NORTHERN ILLINOIS UNIVERSITY
Department of Special and Early Education
SESE 418 Syllabus
Fall 2015
SESE 418: Early Field Experience in Special Education: Elementary, Mild Disabilities
COURSE DESCRIPTION
Supervised field experience in special education. Emphasis on instruction of students with
mild disabilities in the elementary or middle grades, urban schools, culturally responsive
instruction, and response to intervention programs. S/U grading. PRQ: SESE 370; Admission
to teacher education program, passing score on TAP or equivalent, GPA of 2.5 or better,
criminal background check, TB test, and other district and university requirements. CRQ:
SESE 415, 416, 417, 419, and ETR 434.
COURSE OBJECTIVES
The following objectives are to align with one or more of the indicated standards below.
Illinois Professional Teaching Standards (IPTS), Association for Childhood Education
International (ACEI), Council for Exceptional Children (CEC), National Association for the
Education of Young Children (NAEYC), National Board for Professional Teaching
Standards (NBPTS). Each objective is labeled by the Conceptual Framework Outcome(s) it
addresses: Knowledge = K, Practice = P, and Reflection = R.
The candidate will:
1. Understand diverse characteristics and abilities of elementary-aged student, how they
develop and learn social, economic, cultural, linguistic, and academic skills, and how
teachers use these characteristics to optimize instructional opportunities. (Introduced:
IPTS 1A-L; K, P, R)
2. Implement meaningful learning experiences for elementary students based on content
area, pedagogical knowledge, and evidence-based practices. (Introduced: IPTS 2A, C-N,
P, Q; P, R)
3. Plan instruction (with cooperating teacher) to enhance elementary students’ growth using
content area knowledge, diverse student characteristics, performance data, curriculum
goals, and community context. (Introduced: IPTS 3A-Q; K, P, R)
4. Administer established classroom supports and expectations to create and sustain a
positive learning environment. (Introduced: IPTS 4A-E, F-Q; K, P)
5. Facilitate cultural and linguistic responsiveness, emotional well-being, self-efficacy,
positive social interaction, mutual respect, active engagement, academic risk-taking, selfmotivation, and personal goal-setting. (Introduced: IPTS 1A – F, H – L, 3B, C, H – K,
4C, D, K, L, N - P, 7R, 8A, F, H,I, R, Q, ; K, P)
6. Differentiate instruction featuring using strategies that support elementary students’
critical and creative thinking, problem-solving, and continuous growth and learning.
(Introduced: IPTS 5A-C, E-P, R, S; K, P, R)
7. Apply knowledge of reading, writing, listening and speaking to facilitate content
knowledge learning for elementary students. (Introduced: IPTS 6A-S; K, P)
8. Select appropriate formative and summative assessments (Introduced: IPTS 7A-G, I-N,
P-R; K, P)
9. Use data to describe elementary students’ strengths and needs, monitor progress, measure
growth, and evaluate academic, social, and behavior outcomes. (Introduced: IPTS 7A-G,
J-N, P-R; K, P, R)
10. Build and maintain collaborative relationships with cooperating teachers and school
personnel to foster cognitive, linguistic, physical, and social and emotional development
of students. (Introduced: IPTS 8A, C, F, J-O, S; K, P)
11. Exhibit professionalism, ethical practice, and positive dispositions for teaching.
(Introduced: IPTS 9A, B, E, H, I, J, K, Q, S; 6E, K; CEC 9; K, P, R).
12. Connect knowledge and skills learned in professional education courses with instruction
and practice delivered in diverse special and/or general education settings where students
with disabilities receive services (Introduced: IPTS: 1A – L; 2A - N, P, Q; 3A – Q; 4A –
P; 5A, B, C, H, P – S; 6A – S; 7E, I, J; CEC: 1, 2, 3, 7, 8; K, R).
13. Demonstrate understanding and sensitivity to the needs of all learners, including learners
from all family structures and learners from socio-economic, cultural, ethnic, religious,
and racially diverse backgrounds (Introduced: IPTS 1A – L; 3A – C, H – O, Q; 4A, G, H,
D, L – Q; 5A, E, F, G, H, M, P – S; 6B, 7E, I, J; CEC 1, 3; K, P, R).
