Don Carlos Polytechnic College

Don Carlos Bukidnon

Educ 4

Franchesca M. Lagura
Beed 2- G
Educ 4

Module 5

LESSON 1

ACTIVITY
Action Activity:
 Watch a video of both special education setting and regular education
setting.\

Special Education and Regular Education: Working Together.

 Observe and list down all the support instructional materials the teacher
used.

 Teacher’s advantage if they have special education background that is

very useful in this kind of classroom set-up.
 Flexible grouping that allows teacher to take kids an additional support
and identify the weakness of each students.
 Write a sheet every week that comes from google docs as the children
read their topic.
 Collaboration between the special and regular classroom might help the
student work equally.
 Higher level thinker might also have a benefit to the lower thinker because
they can have a different ideas that they think help them both.
 Teacher assist both level equally in order the students do their part as
they learn new things.
 Teacher’s strategy in handling the different classroom setting is a must in
order to gain a good performance of the students.
  Indicate the part of the class in which a particular SIM was used.

 In discussing the topic, the teachers help each other to accommodate and
guide all student’s needs as possible in order to feel the students not feel
excluded in class, be comfortable in doing their each task and bring life to
learning by stimulating students to learn.

 Write down your assessment of the teacher’s use of SIM.

 Through co-teaching and push-in models, Special Education students are seeing
higher test scores and completion rates. The stigma associated with labels is
removed, students of every ability level are learning from each other, and
teachers are loving not only the success students are finding, but also the
collaboration and growth that occurs professionally as well.


REFLECTION

 Why should SIMs be a part of the teacher’s routine in teaching?

 SIM gives students the tools they need to solve problems on their own. SIM
focuses on teaching routines that enable teachers to organize and present
curriculum content in simple, easy-to-learn ways. SIM materials, in my opinion,
are especially beneficial for students with specific learning disabilities and other
low-achieving students. I like how adaptable each strategy is and how you can
link one to the next. These strategies truly have the power to transform
classrooms, from the teachers to the students, and I have found that they are
extremely effective, with students beginning to take personal responsibility for the
quality of their schoolwork as a result of implementing the strategies.

 Would gifted learners need SIM?

 Probably yes, it all starts with strong curriculum and instruction for bright
students. With a mediocre curriculum and instruction, it's difficult, if not
impossible, to develop a gifted student's talent. Gifted students, like all pupils,
require diverse learning opportunities. That is, they require learning opportunities
arranged around key concepts and principles rather than facts. They require
content that is relevant to their life, activities that require them to process
important ideas at a high level, and products that require them to wrestle with
serious challenges and offer credible solutions. They require classrooms that
respect them, provide discipline and choice, and enable them to achieve more
than they previously imagined. These are needs that all students, not only
brilliant students, have. However, successful instruction for bright students must
start there. An Understanding of the Gifted Mind, Academically Appropriate
Challenges, Individualized Education, and intellectual peers are also the things
that really needs of a gifted learners.
LESSON 2
ACTIVITY

Lesson 2: Selection and Management of Materials

Answer this
 What does the statement “Children today are exposed in the world of mass media.” Imply?

"Children are influenced by media–they learn by seeing, imitating, and making actions their
own," according to the American Academy of Pediatrics (AAP). Parents, educators, and health
care experts have been paying more attention to the impact of media on children. When one
considers the wide range of Americans who share this concern, the importance of this problem
becomes clear. Those who, for the most part, oppose one another on many topics are included in
this group of concerned citizens, most notably politicians, who stand united in agreement on this
one. As new and more sophisticated types of media have been developed and made available to
the American public, the media's influence on children has steadily increased. Children now have
easier access to media due to increased availability and lower costs for American families. Early
learning readiness, educational enrichment, opportunities to view or participate in discussions of
social issues, exposure to the arts through music and performance, and entertainment are all
positive outcomes. Sensitization of violent behavior, exposure to subtle or explicit sexual content,
promotion of unrealistic body images, presentation of poor health habits as desirable practices,
and exposure to persuasive advertising targeting children can all have negative consequences.

