Instructional+Design+-+Yolanda

=Overview=


 * Grade Level:** K-3
 * Subject Area:** Special Education, Self-Contained Emotionally Disabled
 * Number of Students (average):** 6
 * Years of Teaching:** 1

=Description= Answer the following questions as if you were giving advice to a student teacher. discussion of my approach to instructional design?** ||  ||   || When I teach, I try to think about the lesson from the student's perspective while considering the student's capacities. || for designing units and lessons?** ||  ||   ||< Everything that I can put my hands on is a resource. My thoughts and personal skills, my mentors, administrative staff and coworkers, the aids in my classroom, the students themselves, technology, games, texts, nature, specials teachers, basic school materials. I use anything that I can to get the message across. My moto is "Within my grasp, I have at least one solution to every problem if I take the time to find it". || do first?** ||  ||   ||< I start by asking myself "How can I make this meaningful and engaging for the students and something that I enjoy as well". I believe that meaningfulness to the student is paramount. Engagement makes the lesson easier to learn and teach. I rarely hear teachers put themselves as a part of the audience. I believe that I am an important part of the equation, also. If I do not enjoy what I am doing, I am not going to do it well, the kids will not get as much out of it, and I will eventually get burned out and stop teaching. By being considerate to both the student and the teacher (me), I am trying to create a win/win situation. || the standards?** ||  ||   ||< I skim through the standards for that subject that I need to teach. Next, I get a "feel" for them and how they relate to each other. Last I create the lesson with the standards in the back of my mind, then throw them in where they fit. Even better than this, our texts have the standards connected to the lessons for us in the core disciplines (reading and math), so I do not have to worry about identifying them. || and how do I respond to them?** ||  ||   ||< Constraints include technology break down, disruptions in class (it is an ED environment), and balancing the time I need to prepare the lessons. I have a good relationship with our IT lady, and she is quick to respond. So is my principal. I use behavior issues as natural teaching opportunities. Since this is why the kids are in my class, our goal is to help them with their behaviors so they can go back to general ed. We stop everything to capitalize on a teachable moment, tye it into real life, community, generalization, and trying the new skills. My aids are great at creating packets for academic instruction. We have set up next year "core packets" math, reading, phonics, language arts), so we will have time to incorporate the enrichments/engagement strategies. || student assessment?** ||  ||   ||<   || post-assessment?** ||   ||   || They can demonstrate it in any measurable fashion that demonstrates mastery (an art project, verbal instructions to me on how to do the task step by step, pencil/paper, computer, draw, discussion, reading, portfolio, etc). I come up with the matrix and they demonstrate whatever way is best for the student. || self-assessment?** ||   ||   ||< I assess myself partially by the students. If they are not able to demonstrate understanding, I first look to see if I need to take another approach to lesson delivery. Can I get feedback from a fresh pair of eyes? What type of learner is this student? Did I incorporate multiple disciplines? Was it meaningful and applicable? Usually this is enough. If not, I put it aside and move on until another opportune time to try again. || like to learn more about and/or become better at?** ||  ||   || More technology, more community resources and connections to the real world in the local community. || give about my approach to instructional design?** ||  ||   || Keep learning, keep exploring, get materials in the students hands and see where it takes you. Play off of your strengths and "likes" but stay open to learn new ways. Be accountable to yourself as a teacher and keep it fun for everyone...including you! ||
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