14. Complete clinical assignments for standards-based portfolio including informal
assessments of one or more focus learner’s behavior, and skills in math, writing, reading
(Introduced: IPTS 1A; 4E – H, Q; 5G, H, P; 7A – G, I – M, Q, R; 6H; CEC1-8; P, R).
15. Use reflection for self-evaluation of content base, teaching skills, and professionalism
(Introduced: IPTS 3D; 6E; 9A, D, E H – K, Q; CEC 9; R).
Suggested Texts
Johnson, L. (2005). Teaching outside the box: How to grab your students by their
brains. San Francisco, CA: Jossey-Bass.
Rosenberg, M.S., O'Shea, L., & O'Shea, D. J. (2006). Student teacher to master teacher
(4th Ed.). Upper Saddle River, NJ: Prentice-Hall.
Singleton, G. E., & Linton, C. (2006). Courageous conversations about race.
Thousand Oaks, CA: Corwin Press, Inc.
Vaughn, S. & Bos, C. S. (2011). Strategies for teaching students with learning and
behavior problems (8th ed.) Boston, MA: Pearson.
Clinical Student’s Roles and Responsibilities
The many responsibilities of the teacher education candidate may include, but are
not limited to the following:
1. Check Blackboard on a daily basis for announcements, updates, and
information.
2. Submit paperwork (Clinical Student Information Form and Emergency Form)
to your cooperating teacher and save a copy in your teacher candidate binder.
3. Meet the principal, cooperating teacher, and students.
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4. Discuss course syllabi and clinical requirements with your cooperating
teacher.
5. Discuss classroom management policies with your cooperating teacher.
6. Obtain a copy of your cooperating teacher’s teaching schedule and school
calendar.
7. Become familiar with your students (e.g. observe, interact, and reference
student files, reviews IEPs, talk to cooperating teacher and other staff).
8. Review SESE 415 and 416 assignments with your cooperating teacher.
Discuss appropriate students, curriculum, and assessments.
9. Review SESE 417 assignment with your cooperating teacher. Discuss an
appropriate student and behavior for the FBA.
10. Work regularly with students under the guidance of your cooperating
teacher.
11. Write a behavioral objective for at least 2 learning activities to be shared with
the cooperating teacher and clinical supervisor.
12. Maintain Daily Attendance Log.
13. Prepare a lesson plan (submit electronically) and teach a lesson from that
lesson plan (to be submitted electronically)
14. Establish and maintain a cumulative 3-ring binder including the following in
separate, labeled sections:
I.Teacher Candidate forms
 Clinical Student Information Form
 Emergency Form
 Cooperating Teacher Schedule
 Attendance Log
 Field-Based Experience Assignment Checklist
II.Student file checklist, Context for Learning form, and Core Curricula
form
III.Materials related to reading instruction
IV.Materials related to math instruction
V.Materials related to writing instruction
VI.Feedback from cooperating teacher and instructor (if applicable)
VII.Materials related to English Learners
15. NOTE: Additional materials may be kept in separate sections
16. During the last week of your clinical placement, thank both the cooperating
teacher and the building principal for their cooperation.
17. During the last week, discuss the progress of your students with them, and
leave them with a positive feeling about their efforts and time spent with you.
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Attendance and Absences
1. Teacher education candidates are expected to attend all clinical days and all
seminar sessions.
2. In the event of an absence, the candidate must notify both his or her
cooperating teacher and the clinical supervisor as early as possible. The
notification must include the candidate’s name, the cooperating teacher’s
name, the candidate’s reason for the absence, and a scheduled make-up date
(Fridays are a good day to make up absences). Failure to contact the clinical
supervisor and the cooperating teacher will result in an unexcused absence.
3. Failure to make prior arrangements with the clinical supervisor, with regard
to missing a seminar, will result in an unexcused absence.
4. Candidates are expected to observe the same school hours as the regular
faculty at their school. (Minimum of 15 minutes before students arrive and 15
minutes after students leave.)
