Teaching Students with Mild and Moderate Disabilities: Research-Based Practices Second Edition © 2009 Pearson Education, Inc. All rights reserved. PLANNING AND ORGANIZING INSTRUCTION Chapter6

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 2 Chapter objectives Discuss planning classroom environments to positively affect learning. Describe how special educators and other team members develop individualized education programs.

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 3 Chapter objectives continued Discuss the process of planning and organizing instruction.

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 4 Planning classroom environments Physical environment Social environment Learning environment

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 5 Planning classroom environments continued Considering cultural and linguistic perspectives… Physical: what could a teacher do? Social: what should a teacher do? Learning: what would a teacher do?

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 6 Individualizing instruction Developing the IEP Performance levels Writing annual goals Writing short-term objectives for students with alternative achievement standards and alternative assessments

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 7 Planning and organizing instruction Content standards and performance indicators Planning units Backward planning Key concepts or “big ideas” Knowledge and skills that students will need for effective performance Assessment approaches to gather information on student achievement

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 8 Planning and organizing instruction continued Linking assessment with instruction: pre-assessment Planning lessons and instructional activities Integrating assistive technology, as needed Planning student grouping

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 9 Planning and organizing instruction continued Last minute details: What would you prepare? What might you organize? What should you check?

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 10 By thoughtful planning … a special educator creates positive classroom environments Physical Social Learning

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 11 Through active participation… a special educator contributes effectively as the team develops the student’s IEP. uses a variety of approaches to link assessment with instruction and to monitor student progress.

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 12 By keeping current… a special educator knows content standards and performance indicators of the subjects areas taught. uses contemporary approaches for planning and implementing instruction.