Maximizing Effectiveness in Education: Lesson Plans, Competency Testing, and Special Needs Overview
Exploring best practices in lesson planning and competency-based testing to reduce liability, alongside insights into Career and Technical Education (CTE) benefits and an in-depth look at special education, including types of special needs like Autism Spectrum Disorder and Traumatic Brain Injury.
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BEST PRACTICES HOW LESSON PLANS AND COMPETENCY BASED TESTING MINIMIZE LIABILITY Joe Scarcella, Ph.D. California State University, San Bernardino 909.754.9155 |jscarcel@csusb.edu
CAREER AND TECHNICAL EDUCATION (CTE) Hard to explain in one or two slides Today s cutting-edge, rigorous and relevant career and technical education prepare youth and adults for a wide range of high- wage, high-skill, high-demand careers. Helps youth and adults build technical, academic and employability skills through education and on-the-job training. Develops problem-solving, project completion, research, math, college application, work-related, communication, time management and critical-thinking skills. Participation in skills-training programs increased wages and earnings, raised the probability and consistency of employment and lead to work success in higher-quality jobs. Source: ACTEonline.org
SPECIAL NEEDS The Individuals with Disabilities Act (IDEA) defines Special Education as specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability, but still, what exactly is Special Education? Often met with an ambiguous definition, the umbrella term of Special Education broadly identifies the academic, physical, cognitive and social-emotional instruction offered to children who are faced with one or more disabilities.
TYPES OF SPECIAL NEEDS Autism Spectrum Disorder (ASD) refers to a developmental disability that significantly affects communication (both verbal and nonverbal) and social interaction. These symptoms are typically evident before the age of three and adversely affect a child s educational performance. Other identifying characteristics of those with ASD are engagement in repetitive activities/stereotyped movements, resistance to change in environment and daily routine and unusual responses to sensory stimuli. Multiple disabilities - Children with multiple disabilities are those with concomitant impairments such as intellectual disability + blindness or intellectual disability + orthopedic impairment(s). This combination causes severe educational needs that cannot be met through programs designed for children with a single impairment. (Deaf-blindness is not identified as a multiple disability and is outlined separately by IDEA.)
TYPES OF SPECIAL NEEDS CONTINUED Traumatic Brain Injury (TBI) - Traumatic brain injury refers to an acquired injury to the brain caused by external physical forces. This injury is one that results in a partial or complete functional disability and/or psychosocial impairment and must adversely affect the child s educational performance. TBI does not include congenital or degenerative conditions or those caused by birth-related trauma. TBI applies to injuries that result in impairments in one or more of the following areas: Speech/Language Impairment - Speech or language impairments refer to communications disorders such as stuttering, impaired articulation or language/voice impairments that have an adverse affect on a child s educational performance.
TYPES OF SPECIAL NEEDS CONTINUED Blindness - Visual impairment, which includes blindness, refers to impairment in one s vision that, even after correction, adversely affects a child s educational performance. The term visual impairment is inclusive of those with partial sight and blindness. Deaf/Hearing Impairment - Deafness means a child s hearing impairment is so severe that it impacts the processing of linguistic information with or without amplification and adversely affects a child s educational performance. Hearing impairment refers to an impairment (fluctuating or permanent) that adversely affects a child s educational performance. Deaf-Blindness refers to concomitant visual and hearing impairments. This combination causes severe communication, developmental and educational needs that cannot be accommodated through special education programs solely for
TYPES OF SPECIAL NEEDS CONTINUED Developmental Delay is a term designated for children birth to age nine, and is defined as a delay in one or more of the following areas: cognitive development, physical development, socio-emotional development, behavioral development or communication. Emotional Disturbance refers to a condition that exhibits one or more of the following characteristics both over an extended period of time and to an exceptional degree that adversely affects a child s educational performance: Specific Learning Disability refers to a range of disorders in which one or more basic psychological processes involved in the comprehensive/usage of language both spoken or written establishes an impairment in one s ability to listen, think, read, write, spell and/or complete mathematical calculations.
