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A.5.2 Supporting Reflection, Critical Thinking, Problem Solving and Dispositions
Examples of Teaching Practices
that Develop Reflection, Critical Thinking, Problem Solving, Dispositions
Initial Programs
Advanced Programs
Reflection
 All Initial Programs,
 EDCI 601 candidates design an
Reflection in Lesson Plans.
action research project focused on
Taught in prerequisite courses
a question related specifically to
EDTE 520 and EDTE 530.
their current position in education.
See, for example Single
Candidates collect and analyze
Subject Daily Lesson Plan
data, engage in reflections and
determine future directions.
 All Initial, Fieldwork:
Candidates reflect on teaching  PSY 661 Candidates administer an
competencies and dispositions
assessment (WISC IV), video tape
at various points in program,
themselves and engage in a self
using self-evaluation forms,
evaluation for such factors as
and engage in discussion with
standardized administration, pace,
mentors and supervisors.
style, monitoring of child fatigue
Candidates who are interns
and attention.
construct individual
improvement plans.
Critical Thinking  EDTE 523B Candidates read
 EDAD 609 Candidates examine
the results of the existing student
journal articles and respond to
discipline/conduct policies and
prompts that demonstrate the
practices in their schools or
evolution of their own science
classrooms, and determine how
education knowledge and
“proportionality” is applied among
skills.

BLMC 672 Candidates survey
their peers about their
perceptions of emergent
bilinguals and second language
acquisition, then they compare
and contrast these results to
information from their
readings.
students based on, ethnicity,
gender, socio economic status or
other variables that are culturally
important.

EDMA 602 Candidates create
assessment instruments, administer
the assessment to students, analyze
data using technology, use the
results to inform their
understanding of student learning,
and critique the assessment tool.
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Problem Solving



Dispositions


All initial candidates engage in
choosing appropriate
interventions for students. See,
for example, SPED 680 in
which candidates design an
intervention for a student with
autism.
KINE 516 candidates
participate in case studies and
role play meetings focused on
Individualized Educational
Programs.

Educational Leadership, EDAD
615 candidates engage in problem
solving protocol to approach
issues at school site.

AGED 601 candidates conduct a
needs analysis of current site and
develop a program that addresses
their needs.

CMSD 645 Candidates create an
augmentative and alternative
communication device for a
student with cerebral palsy.
All Initial Programs,

Prerequisite, EDTE 302 Access
and Equity, Personal
Experience Investigation in
which they experience
diversity as a minority
participant.

Candidates participate in
service learning experiences
such as serving as an educator
at math night at a local school
or curating an exhibit for
children at the anthropology
museum.
CMSD 640 candidates participate
in a service learning and
community service hearing
screening and conservation activity
with instructor-based supervision.
PSYC 636 candidates engage in
service learning with universitybased supervision and guidance
regarding behavioral modification
& consultation.
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Reflection
EDTE 302 Personal Experience Investigation
(FINAL) 30 points
Choose one of the conceptual categories of diversity that we will investigate in class (race, SES,
gender, language, sexual orientation, religion, ability, etc). Design a personal experience where you
can respectfully gain deeper insight about the topic. Ideally, this will involve putting yourself into an
unfamiliar situation where you are a minority/outsider in some way. This could involve attending
events, workshops, a speaker series, religious services, tutoring, volunteering in the community,
volunteering on campus ie. anything that will give you better understanding of a conceptual category
we have addressed in class and your personal experience of being a minority participant. You are
required to attend a minimum of 3 events (or, as many as you like!) to give you a clear sense of this
group/organization and the work that they do. The idea is to get involved enough to have something
significant to say and critically, to monitor and evaluate what you learned in the process. You are to
draw from a minimum of 4-5 class readings in order to help frame your experiences and help you
consider how this will relate to your future classroom. (I will be looking for a deep reading and
incorporation of these readings into your paper, simply referencing them will not be sufficient)
The final assignment includes both a small group presentation to the class and a 10-12 page
(absolute maximum) paper, which will summarize your experiences and directly draw from class
readings, discussions and films. Your paper and presentation should clearly outline the following:
 Summarize the specifics of what you did, what group/organization/event did you attend?
What’s the history of the group? How did you learn about them? How did you make contact?
Who typically is part of the organization/group/event?

