Careers in Education
January 23, 2009
Bell: List as many areas of Diversity as you
can think of?
Schedule
• Presentations
• Categories of Diversity brainstorm
• Cipher in the Snow
Target: Understand the categories of
Diversity.
Finalize Lesson
• What to Turn-In
– Lesson Plan and Task sheet complete
– Copy of Powerpoint or Poster
– Class Notes- staple to employability
Diversity Lesson
1. Assigned Intelligence
2. Come up with a visual to describe your
intelligence (poster, ppt)
3. Come up with an activity to teach about
Diversity/cultural awareness using your
intelligence.
4. Present the lesson to the class
Multiple Intelligence Activity.doc
Categories and Examples of
Diversity
• Learning Styles- MI, Learning Styles, Personality
Type, Brain Dominance
• Culture- Ethnicity, Traditions, Beliefs, Religion,
Language, Dialect
• Societal Issues- Poverty, Family Structure, Teen
Pregnancy, Diseases, Child Abuse, Drug Use
• Special Needs- Learning disability, Gifted,
Mentally Retarded, Emotional and behavior
disorders
• Gender
Cipher in the Snow
Video: Cipher in the Snow
Careers in Education 9/24/09
•
Early Work: Why must a teacher understand
diversity?
Schedule
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Basic IQ test
Discussion
Notes
“Educating Peter”
Target: To Understand the importance of special
Education services for students. 3.1, 3.2, 3.3
Disability A and B
• How would you feel if you thought you could never
be successful at school? Would you keep trying? It is
a teacher’s job and desire that all students have the
benefits of education, therefore it is essential that
instruction is appropriate for all students.
Who Receives Special Education?
•
There are many different estimates regarding
the number of school-age children who have
learning disabilities.
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–
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A reasonable estimate is between 5% and 10%, with
90% of those identified considered mildly disabled.
Reading disability accounts for about 80% of all
learning disabilities.
Children from age 3 to 21 years old may qualify for
special educational services because of an
intellectual, emotional, or physical condition.
Intellectual: Both ends, high and
low IQ:
• Low IQ students are classified as severely,
moderately, or mildly mentally retarded. They
usually learn basic academic subjects (mainly
reading) and survival skills in resource rooms and,
to a limited extent, in regular classrooms.
• Students with normal intelligence can experience
academic difficulties due to a specific learning
disability (LD), caused by some disorder within
the central nervous system (brain).
• Some disorders occur while the brain is forming
during the early stages of pregnancy, at which
time any disruption can cause cell damage.
Therefore, young women should be acutely
aware of the impact using alcohol, tobacco, and
other drugs during their childbearing years.
• A Learning Disability is hidden. It can’t be seen
like blindness or paralysis. It is observed in
behavior, such as difficulties with speech and
language, coordination, or self-control/attention.
• A well-known learning disability example is
Attention Deficit Disorder (ADD). Students with
ADD have trouble focusing attention, listening,
completing work, waiting turns, etc.
• Gifted and talented students (high IQ) possess a
high degree of ability, creativity, and motivation.
They may ask difficult questions, complete work
fast, get bored, and act up. The word “gifted”
refers to their intellectual ability; “talented” is
more diverse, including musical, artistic, or other
talents.
Physical: There are a wide variety of physical disabilities
in regular classrooms.
•
•
Some students with normal intelligence, and good
health, need physical adjustments or considerations in
the learning environment, such as sign language
translators, large print books, and ramps or special
equipment.
Other students are “medically fragile.” They have
health issues, such as diabetes, epilepsy, anemia, and
asthma that may require regular medication, limited
activities, or cause high absenteeism.
Emotional: This disorder is the most challenging for most teachers
and other students.
Behavior disorders (BD) adversely affect a student’s social and
emotional functioning. They are manifested by:
•
Conduct disorders: overt aggression, verbal and physical,
disruptive, negative, irresponsible, defiant.
•
Anxiety-withdrawal: overanxious, socially withdrawn, reclusive,
shy, sensitive.
•
Immaturity: short attention span, passive, daydreaming,
sluggish.
BD students disrupt the basic stability and order of the classroom.
This interferes with not only their own learning but also that of
other students.
