_ Standard Four: Design
for Instruction
The teacher will design and implement a functional-based unit that focuses on social emotional learning. The unit will be taught over a four-week period and will provide students with social tools necessary for the achievement of ongoing functional IEP goals throughout the school year. Instruction is designed specifically for each of the three learning areas. Instructional design will include accommodations for student modalities, needs, and contextual factors in accordance with his or her IEP. The lesson will consist of four units outlined by a table, providing unit breakdowns, and coordination of learning goals and objectives.
Social Emotional Activities
Students within the full-instructional emotional and behavioral classroom come from various contextual and biological backgrounds. The majorities within this classroom qualify for free lunch, originate from low socioeconomic status, and are products of separated families. Often these factors promote environments that condition emotional and behavioral disorders through modeling and neglect. Biological factors also contribute to these disorders and qualify students with labels of ADHD and Other Health Impairments (OHI). Those factors considered, these students tend to be high academic achievers, capable of learning within the confines of their disabilities.
Each day when the students enter the classroom they have a routine. Upon entering the classroom they hang-up their belongings, hand in their prior-day point sheets, and get their journals to establish a written goal for the day. They provide themselves with a goal that is achievable and is aligned with the school-wide PBIS initiative; be safe, be responsible, or be respectful. These goals are shared with the classroom to provide students with a sense of ownership and to help others achieve daily success. This routine assists students in establishing a behavior centered approach to personal success.
The first unit of design in this lesson is the establishment of behavior centered vocabulary; it will take place in week 1. Effective communication is the number one contributing factor to the success of students. The vocabulary used within this environment works in accordance with problem solving language and differ from the norms used in environments outside of the classroom. Included in this vocabulary unit are examples to address students properly with a respectful tone. Problem solving language establishes word concepts associated with same and different (e.g. “What could you have done differently?”), if and then (e.g. “If you do this, then what might happen?”); good and bad (e.g. “Are you making a good choice or a bad choice?”). Behavior specific words in this unit are used to establish connections between common occurrence and behavioral expectations. Students will be provided with social story excerpts and complete scenarios based on their daily vocabulary words.
The second unit of design in this lesson is centered on the identification of one’s own feelings and becoming sensitive to the feelings of others; it will take place throughout week 2. Students will be provided with a social story and be asked to take 10 minutes to write down how they would respond to that situation. Students will be required to implement vocabulary from week 1 into their explanation and express their thoughts using complete sentences. Students will then be provided with 20 minutes to share their responses with the class and take part in a question and answer session. This unit will provide students with an opportunity to express their emotions in a safe environment and provide for reflection on the perception of others.
The third unit of design in this lesson will focus on the development of personal social stories based on experience; it will take place throughout week 3. Understanding the background and history of students within the classroom will assist in establishing relationships with peers and provide empathy through familiarity. Providing perspective into the lives of others offers students with an opportunity to process responses triggered by experience. This unit will offer students an ability to identify people’s feelings in problem situations and understand they can have a positive influence on others’ responses. Being able to identify others triggers can provide students with the tools needed to de-escalate a situation that could result in further emotional or behavioral distress.
The fourth unit of design in this lesson will provide students with the ability to role play social stories and implement problem solving skills associated with the prior three weeks lessons; it will take place throughout week 4. Providing students with an opportunity to understand the proper language used within an emotional and behavioral classroom is only as powerful as their ability to implement it. This lesson will provide students with the ability to review what they’ve learned over the prior three weeks and apply it to real life scenarios established by the teacher. Students will be expected to exemplify their ability to develop self-awareness and self-management skills, maintain positive relationships with peers through appropriate responses, and adhere to classroom expectations through safe and responsible decision making. Each of these expectations is in coordination with the learning goals and objectives from Teacher Work Sample 2. The teacher will use observation as an assessment tool and students will be graded accordingly.
Ongoing support for each student will be provided in coordination with the functional learning goals and objectives. Each student will be provided with 30 minutes of independent consultation on a weekly basis with the school social worker. Students will also be provided with a 30 minute weekly group held on the Friday of each week in the classroom; this will include the teacher and the aide. Daily supports will be provided for the students in the form of a behavioral data tracking system through the use of a point sheet.
Students are on a block schedule. Upon arrival into the classroom each morning the students will be completing their journal entries. The four-week unit will cover 20 class periods, which correspond to the outline of the lesson. Student will receive instruction in each of the learning goal areas that are aligned within the lesson and his or her IEP. Each Monday the teacher will brief the students on the week’s unit and expectations. Students will be informally assessed based on their participation and added value to the discussions and handouts provided. At the end of the lesson the teacher will provide a cumulative assessment to students and grade accordingly. Students will be provided with an assessment of the lesson, broken down into units, to provide insight into student learning and teacher effectiveness.
The four-week unit on social emotional learning is designed to provide students with an opportunity to identify one’s feeling and become sensitive to the feelings of others. Each of the week’s objectives provides support for the three learning goal areas. Instructional design includes accommodations for student modalities, needs, and contextual factors in accordance with his or her IEP. Continued supports are provided through the implementation of Daily Goal journal entries, along with a daily point sheet and behavioral data tracking system. Information attained throughout this lesson is intended to be implemented throughout the entire school year.
Conclusion
This design for instruction provides the teacher with a precise outline of how the social emotional lesson should be implemented and its intended result. Through detailed explanation, the teacher can implement this lesson with fidelity and provide attainable, data driven results in accordance with the functional goals of each student’s IEP. Measurable outcomes will assist in updating goals and objectives for each student within the classroom. Ongoing implementation of the skills learned throughout this lesson should assist in regulating classroom management techniques and peer interaction throughout the school year.
