Phase 2: Experimental Group Training

The purpose of the Gagne/ Lesson Plan Comparison assignment is to compare the two modes of lesson planning. In the body of this assignment I will identify similarities and differences I have found between the two methods. I hope that this will provide me with a clear understanding of their strengths and weaknesses for any future lesson planning I may have.

Confirm achievement with the learner and plan the next assessment by returning to stage one. Identify any implications for learning, assessment and progression.

The interim assessments are included six times throughout a single module. Each unit has a mid and final assessment that requires a number of competences such as: vocabulary and content knowledge, on-demand short answers, essays, text-based answers, multiple choice, etc. The performance tasks are given at the end of each module as a culminating project that allow students to demonstrate their knowledge through writing, reading, research, scaffold activities, discussions, and finally presented among their

period to complete each in-class quiz. Each quiz will be graded based on 50 points.

I will use a variety of Formative Assessments before, during, and at the end of the class to check for understanding and I will use the Exit Ticket as a final assessment.

In the beginning of each lesson several planned supports are introduced to ensure that the focus learner understand the lesson objective and subsequent lesson goal. The two to three planned supports in lesson one compliments the focus learner preference in learning and align with the IEP goal. The planned supports are mainly visual and kinesthetic in nature and they include various Manipulatives, wall charts, YouTube videos, guided notes, and lesson worksheets assessments that are intended to assist the student in achieving the lesson objectives. They are also intended to help the student remain engaged during explicit, guided, and cooperative instructions. The Smart board will be used by the teacher to support differentiation of instruction and by the student to express in writing learning of the lesson objectives. Worksheets will be used for independent and extended practice on concepts taught and the results used to help guide instruction in satisfying the learning goal and the IEP goal. As the focus learner becomes confident the amount of supports are reduced to reflect the IEP

On exam day, students will have to be prepared with a comprehensive knowledge of their chosen topics. Faculty members will ask their chosen questions of the student and, with only a whiteboard or computer projector in front of them, students will have to orally work through the program and present their answer to the panel. If the student presents a satisfactory answer to each question, they pass the

Providing a time line for competing draft and final copy of questions for inquiry and for the beginning and finishing of student presentations. The teacher will monitor progress throughout each lesson to make sure students are on track. While giving verbal feedback. Time line will also be discussed for the completion of the investigation and oral presentation.

The leadership team discussed specific outcomes that they want accomplish, taking into consideration the issues they want to address. After careful deliberation, they decided that they wanted to create a process of implementation with a feedback loop in which teachers and staff discuss each lesson. Documentation would be written down of what worked and what did not work and modifications could be done for the upcoming lessons. This could be accomplished by setting time for staff to meet and discuss lesson implementation, areas of strength and weakness. After discussion the staff would discuss and change the lesson plans to meet the needs of classroom. By crating this process of implementation staff can course correct

7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and provide feedback and re-teaching)

Also, I plan to observe the classroom using the Pre-Set assessment tool to observe teacher child-interaction. Additionally, I will use the tool called ASQ-SE completed by the parents. These tools will help to assess the program’s current practices. The time required to gather the data will be two months. We will set up the interview and assessment dates within that time frame. After, gathering the data we will need time to assess and discuss the information gathered. After, gathering the information we will collaborate and generate a plan. This will ensure that we are working towards one

The study period included one week of familiarization and a second week devoted to experimentation.

During the short answer portion, we see that students did better on the immediate test than that of the delayed testing (the test with no prior testing).

The teaching plan can be tailored to the needs of the patients who will be attending the classes. It can be tailored to the patient’s abilities, developmental stage and learning styles. The teaching plan can be a combination of lecture format, handouts, videos, powerpoint presentations, demonstrations and group discussion. The fee charged for the teaching program has to be determined by the person, group or facility offering the teaching program. Many insurances do not reimburse for this type of education. This has to be taken into consideration with the intended audience.

Analysis of the three identified stages stated on the lesson planner shall take place within this assignment. Links will be shown between the teaching methods that were incorporated in this lesson planner which met particular learning characteristics, traits and needs of the group or an individual(s) and relevant educational and theoretical principles. The lesson planner has been placed in the appendices, as a referral resource, for this assignment.