5. Candidates are expected to be on time. Tardiness at the beginning of the day
is not permitted.
6. The candidate may not leave school without permission of the cooperating
teacher.
7. There are very rare instances of excused absences. They are: illness of the
candidate, a death in the immediate candidate’s family or other unusual and
unforeseeable circumstances not encountered by the other candidates that
prevent the candidate from attending. Decisions regarding whether absences
are excused are the responsibility of the clinical supervisor. The clinical
supervisor must be notified immediately regarding absence related to the
clinical experience. All absences during the clinical experience must be made
up and more than one excused field absence may result in being required to
make up missed days AFTER the scheduled end of 418. Documentation for
all absences is required.
Arrangements for make-up days must be
coordinated with the cooperating teacher and reported to the clinical
supervisor immediately.
8. In the event that there is a need for an extended absence (more than two
consecutive days), the clinical supervisor will secure appropriate
documentation for final approval before the absence is granted or taken.
9. Candidates will not be excused from any responsibilities in order to work,
attend other class functions, or perform other personal responsibilities.
10. The candidate has the option to attend school functions above and beyond
this guideline but may not trade or replace regularly scheduled clinical time
for special school events that occur outside of this time frame.
11. For information on NIU’s policy for religious observations, please visit the
following:
http://www.seasite.niu.edu/flin/niu_policy_on_religious_observan.htm
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(absences for religious accommodations will need to be made up regardless of
performance).
Professional Behavior
Candidates enrolled in early clinical courses represent NIU. Teaching is a
professional practice and candidates’ behavior, dress, and communication should
reflect this professionalism. The expectations listed here are basic expectations and
do not reflect a comprehensive list. Candidates should discuss the school’s policies
for dress, communication, and conduct with their co-operating teacher.
1. Candidates will maintain the confidential nature of any information
regarding students. A breach of confidentiality could be cause for dismissal
and result in a grade of “Unsatisfactory”.
2. Candidates are expected to dress professionally each day they are at their
clinical site. Professionalism is defined using the following guidelines. Do
not wear:
a. jeans, sweat pants, pajama pants, or shorts
b. tight-fitting, provocative clothing (such as low-riders or crop tops)
c. revealing/low-cut tops
d. clothing that reveals undergarments
e. skirts/dresses that are shorter than 2-3 inches above the knee
f. leggings unless top/skirt/dress is 2-3 inches above the knee
g. flip flops or shoes that would prohibit you from performing your
duties safely
h. nose rings, eyebrow rings, tongue rings, lip rings, clear plastic studs
or “spacers”
i. tattoos – make sure they are covered
Professionalism is a broad concept depending on the situation and setting. The
attire and grooming of candidates while in the school must conform to the accepted
good practices of the school. To determine these practices, candidates should
observe other teachers and ask their cooperating teacher and principal for guidance.
Candidates are expected to participate in the culture of the school (e.g. spirit week,
homecoming, Friday jean day, etc.).
3. Make constructive use of the cooperating teacher's suggestions to improve
instruction.
4. Use “greetings and salutations” in all email correspondence such as “Dear
Dr. Dunn-Kenney.”
Cooperating Teacher’s Roles and Responsibilities
The role of the cooperating teacher is vital because the cooperating teacher will have
the greatest amount of direct contact with the candidate. Ideally, the cooperating
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teacher will serve as a mentor to the candidate to achieve the maximum benefit from
the field-based experience. It must be remembered, however, that the cooperating
teacher’s first responsibility is to his/her students, ensuring that quality instruction is
delivered consistently. If at any time the cooperating teacher feels that the candidate
is compromising the education of his/her students, the cooperating teacher is
encouraged to notify the clinical supervisor and discontinue the candidate’s
placement.
Among the responsibilities of the cooperating teacher are the following:
1. Introduce candidate to the building principal, secretaries, teaching colleagues,
supportive staff, and students.
2. Provide all necessary contact information and share building/classroom
procedures, school calendars, and schedules.
