Competency 4
Individualizing Instruction (IEP, Instructional models)
Artifacts: IEP Concept Map and EBP Lesson Demo Video (shown below).
Additional Resources:
Reflection: The first artifact that I created was an IEP concept map which was I made for my LAI 574 class. I think that my IEP concept map demonstrates my growing understanding of this competency. By looking at the Concept Map, you can see an interconnected web of the components of the IEP, which are organized by color and arrows for easy readability. The concept map touches on the process of evaluation and identification and the 13 federal disability categories a student may receive an IEP for. The creation of this artifact did help lead to a realization for me. Before this class, I was honestly quite nervous to work with students with disabilities. It was my fear of being able to effectively reach them. After doing this artifact, compiled with my inclusive classroom observation, I feel much more ready, equipped, and excited to begin teaching! A huge part of this confidence is thanks to learning about the IEP. Learning about the IEP and the amount of work that goes into it to making it the absolute best plan for each individual student was really eye-opening.
The second artifact that I created for this class is my EBP Demo on Word Meaning/Picture Associations. In this video, you see me practicing a sample of the technique Explicit Instruction. I am specifically working on step 1 (The "I Do", or modeling of the activity). In my prior teaching experience, I have certainly done something similar to explicit teaching but I was not doing it as structured and as guided as explicit teaching truly is. I have learned the immense value of explicit teaching and believe this video demonstrates my knowledge of instructional models. My personal takeaways are that it clarifies for students, shows them the proper thought process of an "expert," and in the end saves time because it prevents repeated and unnecessary questions that are answered during the demo.
I also included some additional resources on instructional methods such as Universal Design for Learning, Modeling, and Explicit Instruction. I included these instructional models because not only were they important concepts from the course, but they are extremely relevant to me as a future teacher who will be teaching in an inclusive setting. Before this summer, I certainly did not know what UDL was, and would have been overwhelmed at the thought of somehow trying to meet the diverse needs of a classroom full of students by having alternatives in assignments, projects, and presentations, for example. But after having learned more about UDL, I could not love the concept more. I think it is absolutely fantastic to be flexible and have alternatives that meet learner needs and learning outcomes. I think that this is something that should have been being implemented in schools for a long time.
References:
Artifacts: IEP Concept Map and EBP Lesson Demo Video (shown below).
 |
| IEP Concept Map |
EBP Lesson Demo Video
Additional Resources:
- IEP: A legal document which contains some very important information. It tells you a child's specific learning needs, the services the school will provide, and how progress will be monitored.
- Understanding Individualized Education Programs: This is an amazing link that walks you through everything you need to know about IEPs in an easy to follow format. There are videos, too!
- Universal Design for Learning (UDL) is an educational approach to curriculum design and implementation that draws on new brain research and media technologies to respond to learner diversity. Core elements of UDL include flexibility and alternatives to meet learner needs. Instead of assuming there is the "average student," UDL takes the approach that diversity is the norm in the classroom, and there should not be a one-size-fits-all approach to curriculum. For more information on UDL, check out the following:
- The following video, UDL: Reducing Barriers, talks about reducing barriers in the classroom to enhance learning for all students.
UDL: Reducing Barriers
- CAST: About Universal Design for Learning: This link takes you to the about UDL page of CAST, a nonprofit R&D organization that specializes in UDL.
- Explicit Instruction is a framework for guiding students to become independent learners. It follows the principle of modeling. Modeling is a 3 step instructional approach: I do, We do, You Do. Explicit Instruction also is based on the idea of tasks being broken down into small and manageable chunks.
- The following video Teaching Strategy: I do, You do, We do, simplifies modeling by providing a great example. Modeling has 3 steps.
- I do: Model the activity
- We do: Guided instruction
- You do: Independent practice
Teaching Strategy: I do, We do, You Do
- Explicit Instruction: This link takes you to the webpage of the preface of the book Explicit Instruction by Anita Archer and Charles Hughes.
Reflection: The first artifact that I created was an IEP concept map which was I made for my LAI 574 class. I think that my IEP concept map demonstrates my growing understanding of this competency. By looking at the Concept Map, you can see an interconnected web of the components of the IEP, which are organized by color and arrows for easy readability. The concept map touches on the process of evaluation and identification and the 13 federal disability categories a student may receive an IEP for. The creation of this artifact did help lead to a realization for me. Before this class, I was honestly quite nervous to work with students with disabilities. It was my fear of being able to effectively reach them. After doing this artifact, compiled with my inclusive classroom observation, I feel much more ready, equipped, and excited to begin teaching! A huge part of this confidence is thanks to learning about the IEP. Learning about the IEP and the amount of work that goes into it to making it the absolute best plan for each individual student was really eye-opening.
The second artifact that I created for this class is my EBP Demo on Word Meaning/Picture Associations. In this video, you see me practicing a sample of the technique Explicit Instruction. I am specifically working on step 1 (The "I Do", or modeling of the activity). In my prior teaching experience, I have certainly done something similar to explicit teaching but I was not doing it as structured and as guided as explicit teaching truly is. I have learned the immense value of explicit teaching and believe this video demonstrates my knowledge of instructional models. My personal takeaways are that it clarifies for students, shows them the proper thought process of an "expert," and in the end saves time because it prevents repeated and unnecessary questions that are answered during the demo.
I also included some additional resources on instructional methods such as Universal Design for Learning, Modeling, and Explicit Instruction. I included these instructional models because not only were they important concepts from the course, but they are extremely relevant to me as a future teacher who will be teaching in an inclusive setting. Before this summer, I certainly did not know what UDL was, and would have been overwhelmed at the thought of somehow trying to meet the diverse needs of a classroom full of students by having alternatives in assignments, projects, and presentations, for example. But after having learned more about UDL, I could not love the concept more. I think it is absolutely fantastic to be flexible and have alternatives that meet learner needs and learning outcomes. I think that this is something that should have been being implemented in schools for a long time.
References:
About universal design for learning. (2015, Mall 11). Retrieved from http://www.cast.org/our-
work/about-udl.html#.WYC-ftPyt-V
Archer. A. L., & Hughes, C. A. (2017). Preface from book. Retrieved from
http://explicitinstruction.org/preface-from-book/
http://explicitinstruction.org/preface-from-book/
[Brandy Antonio]. (2013, Dec 27). UDL: reducing barriers [Video file]. Retrieved
from https://www.youtube.com/watch?v=xTShQyw3m80
from https://www.youtube.com/watch?v=xTShQyw3m80
[BooksForLifeUSA]. (2013, Oct 7). Teaching Strategy: I do, we do, you do [Video
file]. Retrieved from https://www.youtube.com/watch?v=E08qf20yGv8
file]. Retrieved from https://www.youtube.com/watch?v=E08qf20yGv8
Stanberry, K. (n.d.). Understanding individualized education programs. Retrieved from
https://www.understood.org/en/school-learning/special-services/ieps/understanding-
individualized-education-programs
https://www.understood.org/en/school-learning/special-services/ieps/understanding-
individualized-education-programs
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