TYPES OF SPECIAL NEEDS CONTINUED Orthopedic Impairment(s) refer to severe orthopedic impairments that adversely affect a child s academic performance. Orthopedic impairment(s) include those caused by congenital anomalies and diseases, as well impairments by other causes (i.e. Cerebral Palsy). Other Health Impairment(s)
THREE INSTRUCTIONAL PARADIGMS General Education Career and Technical Education Training Paradigm Content-Based Instruction Performance-Related Instruction Performance-Based Instruction Purpose Transmit cultural heritage Transmit useful knowledge Develop valuable performance Models Oral tradition Apprenticeship Master performer Methods Present, test, and promote those who pass tests Present, guide practice, test, and certify people who pass tests Demonstrate, guide practice, provide feedback, and certify competence Content secondary: selected with deference to accomplished performers Content Knowledge first: selected with deference to academic subject matter experts, social philosophers, publishers Authority/evaluator, presenter; extensive content preparation plus brief instruction in methods Skills first: selected with deference to practitioner subject matter experts Teacher s role and preparation Mentor, presenter, evaluator; extensive content preparation plus experience plus brief instruction in methods Coach; experience in facilitating adult learning Student s role and preparation Recipient of truth; prerequisite courses Recipient of useful information; prerequisite courses Novice performer acquiring mastery; acquisition of learning skills By instructional needs with consideration of clock and calendar Scheduling By clock and calendar with consideration of administrative needs Enormity of scope. Time lags between learning and use. Integration of parts and wholes. Lock step. By clock and calendar with consideration if instructional needs Problems Breadth of scope. Time lags between learning and use. Integration of parts and wholes. Changing technology. Cost. Narrowness of focus. Integration of parts and wholes. Cost.
THREE INSTRUCTIONAL PARADIGMS Human resource professionals have described education as having broad aims and training as having more narrow aim (to provide knowledge, skills, and attitudes relevant to the workplace). Performance-based instruction focuses on improving workplace performance, not simply on teaching people knowledge, skills, and attitudes that relate in some general way to the workplace. Performance-based training either eliminates nice to know material or shows why it is important and when and how to use it. Performance-based instruction emphasizes training that improves performance now and positions for the future, assuring that both training and development occur. Can and should Peace Officer Education try to employ General, Performance-Based, and Training education into their daily teaching methodology?
LESSON PLANNING Lesson planning is important because it helps instructors ensure that activities are providing students with an adequate level of long-term progress toward the goals outlined. Power Point is not a lesson plan early morning presentation. A lesson plan is a instructor s detailed conceptual framework of the course of instruction, or 'learning sequence' for a lesson. Details will vary depending on the preference of the instructor, subject being covered, and the needs of the students. Lesson Plans should focus on the end in mind. What is the Target? Instructors should teach to that target. Lesson plans should align with course goals, objectives, units of instruction should all lead to Assessment and Testing. Competency Based Testing may minimize liability. Lesson plans are a blue print for learning. They don t need to be complex. They are an instructors road map.
LESSON PLANS SOURCE: HTTPS://IMAGES.SAMPLETEMPLATES.COM/WP-CONTENT/UPLOADS/2016/03/25052853/SAMPLE-PRINTABLE-LESSON-PLAN-FREE-EXAMPLE-.JPEG
TYPES OF LEARNING STYLES Audio Visual Kinesthetic Tactile
TABLE OF SPECIFICATIONS Objectives by Unit or Content Area Relative Emphasis of Unit or Content Area Knowing Understanding Doing Being Item Totals Objectives to Be Included in the Assessment I. Fund. of Special Needs Assess as you said you would in the condition 1. Types of special needs 25% 4 2 1 2 9 2. Identifying Special Needs Individuals 10% 1 0 1 2 4 20% 3 1 1 2 7 3. Safety
BLOOMS TAXONOMY Lower Order Thinking Skills Knowledge Comprehension Application Higher Order Thinking Skills Analysis Synthesis Evaluation
TESTING Selected Response True and False Fill in the Blank Multiple Choice Matching Supply Type Short Answer Short Essay Essay Scenario Based Conversation and Authentic Authentic Assessment Real World Application
NORM REFERENCE Standard Bell Curve Mean, Median, Mode, Standard Deviation
COMPETENCY BASED = CRITERION REFERENCE, PERFORMANCE BASED, MASTERY LEARNING Criterion-referenced tests and assessments are designed to measure student performance against a fixed set of predetermined criteria or learning standards i.e., concise, written descriptions of what students are expected to know and be able to do at a specific stage of their education.
COGNITIVE DOMAIN Cognitive learning is demonstrated by knowledge recall and the intellectual skills: comprehending information, organizing ideas, analyzing and synthesizing data, applying knowledge, choosing among alternatives in problem-solving, and evaluating ideas or actions. This domain on the acquisition and use of knowledge is predominant in the majority of courses. Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order, which is classified as evaluation. Verb examples that represent intellectual activity on each level are listed here. Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce, state. Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate, Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write. Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write. Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate.