3. Ask the candidate to review course syllabus with you as to become aware of
all course and clinical requirements.
4. Discuss your classroom management policies with the candidate.
5. Provide as many opportunities as possible for the candidate to interact with
the students.
6. Provide independent and/or collaborative instructional opportunities (one-onone, small group, whole class).
7. Assist the candidate in planning appropriate lessons to present to your
students.
8. Review candidate’s written behavioral objectives for at least two learning
activities.
9. Observe candidate and offer timely and descriptive feedback as well as any
observable data you can provide. (i.e. students’ on task behavior, teacher
movement, positive affirmations, etc.)
10. Review and sign clinical checklist and attendance log.
11. Complete mid-point evaluation via the LiveText link provided by the clinical
supervisor. Please discuss your evaluation with the candidate and provide
him or her with a copy. Due to the nature and varying expectations of early clinical
placements, not all behaviors indicated on the evaluation form may be observed or be
consistently demonstrated by the candidate.
12. Complete the final evaluation via the email form provided by the clinical
supervisor. Please discuss your evaluation with the candidate and provide
him or her with a copy. Due to the nature and varying expectations of early clinical
placements, not all behaviors indicated on the evaluation form may be consistently
present; however, there should be consistent development of skills throughout the
clinical experience.
13. Reflect with the candidate about professional growth as a teacher. Guide the
candidate in the process of self-evaluation of personal professional growth as
well as quality teaching techniques. Set aside at least 15 minutes a day to give
feedback to the candidate through conferencing.
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14. Provide feedback to the supervisor and candidate. This is accomplished in a
variety of ways:
a. Daily / weekly feedback
b. Address issues/concerns early in the placement
c. Participate in providing feedback for the Mid Point Evaluation
d. Participate in providing feedback for the Final Evaluation
Retain a copy of the candidate’s attendance log for your records. This is the only
documentation you will need for proof of professional activities required for
certificate renewal-CPDUs. No other documentation will be provided.
Clinical Supervisor’s Roles and Responsibilities
The supervisor is the direct representative of the university and serves as a liaison
between the candidate and the requirements of NIU. The role of the supervisor is
both multiple and complex. It requires an on-going commitment to best teaching
practices, familiarity with current special education trends and literature, and strong
interpersonal and collaborative skills.
The university supervisor has many responsibilities including:
1. Conducting the following meetings for candidates: orientation meeting,
Friday Forum seminar, wrap-up meeting.
2. Scheduling one visit per candidate, this will be done virtually.
3. Consulting with the cooperating teacher via email.
4. Attempting to schedule each visit to ensure the observation of teaching by the
candidate.
5. Providing written feedback after the observation. If needed, the supervisor
will provide written and verbal communication at midterm if a candidate is in
danger of failing and write a Growth and Professional Support Plan (GPS) to
address specific remedial concerns.
Dispositions for Teaching
Dispositions for teaching are assessed and monitored throughout all classes in order
to intervene with support as needed.
Working with Candidates with Concerns
At Northern Illinois University, teacher education is a process that has several
checkpoints along the way to help ensure appropriate candidate growth in
knowledge, skills, and dispositions. During clinical experiences, problems may
develop. Indicators of problems may include, but are not limited to having poor
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management, instructional skills, or inter-personal skills; being late; complaining;
blaming; and resisting suggestions for change. During clinical experiences, a
Growth and Professional Support Plan (GPS) will be written by the clinical
supervisor stating the issue or problem and stating expectations to promote the
desired change.
Grading
To receive a satisfactory grade, a candidate must:
1. Submit the completed and signed Attendance Log and Clinical Checklist to the
clinical supervisor at the Wrap-up meeting.
2. Submit a lesson plan by the due date assigned and then submit a video of the
approved lesson plan. The video is be uploaded to Blackboard using Helix
Media Library.
3. Submit a short (1-2 page) reflection after uploading the teaching video
4. Earn a score of 2 or higher in at least 27 competencies of the cooperating
teacher’s final evaluation.
Any student earning a final score of 1 in at least 2 competencies will be referred to the
Candidate Support Committee.