What was your personal involvement and how did it evolve/shift over time? What
assumptions or ideas did you bring with you at the beginning? What changed for you in the
course of your involvement? What did you gain from this experience? Did you have any
uncomfortable, or “crisis” moments? What were they and what did you gain from
experiencing them?

How does what you learned relate to your teaching? What new insights did you gain that
could be applied to your own classrooms? Schools? Understanding as a teacher more
broadly?

Bibliographic references should be included at the end of the paper and citations should
follow APA style within the body of the paper.
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Single Subject Program
Daily Lesson Plan
Revised October 26, 2014
INTRODUCTION
Well-formulated daily lesson plans give teachers directions to make instruction proceed
smoothly. Good daily lesson plans allow teachers to better control the details of instruction
and to monitor student progress more closely in order to ensure student success. Most
importantly, however, the process of planning lessons provides teachers with an
opportunity to think about what they are doing. That is, planning allows teachers to
become conscious curriculum decision makers. These teachers carefully design their
lessons and employ a variety of instructional strategies. Good planning makes good
teaching possible.
Some experienced teachers are able to mentally organize the objectives, procedures,
materials, and transitions. However, for most teachers and for ALL beginning teachers,
written statements regarding the major elements of a lesson plan are usually necessary
(and expected by cooperating teachers and university supervisors). The guidelines and
Daily Lesson Plan Template provided below will help you develop effective lesson planning
skills.
OVERVIEW
A brief summary of the lesson content.
RATIONALE
A rationale explains why the individual lesson is important for students to learn. It should
answer the common student question: “Why do we have to learn this stuff?” Guiding
questions to help construct a sound rationale are as follows: 1) How does the lesson
connect to a big idea or core concept of a subject area? 2) How is the lesson relevant to
student lives?
STANDARDS
"Standards serve as a basis of educational reform across the nation as educators and
policy makers respond to the call for a clear definition of desired outcomes of schooling and
a way to measure student success in terms of these outcomes" (National Research Council
2001). They define the knowledge and skills that students will demonstrate throughout their
educational careers. Your lesson plan will be based on multiple sets of standards:
California Academic Content Standards (or alternative), California’s English Language
Development (ELD) Standards, and/or Common Core Standards (see each below).
California Academic Content Standards should be listed for each unit of study or lesson
plan (for all content areas other than Math and English). These standards guide the content
and methods developed to the unit or lesson. For Agriculture standards, follow the Career
Technical Education link. For foreign language teachers, see the Foreign Language
Curriculum Framework.
Common Core Standards should be listed for each unit of study or lesson plan. Math and
English teachers will use these standards to guide the content and methods developed to
the unit or lesson. ALL content areas grades 6-12 (Agriculture, Science, Art, Industrial Arts,
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Music, Social Studies, Health, Physical Education/APE, Math, World Languages) will use
the English Language Arts standards to guide technical literacy development in their
respective content areas. The relevant standards are located on the menu on the righthand side of the webpage under “Grade 6-12 Literacy in History/ Social Studies, Science &
Technical Subjects.”
California’s English Language Development Standards should be listed to help English
learners meet grade level content standards. Click on the link and download the document
for the grade level for your lesson plan. Familiarize yourself with the standards on page
one (Section 1: Goal, Critical Principles, and Overview). Choose a standard that will go
with your lesson plan. This could be under any one of the three modes of communication:
Collaborative, Interpretive, or Productive. Then, scroll down and find that standard
in Section 2: Elaboration on Critical Principles for Developing Language & Cognition
in Academic Contexts by looking for the number of your standard. Choose a specific
standard in one of the three columns that designate an English Language Learner's
developmental level: Emerging, Expanding, or Bridging. Use this standard as a guide
when writing your DLP.
OBJECTIVES (LEARNING TARGETS OR OUTCOMES)1
An objective is a statement of what students will know or be able to do as a result of the
lesson. Objectives should be stated in terms of measurable and observable student
performance. An objective begins with, “Students will be able to…” followed by an action
