Content Specific Math Lesson Plans
ELSE 6013 Contemporary Issues
Assignment: Content Specific Math Lesson Plans
Directions/Guidelines
Assistive technology in their simplest form are equipment designed to help individuals function in their environment. Years of using assistive technology by special education teachers and support staff have enabled students with disabilities to bypass their educational weaknesses and augment their individual strengths. As special education teachers, it is important to know a variety of teaching methods and AT used to meet the differing needs of students with learning and behavior problems. A variety of teaching strategies, math enhancement skills, and curriculum-based measurements can be used as tools to assess students’ progress and help them reach their math goals.
Your math plans should include the following:
- Background knowledge
- Tasks: What task do you want the student to do that relates to the area of concern in math?
- Gain fluency in reading math
- Demonstrate ability to perform math computations
- Align a problem and apply steps
- Write or draw a mathematical notation
- Apply math skill in context (purchasing, filling online form, cashapp/PayPal, and balancing accounts)
- AT Services Needed: Visual, Physical, Literacy, Memory (math facts)
- Example of tools: Math Keyboard, Flashmaster, Adapted Measuring Devices, verbal watches, onscreen calculators, alternative keyboards, graph creators, digital math dictionaries, etc.
- Math manipulatives
A lesson plan is the teacher’s road map of what Students need to learn and how it will be done effectively during the class time with the use of AT. Before you plan your lesson, you will first need to identify the learning objectives for class session (or individual Student).
A successful lesson plan addresses and integrates these three key components:
- Goals/Objectives for Student learning
- Teaching/learning activities
- Strategies to incorporate accommodations
Specifying concrete math objectives for Student learning will help you determine the kinds of teaching, AT, and learning activities you will use in class, while those activities will define how you will check whether the learning objectives have been accomplished.Lesson Plan Format
Graduate Candidates are asked to use the attached SPED edTPA Lesson Plan Template. When submitting your assignment, do not include the rubric below or the guidelines/instructions above.
Special Education edTPA Lesson Plan #_______
Use this template to create your lesson plan, then remove all “extra” instructions/hints. The scorers only want to see your plan (along with the section titles). Remember this can only be four pages per lesson.
| Candidate: | Date(s): | Grade(s) | |
| Subject: | University Supervisor | ||
| Lesson Title: | Cooperating Teacher: | ||
| School: | Focus Learner: | ||
| Learning Standards
Include where the standards are from and list the complete standards |
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| Learning Objective(s)
What the specific learning objective(s) for learners in this lesson? (# the objectives) Objective must have measurable criteria. |
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| Focus Learner’s Learning Goal and Objective(s)
State the learning goal for the edTPA lesson segment. State the specific lesson objective(s) for the focus learner. Objectives must have measurable criteria. |
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| Prior Knowledge and Concepts
What knowledge, skills, and concepts must learners already know to be successful with this lesson? What prior knowledge and/or gaps in knowledge do your learners have that are necessary to support the learning of the skills and concepts for this lesson> |
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Assessments: Include each assessment and associated evaluation criteria/rubric at the end of the lesson plan. Each objective must be linked to at least one assessment. Use as many rows as needed.
| Objectives
(#s) |
Type of assessment (formal, informal, summative, formal) | Assessment/data collection tools (i.e. checklist, rubric, exit slip, complete project, etc.) | Measurable Evaluation Criteria-State the expected level(s) of performance and how you will determine the degree to which students have met the learning objective. | Feedback-What specific, meaningful and descriptive feedback will you give to learners? Include reinforcement and error correction. |
Procedure – Instructional Strategies and Learning Tasks
Sufficient detail should be given so that another teacher could teach from this lesson plan without question. Classroom management considerations such as time allotment for each activity, how materials will be passed out, etc. need to be precisely documented.
| Anticipatory Set
Minutes How will you launch the lesson to engage and motivate students in learning? How will you transfer students’ prior academic learning and their personal/cultural and community assets to the new content (skills and concepts)? |
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| Basic Procedures/
Instructional Strategies ______________Minutes What will you do to engage learners in developing understanding of the lesson objective(s)? What will learners do? What will you say and do? What questions will you ask? How will you give learners the opportunity to practice and apply learning so you can provide feedback? How will you determine if learners are meeting the intended learning objectives? How will you structure opportunities for learners to work with partners or in groups? What criteria will you use when forming groups? |
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| Teaching of generalization, maintenance, and/or self-directed learning:
Strategies for how the learning tasks, materials and/or planned supports will promote generalization, maintenance and/or self-directed learning. |
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| Closure
Minutes How will you refer back to the learning objective and guide students to reflect on their learning and generalize what they have learned? |
| Materials/Resources, including any modifications or accommodations to the materials for the focus learner (include citations for all materials/resources): | |
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Modifications or Accommodations to Support Diverse Learners |
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Address the needs of all exceptional learners (with IEPs and 504 plans). Add as many rows as needed.
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Content – How will you adapt the content to make it accessible for the learner?
Process – How will you adapt the process of learning and participation in the activities? Product–How will the learner demonstrate what he/she learned, knows, understands, and is able to do as a result of this lesson, given adaptations to the product? |
| Learner: | |
| Learner: | |
| Learner: | |
| What are common errors and misunderstandings and strategies for responding to them? | |
| Reflection of teaching: Complete this section after you teach. Consider the following questions as a guide for your thinking. How did your instruction engage and motivate the learners? How did your instruction support learning for the whole group and for individual learners? How did you respond to each learner and give him/her feedback regarding the lesson? What changes would you make to your instruction to better support the learners related to the lesson objectives and goals? Why do you think these changes would improve learning? Based on how your lesson went, what would you recommend as the next steps for instruction? | |
| You will not teach this lesson; just add what you think should be included to make this your BEST lesson. | |
Note: edTPA lesson plans can be no more than 4 pages in length. Delete extra spaces and empty boxes.