A grade of unsatisfactory will be given if at least one of the following occurs:
1. A candidate earns less than 27 “2s” on the final evaluation or a 1 in one of the
competencies under the Professional Behavior area.
2. The cooperating teacher does not recommend that the candidate continue and
the clinical supervisor endorses this recommendation after observing the
candidate in the field.
3. More than one unexcused absence.
Please Note: If no prior arrangements have been made with your instructor with
regard to not completing an assignment by the due date, an automatic evaluation
of “Unsatisfactory” will result.
While the cooperating teacher and the university supervisor generally discuss
grading considerations, the final grade will be determined by the university
supervisor.
To be judged complete (satisfactory), all written assignments,
expectations, and requirements must be either typed or legibly written. Correct
spelling and grammar are expected. Candidates who fail to complete assignments
legibly with correct spelling and grammar can be required to redo assignments.
Repeated problems with written work will be referred to the Candidate Support
Committee.
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Process for Grievance of Decisions
In the event that the candidate does not agree with the decision of the cooperating
teacher, he or she should contact the clinical supervisor immediately. The clinical
supervisor will communicate with the cooperating teacher to clarify the situation
and attempt to visit the site if possible. If the candidate appeals an evaluation from
the clinical supervisor, then the candidate may contact the Special Education
Program Coordinator, Dr. Jeff Chan, and set an appointment to discuss the situation.
For further advice, the candidate can make an appointment with the chair of SEED,
Dr. Greg Conderman. If that decision is not agreed upon, then the candidate can
make an appointment with the Director of Advising in the Dean’s office. The final
grievance step will be with the Associate Dean.
Academic Integrity is expected as defined by the Undergraduate Catalog
Academic integrity is expected of all candidates. The attempt of any candidate to
present as his or her own that which he or she has not produced is regarded by the
faculty and administration as a serious matter. “Students are considered to have
cheated if they copy the work of another during an examination or turn in a paper or
assignment written, in whole or in part, by someone else. Students are guilty of
plagiarism, intentional or not, if they copy material from books, magazines, journals,
Internet, or other sources without identifying and acknowledging those sources or if
they paraphrase ideas from such sources without acknowledging them. Students
guilty of or assisting others in, either cheating or plagiarism on an assignment, quiz,
or examination may receive a grade of F for the course involved and may be
suspended or dismissed from the university.” (NIU Undergraduate Catalog). If
academic misconduct is suspected, the instructor will follow the “Faculty Guide to
Academic Misconduct” issued by the University Judicial Office.
Statement on Accommodations
Northern Illinois University is committed to providing an accessible educational
environment in collaboration with the Disability Resource Center (DRC). Any
student requiring an academic accommodation due to a disability should let his or
her faculty member know as soon as possible. Students who need academic
accommodations based on the impact of a disability will be encouraged to contact
the DRC if they have not done so already. The DRC is located on the 4th floor of the
Health Services Building, and can be reached at 815-753-1303 (V) or drc@niu.edu.
Communication with faculty or other staff members does not, by itself, constitute
"self-disclosure" in fulfillment of the university ADA accommodation requirements.
If you have not already done so, you will need to register with the DRC office and
request that DRC send your accommodations to the clinical supervisor. Your special
needs will be handled in a confidential manner.
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NIU Conceptual Framework
The NIU Community of Learners builds on knowledge, practice, and reflection to
produce exemplary educators. The community encompasses scholars, education
professionals, and pre-service teachers in an interaction that develops the strengths
that embody excellence in education. These strengths include creative and critical
thinking, scholarship, and caring. Application of these strengths emerges through
the collaborative efforts of a diverse community, which supports lifelong learning.
Revised June 2013
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Checklist of Clinical Activities - SESE 418
Candidate Name__________________________________________________
Give to the Clinical Supervisor at the final wrap-up meeting.
Date
1. Give the Clinical Student Information Form to
your cooperating teacher.
2. Give the Emergency Form to your cooperating
teacher.
3. Read course syllabi. Clarify any questions with
clinical supervisor.