verb. Common Core Standards are based on Webb’s Depth of Knowledge (DOK). Explore
these Depth of Knowledge Resources to help you write objectives. The first link will help
you relate Webb’s DOK to Bloom’s Taxonomy. You can also see Bloom’s Taxonomy of
Cognitive Levels and Learning Domains to learn more about different types of learning
objectives.
INSTRUCTIONAL STRATEGIES and DIFFERENTIATED INSTRUCTION:
The Instructional Strategies link above provides a list of possible strategies to guide your
instruction. The Differentiated Instruction link provides a number of strategies for helping
ALL students gain access to course content, including gifted students, and those with
special needs or other challenges.
SDAIE (Specifically Designed Academic Instruction in English): SDAIE is an instructional
process that includes teaching content and English Language development simultaneously,
offering an opportunity to develop effective and innovative practices to incorporate English
Language Learners in classroom settings.
For classroom strategies, see SDAIE
Techniques provided below. To learn more about the theory behind this approach, see this
SDAIE web page (be sure to click MORE to read the entire article).
ACADEMIC LANGUAGE: This link takes you to the Performance Assessment for
California Teachers (PACT) webpage for documents to support teacher candidates. From
this website, download the Academic Language Word doc for your subject area. Read this
document thoroughly before completing the academic language section of your DLP. In
short, include in this section the vocabulary that students will need to master during your
1Whenever
possible, include affective and psychomotor domains as well as social communication skill objectives.
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lesson AND what you want them to do with this vocabulary. This should link back to the
ELA and/or ELD standards that you chose above. In other words, select vocabulary words
and concepts that are essential to the understanding of the material and which allow
students to better communicate in the language of the content area.
PROCEDURES
Introduction/Anticipatory Set - follow this link to provide an overview of how to begin a
lesson. The anticipatory set should capture attention and motivate students. Methods for
introducing lessons may include:
1. telling students what will be accomplished;
2. involving students in some curiosity raising or motivating activity/demonstration or giving children
examples to observe;
3. seeking responses to an open-ended question;
4. involving students in a problem to be solved;
5. explaining or reviewing expected student behaviors;
6. describing the evaluation procedures.
Activity Sequence:
Provide a set of directions telling the teacher how to present the lesson. It should be as
specific as possible and will generally be the longest section of your lesson plan. This
section includes (a) what the teacher does or says, (b) what the learner does, (c) steps
for checking understanding and formative assessment strategy, (d) different levels of
practice (guided and independent), and so forth. What the teacher and students do in (a)
and (b) should reflect the chosen teaching strategy.
Closure:
This link provides 40 strategies with which to end a lesson. Closure verifies that students
have met the learning targets for the lesson. Closure is often a formative assessment. It
also provides an opportunity to review or summarize the concepts or skills students
learned in this lesson. This section may originate with the teacher making summarizing
statements, by questioning students to provide information about the lesson, and so
forth.
ASSESSMENT:
This link provides information about assessment basics. For this section, provide a
description of all assessment tool(s) that will measure student learning. The assessment(s)
should be aligned with each objective above and may occur during the lesson or at a later
date. Assessment types include diagnostic, formal/informal, and formative/summative.
MATERIALS
Provide a list of the items which must be available for this lesson, including directions for
distribution and clean up.
REFERENCES
Refer to appropriate and professional to cite sources and individuals who have contributed
to your lesson.
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REFLECTION
What went well and what would you change? Note to yourself for next time you teach
again. See below of a checklist of possible questions.
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DAILY LESSON PLAN TEMPLATE
Reviewed by:
Cooperating Teacher Initials:
Candidate Name:
Lesson Date:
Subject:
Learners’ Grade Level/s:
Planned Lesson Duration:2
KEY CONCEPT/THEME:
OVERVIEW:
RATIONALE:
STANDARDS:
CA ACADEMIC CONTENT STANDARDS (Non-Math and English content areas):
COMMON CORE STANDARDS (All content areas):
ELD STANDARDS (All content areas):
OBJECTIVES/LEARNING TARGETS:3
INSTRUCTIONAL STRATEGIES AND DIFFERENTIATED INSTRUCTION:
SDAIE TECHNIQUES AND PRACTICES:
ACADEMIC LANGUAGE:
PROCEDURES:
Introduction/Anticipatory Set:
Activity Sequence:
Closure:
ASSESSMENT:
MATERIALS:
2in
minutes
3Whenever
possible, include affective and psychomotor domains as well as social communication skill objectives.
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REFERENCES:
REFLECTION:
Lesson Reflection Checklist
Use this Checklist after creating and teaching a new lesson. This reflection will help
you to further refine the lesson. Be sure to reflect in your teams as others input will
strengthen the lesson.
 What went well?
 What didn’t go as you had planned?
 What came up during the lesson that wasn’t anticipated?
 Were the materials available and appropriate?
 Did I accomplish the goal of this lesson?
 If not, what were the barriers?
 Could someone pick up this lesson plan and replicate it? Is it clear and
specific?
 Was the lesson student centered?
 What classroom management aspects were challenging?
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Problem Solving
EDAD 615 Issues and Protocol for Accountability Problem Framing-Problem Solving
As we have often discussed, policy makers, school faculty and site leaders are adept at creating
plans for change and improvement. Yet, faculty and leaders are rarely asked to develop a
genuine understanding of the issues and problems they truly face before implementing plans
for change. Urgency in such cases is the enemy of efficiency and effectiveness. Action
supported by urgency may appear to be leadership but sometimes results in wasted time while
racing towards off target solutions.
For this assignment, first select an authentic and important site or district problem with your
principal, site mentor or the instructor of this course. Do not leap to a plan for solutions to the
problem. On the contrary, in this assignment you will spend most of your time and energy
seeking to fully understand the problem by applying the inquiry protocol below.
Understanding root causes is the most important factor.
As you will discover, the problem as initially described is rarely the full description of the
problem in a typical complex school setting. For instance, one principal turned his leadership
student to solve the school student behavior problem. After following the Inquiry protocol
below, the student learned the problem was not as the principal had initially described it. Most
teachers did not see a student behavior problem. After drilling deeper into the issue, the
student learned that the site had recently been designated as a setting for mainstreaming SED
children. Since the teachers and playground staff had not received professional development in
managing the special needs students, these children and their overwhelmed teachers usually
took up the principal’s day. No one else saw a problem.
Carry out the question and answer format you see below throughout the Inquiry Protocol
(problem framing and problem solving) with a strong focus on problem framing.
Understanding and diagnosing the problem you have selected is the most important part of
this assignment. Your final product for this assignment will be a presentation that answers
each question within the Inquiry Protocol below.
Set group norms (be present, respect, listen, no preconceived outcome, confidential, reflect,
share).
Problem Framing:
What do you think the issue is? Describe it in one page. Include evidence.
What do the teachers think the issue is? What are the concerns of the teachers? Describe it in
one page. Include evidence.
After hearing your understanding, what do seminar members think the issue is?
What does the literature tell you about the issue?
Now re-state the issue synthesizing your learning from the activities above.
Problem Solving:
What data, evidence or information do you already have about your school that helps you
understand your school issue?
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With the information, evidence, decide what you will do next. Make a short-term action plan.
Present this plan to the critical friends group for feedback and revision.
What are the measures of your success of your plan?
What is your timeline to report back to the group?
Listen to the conversations of others about issues and problems. Reflect and give feedback that
assists in problem framing, problem solving, interpreting evidence, designing action plans,
designing measures of success for action plans.
Sample site accountability issues and problems for inquiry:
Achievement of EL, Special Education, Regular Education students.
Teaching methods, strategies of classroom teachers.
Faculty resistance to externally driven view of improvement.
Faculty teaching based on threat, fear of public label of failure, or
Faculty work based on moral authority, authentic commitment.
Data interpretation, application to instruction.
Collective bargaining relationship.
Needs of Diverse Students
Leader ethics.
PLC agenda: what’s the focus of the inquiry? Who determines this focus?
Collaboration for teacher inquiry.
Teacher knowledge and skills.
Teacher and Principal Evaluation systems.
Retaining students in grade.
Narrowing curriculum.
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CMSD 645-01: AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