AFFECTIVE DOMAIN Affective learning is demonstrated by behaviors indicating attitudes of awareness, interest, attention, concern, and responsibility, ability to listen and respond in interactions with others, and ability to demonstrate those attitudinal characteristics or values which are appropriate to the test situation and the field of study. This domain relates to emotions, attitudes, appreciations, and values, such as enjoying, conserving, respecting, and supporting. Verbs applicable to the affective domain include accepts, Attempts, challenges, defends, disputes, joins, judges, praises, questions, shares, supports, and volunteers.
PSYCHOMOTOR DOMAIN Psychomotor learning is demonstrated by physical skills; coordination, dexterity, manipulation, grace, strength, speed; actions which demonstrate the fine motor skills such as use of precision instruments, or tools, or actions which evidence gross motor skills such as the use of the body in dance or athletic performance. Verbs applicable to the psychomotor domain include bend, grasp, handle, operate, reach, relax, shorten, stretch, write, differentiate (by touch), express (facially), perform (skillfully), from "The Distance Learning Technology Resource Guide," by Carla Lane
LEARNING STRATEGIES ACTIVITY BASED LEARNING - include following notes, comparing pictures, taking part in votes, ranking slips of paper containing different pieces of information, explaining to some else something they know, drawing a diagram or building models. All of these (and many more) provide opportunities for activity-based learning that can be focused on one s particular discipline. GROUP LEARNING AND GROUP DISCUSSION - Groups many involve two, three, four, six, eight or larger numbers of students working in structured, cooperative tasks. Tasks may involve group quizzes, group information assembly, group problem analysis, and team competitions. Large lecture halls should not stop the use of groups. A number of configurations are possible.
TEACHING AND LEARNING STRATEGIES TEACHER QUESTIONING - Classroom observers have noted that most instructors in a class tend to talk at their students rather than ask questions and talk with their students. When instructors do ask questions, most of their questions are of a knowledge/recall type. Questions can be of many types and used for many purposes. A major distinction in question types is between lower order, closed, recall questions versus higher order, open, thinking questions. Good teaching includes a mix of question types to have student focus on content as well as focus on process and relationships. As to functions, teacher questions can be used to introduce a lesson, to guide students to understanding, to provide a focus for student discussion or to test student mastery of material. Different subject areas are likely to concentrate on different kinds of questions but all types and functions of questions are possible at various times for all subject areas. RICH USE OF ILLUSTRATIONS - 1. Pictures, 2. Photographs, 3. Cartoons and Schematic Illustrations 4. Graphs 5. Diagrams 6. Maps and 7. Charts. For most Instructors illustrations will be 1) Collected, 2) Drawn on the blackboard, 3) Found in texts, or 4) Made in wall charts. Graphic organizers help students see relationships between different pieces of data as well as see examples of data. Students should be taught to make their own illustrations to help them organize, remember, and report information. We know illustration plays a central role in the teaching of subjects like geometry, geography, and biology. Research and experience shows that illustration is also a highly valuable tool in the teaching of any subject.
LEARNING STRATEGIES APPLICATION TO DAILY LIFE Real world, Linked Learning Higher education is clearly part of daily life. For most people, several years of this life has been spent in school. Students and professors come from homes in the surrounding community and many return to those homes each day at the end of school. A major function of the university is to prepare citizens for a useful and productive field of work. Many instructors themselves, have had jobs in addition to their teaching and so bring to college a rich work experience from which to draw examples. Community members however, often criticize schools for the lack of relevance of their programs to the needs of the community. Colleges have the difficulty job of preparing students to live and work successfully in the community and yet have the capacity to live and work beyond the community should they so choose. One way to deal with this double challenge is to attempt to link academic content with our known world and foreseeable future. SCENARIO-BASED TRAINING - With Scenario Based Training we do not simply teach you to pass a test, we teach you to become a proficient and safe. When engaged in this type of learning experience our students are able to start on day one practicing in line with current standards.
CONCLUSION Less planning and competency based testing minimize liability. Use of Norm and Criterion Reference. Seek instructional paradigms to helps support instructional goals and objectives. Instruct on what individuals should know and be able to do. Learning styles and instructional strategies enhance all types of learning.
CTE CREDENTIALS Designated Subjects Teaching Credentials authorize the holder to teach specific academic and non-academic subjects as named on the credential in courses organized primarily for adults, and in adult education programs administered by elementary and secondary school districts. Come see us at California State University, San Bernardino Career and Technical Education. Questions???