4. Review course syllabi and clinical requirements
with your cooperating teacher.
5. Obtain a copy of your cooperating teacher’s
teaching schedule and school calendar.
6. Become familiar with your students (e.g. review
IEPs, conversation with your cooperating
teacher).
7. Discuss with your cooperating teacher
appropriate students, curriculum, and
assessments for your SESE 420 and 435
assignments. Complete the Context for Learning
Information form and Core Curricula form.
8. Discuss with your cooperating teacher the
appropriate student and behavior for your SESE
454 FBA assignment.
9.
With the cooperating teacher, identify other
times that you will be working with students.
10. Write a behavioral objective for at least 2 learning
activities to be shared with your cooperating
teacher and clinical supervisor.
11. Maintain your Daily Attendance Log.
12. Establish and maintain a cumulative 3-ring
binder.
13. Review your cooperating teacher’s Mid Point
Evaluation and obtain a copy for your records.
14. Review your cooperating teacher’s Final
Evaluation and obtain a copy for your records.
15. Write and submit a lesson plan (see template in
syllabus pg. 12)
Revised May 2013; August 2014
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Signature
SPECIAL EDUCATION
SESE 418 Attendance Log
Clinical Student_________________ Cooperating Teacher__________________
School_____________________________________________________________
Directions: Please complete the following form to track your attendance during this clinical
experience. Then sign and make a copy for you cooperating teacher.
Date
Time In
Time Out
Total Hours
Cooperating
Teacher’s
Initials
Total
This form documents the ISBE requirements for supervision of a pre-service teacher. Please
retain a copy of this for your records. It will serve as documentation for renewal of
CPDUs. No other documentation will be provided.
___________________________________________________
Student’s Signature
_______________________________________________
Cooperating Teacher’s Signature
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______________________
Date
_______________________
Date
Context for Learning Information
(This is similar to information that will need to be provided on the edTPA
assignment during Student Teaching.)
About the Larger Context
1. Provide information about the context in which you teach so that another educator
can understand your teaching decisions related to your video-recorded lesson.
Address the following:
Type of setting (e.g., first-grade classroom in an elementary school, selfcontained classroom, a home, a job site)
Your role in the focus learner’s instructional program (e.g., teach all
academic subjects plus support a behavioral plan; pull out of general
education classroom for supplementary instruction in reading; coordinate
services to the family and model working with the focus learner). In other
words, how does this lesson fit into the entire instructional plan for the focus
learner.
The schedule for instructional time with the focus learner (e.g., Tuesdays
for 15 minutes; every day for six hours with two hours on reading
instruction)
The primary language of instruction, if other than English (e.g., ASL)
2.. If instruction of the focus learner for the lesson does not occur in a group setting,
explain why.
3. If group instruction, describe the size and composition of the group (e.g., 6 special
education learners; 3 learners with IEPs and 23 general education learners).
4. Describe any district, school, or cooperating teacher, or student teaching
requirements or expectations that might affect your planning or instructional
delivery (e.g., prescribed reading curriculum).
About the Focus Learner
1. First Name (optional): ________________
2. Age: ______
3. Gender:
 Male ______
 Female ______
4. Grade level: ______
5. Primary language:
 English ______
 Bilingual in English and other language (please identify):
_________________
 Other language (please identify): _________________
6. List any type of augmentative or alternative communication used by
the learner (e.g., communication boards, signing, AlphaSmart keyboard,
optical-character-recognition devices, speech generation technology):
__________________________________________________________
7. Type of classroom
_______________________________________________
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Review as much of the following as possible. Indicate if you read each.
1. Current Psychological (within 3 years)?
yes
2.
3.
4.
5.
6.
7.
8.
Current IEP?
yes
Math objectives?
yes
Reading objectives?
yes
Writing objectives?
yes
Social Worker’s Report?
yes
Speech Therapist's Report?
yes
Occupational Therapist's Report?
yes
Medical Report?
yes
Hearing & Vision Screening?
yes
How long has the student been placed in special education classes?
9. What are the student's primary and secondary exceptional
characteristics?