COMMUNICATION SCIENCES AND DISORDERS
CALIFORNIA STATE UNIVERSITY, CHICO
Assignment II
Comprehensive Assignment involving generation of
E-tran boards and Board Maker (70 points)
This assignment entails creating a clear plastic or plexi-glass E-tran board with 3 themes for AW. AW is
a 6;0 female presenting with quadriplegic cerebral palsy. Below is the first attempt to engage AW in
AAC access. The assessment was performed in 2010.
AAC access assessment performed 2010:
A Dynavox Series V was presented. InterAact software was loaded for young children. RW was initially
seated in her wheelchair. The chair featured a ___________________ harness and lateral
_______________supports. A DynaVox series V was held in front of her by the AAC consultant, WQ.
Access was performed with AW’s left fist. Both hands are supported by a hand and thumb splint. Access
normally entailed an abrupt movement of the entire torso to propel her arm and hand forward to access
the device.
A single bear icon was presented on a touchscreen in a field of 4 with 3 blank foils. AW accessed the
bear icon accurately in a field of 4 for 4 trials. Average time of access was 10 seconds. AW presented
with maximum difficulty lifting her fist from the touch screen. She was equally accurate in scanning and
accessing the bear in a field of 12. Motor coordination was maximally impaired for access and the
examiner attempted to reposition the board for maximum success.
A keyguard with 14 openings was introduced, but because AW uses her fist to access the touchscreen,
this access mode proved difficult. AW’s fist did not easily fit through the keyboard square and the
touchscreen was not activated.
Antecedent response exercise: An antecedent-response activity was introduced. A field of 6 was
presented with 4 four bubble manipulation choices. The access method was touch-exit, meaning that the
choice was indicated when AW lifted her fist away from the screen. The performance was equivocal
because all bubble choices appeared equally attractive; however, when AW did lift her first, she directed
her gaze to the bubble blower, which demonstrates knowledge of her actions and choices.
A DynaVox representative noted that AW presents with difficulty accessing the R lower screen; he also
noted that the screen does not need to contain an equal array of buttons. The DV can be adapted to
feature large or small icons on the L, middle or R side of the screen, upper or lower, to accommodate the
motor restrictions of the user.
A music screen was presented, featuring 6 musical icons. Access was touch-exit. AW was instructed to
access target icons. Accuracy was approximately 50%, characterized by reduced accuracy of movement.
It was evident that AW was visually scanning the entire screen and 86
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visually identifying the target icons; however, reduced motor coordination reduced the accuracy of
access. The access was equally reduced for a field of 6 animals.
The DV representative J noted that a screen and guard could be customized for easy access. Customized
keyguards can be manufactured to the user’s specifications, but they are expensive and may not allow for
the rapid physical and cognitive-linguistic growth of the child. They also need special attachments, but
plastics and glass factories have manufactured customized keyguards in the past.
It was questioned, what would be faster? Step scanning or direct access? Different direct access options
were discussed. It was suggested that a greater number of icons be placed along the right side of the
device where direct access appears more successful.
PCS symbols were introduced in a FO 12. AW gestured toward the targets mommy and daddy; however,
motor control was severely compromised.
The Dyna Vox EyeMAX was introduced. In the interim, a number of additional pages were introduced,
in addition to a visual scene display. The EyeMax System allows augmented communicators to access
their Vmax with a simple blink, or by dwelling on a desired area of the screen. The assessment EyeMAX was not calibrated to AW’s dwell time, so it was calibrated using target creatures, such as Cookie
Monster.
Direct access via eye-gaze success was equivocal for a field of nine, but it was clear that access was
accurate for the majority of items.
E-Tran Board Assignment
1. Identify the type of harness and supports R is using in the DVD. __2.5 points.
2. Describe the purpose of a hand/thumb splint. __2.5 points. Cite your source!
3. Describe the Eye-MAX. What DV device must it be used with? How does it work? Use your own
words, please. No more than half a page. No cutting and pasting from website. __ 5 points.
4. Create three theme related “pages” to support communicative and educational interaction with AW in
lab. The BM pro program is preferred, but access may be difficult.
If you choose, you may also introduce other icons that are equally or more transparent, but please
attempt to generate at least one board employing PCS (BM) icons
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