The teacher will design and implement a functional-based unit that focuses on social emotional learning. The unit will be taught over a four-week period and will provide students with social tools necessary for the achievement of ongoing functional IEP goals throughout the school year. Instruction is designed specifically for each of the three learning areas. Instructional design will include accommodations for student modalities, needs, and contextual factors in accordance with his or her IEP. The lesson will consist of four units outlined by a table, providing unit breakdowns, and coordination of learning goals and objectives.
Social Emotional Activities
Students within the full-instructional emotional and behavioral classroom come from various contextual and biological backgrounds. The majorities within this classroom qualify for free lunch, originate from low socioeconomic status, and are products of separated families. Often these factors promote environments that condition emotional and behavioral disorders through modeling and neglect. Biological factors also contribute to these disorders and qualify students with labels of ADHD and Other Health Impairments (OHI). Those factors considered, these students tend to be high academic achievers, capable of learning within the confines of their disabilities.
Each day when the students enter the classroom they have a routine. Upon entering the classroom they hang-up their belongings, hand in their prior-day point sheets, and get their journals to establish a written goal for the day. They provide themselves with a goal that is achievable and is aligned with the school-wide PBIS initiative; be safe, be responsible, or be respectful. These goals are shared with the classroom to provide students with a sense of ownership and to help others achieve daily success. This routine assists students in establishing a behavior centered approach to personal success.
The first unit of design in this lesson is the establishment of behavior centered vocabulary; it will take place in week 1. Effective communication is the number one contributing factor to the success of students. The vocabulary used within this environment works in accordance with problem solving language and differ from the norms used in environments outside of the classroom. Included in this vocabulary unit are examples to address students properly with a respectful tone. Problem solving language establishes word concepts associated with same and different (e.g. “What could you have done differently?”), if and then (e.g. “If you do this, then what might happen?”); good and bad (e.g. “Are you making a good choice or a bad choice?”). Behavior specific words in this unit are used to establish connections between common occurrence and behavioral expectations. Students will be provided with social story excerpts and complete scenarios based on their daily vocabulary words.
The second unit of design in this lesson is centered on the identification of one’s own feelings and becoming sensitive to the feelings of others; it will take place throughout week 2. Students will be provided with a social story and be asked to take 10 minutes to write down how they would respond to that situation. Students will be required to implement vocabulary from week 1 into their explanation and express their thoughts using complete sentences. Students will then be provided with 20 minutes to share their responses with the class and take part in a question and answer session. This unit will provide students with an opportunity to express their emotions in a safe environment and provide for reflection on the perception of others.
The third unit of design in this lesson will focus on the development of personal social stories based on experience; it will take place throughout week 3. Understanding the background and history of students within the classroom will assist in establishing relationships with peers and provide empathy through familiarity. Providing perspective into the lives of others offers students with an opportunity to process responses triggered by experience. This unit will offer students an ability to identify people’s feelings in problem situations and understand they can have a positive influence on others’ responses. Being able to identify others triggers can provide students with the tools needed to de-escalate a situation that could result in further emotional or behavioral distress.
The fourth unit of design in this lesson will provide students with the ability to role play social stories and implement problem solving skills associated with the prior three weeks lessons; it will take place throughout week 4. Providing students with an opportunity to understand the proper language used within an emotional and behavioral classroom is only as powerful as their ability to implement it. This lesson will provide students with the ability to review what they’ve learned over the prior three weeks and apply it to real life scenarios established by the teacher. Students will be expected to exemplify their ability to develop self-awareness and self-management skills, maintain positive relationships with peers through appropriate responses, and adhere to classroom expectations through safe and responsible decision making. Each of these expectations is in coordination with the learning goals and objectives from Teacher Work Sample 2. The teacher will use observation as an assessment tool and students will be graded accordingly.
Ongoing support for each student will be provided in coordination with the functional learning goals and objectives. Each student will be provided with 30 minutes of independent consultation on a weekly basis with the school social worker. Students will also be provided with a 30 minute weekly group held on the Friday of each week in the classroom; this will include the teacher and the aide. Daily supports will be provided for the students in the form of a behavioral data tracking system through the use of a point sheet.
Students are on a block schedule. Upon arrival into the classroom each morning the students will be completing their journal entries. The four-week unit will cover 20 class periods, which correspond to the outline of the lesson. Student will receive instruction in each of the learning goal areas that are aligned within the lesson and his or her IEP. Each Monday the teacher will brief the students on the week’s unit and expectations. Students will be informally assessed based on their participation and added value to the discussions and handouts provided. At the end of the lesson the teacher will provide a cumulative assessment to students and grade accordingly. Students will be provided with an assessment of the lesson, broken down into units, to provide insight into student learning and teacher effectiveness.
The four-week unit on social emotional learning is designed to provide students with an opportunity to identify one’s feeling and become sensitive to the feelings of others. Each of the week’s objectives provides support for the three learning goal areas. Instructional design includes accommodations for student modalities, needs, and contextual factors in accordance with his or her IEP. Continued supports are provided through the implementation of Daily Goal journal entries, along with a daily point sheet and behavioral data tracking system. Information attained throughout this lesson is intended to be implemented throughout the entire school year.
Conclusion
This design for instruction provides the teacher with a precise outline of how the social emotional lesson should be implemented and its intended result. Through detailed explanation, the teacher can implement this lesson with fidelity and provide attainable, data driven results in accordance with the functional goals of each student’s IEP. Measurable outcomes will assist in updating goals and objectives for each student within the classroom. Ongoing implementation of the skills learned throughout this lesson should assist in regulating classroom management techniques and peer interaction throughout the school year.