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no
no
no
no
no
no
no
no
no
no
Lesson Plan
Candidate Name_________________________
Date_______________________
Grade Level_______________________ Cooperating Teacher Initials__________
Directions: Use this form to create your lesson plan. Use explicit, observable,
and measurable language when writing this plan.
Section 1-Audience, Standard(s), PLOP, and Lesson Objective
Target Audience: ☐ Individual Student
☐ Small Group
☐ Large Group
Content Area with Learning Standard(s) (Common Core/State Standard: List
all standards that are covered by the lesson. Do not abbreviate, include the entire
standard.
Accommodations: Include the required accommodations needed for student(s).
(e.g.: LS- slant desk, near point model, math charts)
Present Level of Performance (PLOP): Related to the lesson being taught, based
on data, what can the student(s) can and cannot accomplish include background
knowledge that the student(s) need before the lesson is taught. You should include
specifics from the IEP and from recent observations and assessments.
Lesson Objective: Write in specific terms. State what you want students to know or be
able to do by the end of the lesson be sure to include the condition, learner, behavior,
and criteria. Make sure this aligns with the IEP!!
Section 2– Materials, Expectations, Rational Motivation
Materials: List all materials that will be needed for the lesson. Be sure materials are
ready ahead of time. (e.g.: textbook, reference materials, technology, art, music, lab
equipment.
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Introduction: Include how you will introduce the lesson, why you are teaching this
lesson, and how engage/motivate the student(s).
Lesson expectations: At the end of the lesson student(s) will be able to….
Lesson rationale: This lesson is being taught because…
Activate background knowledge, attention grabber: Use pictures, brainstorming,
real objects, thought - provoking questions, riddles, poems, books, games, personal
experiences, experiments, role play to FOCUS students on what is to be learned. Use
specific language (script out) of what will be said to the students.
Assessment: Include both formative and/or summative assessments that will be used.
If this is an introductory lesson in a series of lessons then include the summative
assessments will be used at the end of the lesson/unit. Make sure this directly
measures the lesson objective.
Section 3-Delivery System
Instructional Steps: (also include sample higher level questions, guided practice,
independent practice)

Present new information and relate it to current student experiences

Model examples of the new skills and demonstrate to the students exactly what
they are to do (include visuals whenever possible)

Recap important points often

Question throughout to check for understanding

Include sample question; remember to include higher
level/critical thinking questioning

Write (script) everything you will do, and in general, everything you will say

Involve the students throughout the lesson

Include guided (completed with teacher’s assistance) and independent activities
(without teacher’s assistance) that reinforce the lesson objective (Label these
activities with GP and/or IP)

Monitor student responses to assess students’ needs
Communication Skills: What communication skills will you teach? (vocabulary?
Math symbols? Sentence structure? Comprehension questions?)
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Will student use the communication skill to participate in the learning? (e.g., listen,
read, speak)
Will student use the communication skill to demonstrate what they learned? (e.g.,
write, speak, solve)
Modeling:
Guided Practice (GP):
Independent Practice (IP):
Section 4-Closing Review what was learned; give feedback; transition to next
activity:
Review: Recap the main points by referring back to the objective
Keep closure student-centered by asking student(s) What did you
learn today? Why did you learn it? How will it help you? Script
out what will be said/asked.
Feedback: Provide specific feedback to student(s) on how they
performed during the lesson and lesson recap.
Transition: Script how student(s) will be transitioned to the next
class or activity
Section 5– Special Circumstances
Lesson Extension and/or Modification:
Provide extension activities for those who have mastered the objective
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Lesson Reflection
(Submit after the video has been uploaded)
1. If you were to teach this lesson again what would you do differently?
2. What worked in your lesson and what didn't work?
3. In what ways do you know your student(s) learned from your instruction?
4. Describe the next steps for students.
5. What did you learn about yourself?
Adapted from:
York, C, S., & Chinn, L. (2013). Using iPad video to mentor student teacher
candidates. School-University Partnerships: The Journal of the National
Association for Professional Development Schools, 6 (2), 78-82.
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