One or two BD students can take up a very large percentage of a
teacher’s time, attention and
energy.
Educating Peter
Assignment: See Handout
Watch Video
September 25, 2009 CIE
• Early Work: What does LD stand for? How did
you feel during yesterday’s activity
• Schedule
– Finish Educating Peter
– Notes
– Last one picked, First one Picked on
– Work on Assessment
Target: Identify strategies that will benefit
learners with special needs.
Educating Peter
Assignment: See Handout
Watch Video
Go over the assessment
9/24 9/30 Special Ed Essay 4 P
Special Education Notes
• Read “The Animal School”
• Title I is the federal law that allocates major funding to
assist academically disadvantaged students.
– Pullout Programs: Students leave their regular classroom for
special instruction in small groups or one-on-one.
– At the elementary level, Title I schools have a Resource Room
where students do remedial work.
– At the secondary level, students are grouped or “tracked” into
special classes, in which subject matter is presented at an
appropriate pace and level.
• Public Law (P.L.) 94-142, The Education for All
Handicapped Children Act of 1975.
– 1990, law was amended and renamed the Individuals with
Disabilities Education Act (IDEA), now P.L. 101-476. The term
“disabilities” replaced “handicapped,” and the scope of the act
was expanded to include disabled learners between the ages of
three and 21.
– Public Law 94-142 requires schools to provide every student a
free and appropriate education.
•
One requirement is that students with special needs are
educated in the least restrictive environment, which
means a regular classroom as much as possible.
– Mainstreaming- Classrooms must be adapted to accommodate
the special needs of the student, such as specific curriculum
materials, equipment, and/or specialists.
Individualized Education Program
(IEP)
• A written plan and record for every child who
receives Special Education services. IEPs must
include long- and short-term goals, services,
and evaluation.
• Sample IEP
• Gender Equity: Title IX, - prohibits discrimination
on basis of sex in schools. This includes
admission, counseling, athletics, and availability
of programs.
• Bilingual Education: Federal laws require schools
to provide comprehensible instruction to all
students, whatever language they speak (Title VI,
Civil Rights Act, 1964). Students may be taught in
pullout classes or mainstreamed.
• Language diversity is commonly referred to by
the following acronyms: ESL (English as a Second
Language), and LEP (Limited English Proficiency).
At the National Board level, it is called English as
a New Language.
•
Multicultural Education: This is an
umbrella term covering a multitude of
programs supporting minority students
and understanding of cultural diversity.
Ask students to identify some examples
in your school.
Video
Last One Picked, First One Picked On
See Assessment
Sept 28, 2009
Early work: What skills do we need to teach
learning disabled kids that we do not usually
teach?
Schedule
• Finish Video
• Neighbors
• Reflection paragraph for Portfolio
• Wrote Cards for Casey
Target: Students will draw conclusions about
personal level of stereotyping.
Standard 3.2
Finish Video
• Last one Picked, First one Picked on
• Complete Worksheet
Newspaper Story
• Read Story
• Write Cards
Sept 29, 2009
Early work: What is a Social Autopsy?
Schedule
• Pick up Computers
• Work on Assessment 30 minutes
• Neighbors
• Reflection paragraph for Portfolio
Target: Students will draw conclusions about
personal level of stereotyping.
Yes it is the same as yesterday because we did not meet
Target
Standard 3.2
• Work on assessment
Neighbors
• Consider each neighbor
• Choose on and move to that location
• Think of why you chose and write 3 reasons
on paper
• Share with class
• Repeat for where not to live
• Other info from Mrs. Sather
Writing Activity
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Where did you use positive descriptions? Why?
Negative and why?
What are some of the stereotypes and
generalizations discussed and how does it
impact the way you interact with people on a
daily basis?
How could stereotypes and generalizations
effect you in the classroom?
What was effective about this activity? What
did you learn?
Homework:
• Educating Peter paper
• Due Thursday, October 1st, 2009 (one day
extension)
September 30, 2009
Early Work: Why do we need to be aware of our
stereotypes and generalizations?
Schedule
Cipher in the Snow
Questions and Reflection
Work on Assessment due Tomorrow!
Target: Understand how Labeling can affect children
October 1st
• See Standard 2