should be emphasized that many of the techniques suggested have the additional benefit of enhancing the learning of other children in the classroom who do not have ADHD. In addition, while they have been used most widely with children at the elementary level, the following practices are useful for older students as well. Academic Instruction The first major component of the most effective instruction for children with ADHD is effective academic instruction.

Introducing Lessons Provide an advance organizer. Conducting Lessons Be predictable. The parts of a lesson plan - Submitting lesson plans - Web Publishing & Collaboration Guide. Not every lesson plan looks alike, but all lesson plans share certain basic parts.

The parts of a lesson plan - Submitting lesson plans - Web Publishing & Collaboration Guide

This guide to LEARN NC’s lesson plan template explains what we are looking for in a lesson plan and how you can make your lesson plan as usable as possible to other teachers on the web. Title The title of your lesson plan should be concise, clear, and descriptive. It should invite teachers to take a closer look at the plan. Remember that teachers may see only the title and a short abstract of your plan in a page of search results, so they need to know what to expect if they click on it! This field is required. Introduction. How to Adapt Your Teaching Strategies to Student Needs. Strategies for Effective Lesson Planning. Stiliana Milkova Center for Research on Learning and Teaching A lesson plan is the instructor’s road map of what students need to learn and how it will be done effectively during the class time.

Strategies for Effective Lesson Planning

Before you plan your lesson, you will first need to identify the learning objectives for the class meeting. Then, you can design appropriate learning activities and develop strategies to obtain feedback on student learning. A successful lesson plan addresses and integrates these three key components: Objectives for student learning Teaching/learning activities Strategies to check student understanding Specifying concrete objectives for student learning will help you determine the kinds of teaching and learning activities you will use in class, while those activities will define how you will check whether the learning objectives have been accomplished (see Fig. 1). Steps for Preparing a Lesson Plan Below are six steps to guide you when you create your first lesson plans. Intended Learning Outcomes. What Are Intended Learning Outcomes?

Intended Learning Outcomes

It may be best to start with what intended learning outcomes aren’t. They aren’t simply a list of the topics to be covered in the course. Certainly, there will be a body of knowledge that students should know and understand by the time the course is complete. But if the goals for what students should achieve stops there, there may be many missed opportunities for providing them with a more productive learning experience. An intended learning outcome should describe what students should know or be able to do at the end of the course that they couldn’t do before. Each individual intended learning outcome should support the overarching goal of the course, that is, the thread that unites all the topics that will be covered and all the skills students should have mastered by the end of the semester.

Writing Intended Learning Outcomes Experts often talk about using the acronym S—K—A to frame learning objectives. And then supplying a strong, action verb. Untitled. Home - Carol Gray - Social Stories.

Conference Presentations

Differentiated Instruction. Disability Acceptance. UDL. NLU Students Resources. Literacy. iPads. Tech Resources. Special Education. Professional Development.