 What kind of materials do you think will benefit most the special needs learner?

A child may need to attend a special education program at school for a variety of reasons. Special
education can assist students who have developmental delays, such as dyspraxia or apraxia of
speech, and/or children who struggle with literacy and numeracy due to a specific learning
difference. It is also possible that a physical disability is interfering with a student's ability to
learn in the same way as his or her peers, in which case special accommodations and materials are
required. The basic requirement for a program to be classified as special education is that it
address the needs of the individual learner in a way that would not be possible in a regular
classroom. However, receiving additional assistance does not imply that a youngster is less
intellectual or skilled than their peers. That's why focusing on helping a child in special education
identify their strengths is one of the most important things a parent or teacher can do. Learners
with dyslexia, for example, may struggle with reading but be incredibly creative artists. A child
with autism, for example, may struggle with social skills yet excel at computers. Because each
learner is different, it's also important to provide targeted strategy training that can aid in skill
development, as well as access to the appropriate accommodations, such as special pen and pencil
grips for learners with motor skills issues who find it difficult to hold a writing utensil, or a
 calculator for a child with dyscalculia who has arithmetic difficulties. Finally, overcoming the
hurdles given by their difficulties/disabilities can take a lot of physical and cognitive energy for
some youngsters. If studying is emotionally and psychologically draining, a youngster will need
enough of support and motivation to keep a positive attitude toward school and learning.

ASSESSMENT

 Individual Activity: My SIM Chart

Complete the chart below. An example on how to accomplish the chart is given.

My SIM Chart

SIM Purpose Description Some Modifications

Diorama To represent a real- 3-dimensional (For Intellectual &
life situation representation of real- Developmental disabilities)
life, e.g. life under the Using a big box, create a
sea neighborhood store. Children
cut out things to sell from
ready-made picture sheets. A
Store can teach vocabulary
and concepts of money.

SIM Purpose Description Some Modifications

Photographs To communicate 2-dimentional There  used thread to make
and document is no depth, making photographic images that had
moments in time. the image look flat, been heavily handled and
e.g. (ancient bordered on three
Egyptian wall dimensional.
paintings)
Reference Card provides additional a list the resources It can be digital reference card
content to the that the learner may to print out in order for
coverage in the refer to for further convenient to a user.
textbook. reading, e.g.(to
calculate the area
and volume of
mathematic
formula)
Venn diagram  an illustration that Circles that overlap Signal words. Displaying
uses circles to show have a commonality a chart in the classroom of
 the relationships while circles that do compare/contrast signal words
among things or not overlap do not and/or sentence
finite groups of share those traits. frames allows students
things Venn diagrams help to recognize the text structure
to visually represent while reading while also
the similarities and helping them to speak and
differences between write fluently about
two concepts, e.g. comparing and contrasting.
(sorting and
classifying the
different kinds of
animals.)
Concept Map  visual a visual tool You can Use Native Language
representations of that helps you dig in making connections in their
information, into an idea in detail, native languages to helps
especially useful for e.g. (form of charts, students gain a deeper
students who learn graphic organizers, understanding of the featured
better visually, tables, flowcharts, concept.
although they can Venn Diagrams,
benefit any type of timelines, or T-
learner. charts)

REFLECTION

 As a teacher for children with special needs what adjustments should you make in terms of
the criteria in selecting materials?
Exemplify these adjustments.

- As a future educator, children with special needs should always considered in selecting the
criteria of materials because of the situation that the students have. Teaching students with
special needs more demand of your time and patience as well as in selecting the instructional
materials and making adjustment for them. These are the adjustment that for me might help
and considered them as a low level learner:

Present tests and reading materials in an oral format so the assessment is not unduly influenced
by lack of reading ability.
Let them know how well they are progressing toward an individual or class goal.
Give immediate feedback to learning disabled students.
Whenever possible, provide them with concrete objects and events—items they can touch, hear,
smell, etc.
Invite students of varying abilities to work together on a specific project or toward a common
goal. Create an atmosphere in which a true “community of learners” is facilitated and enhanced.
 What are the advantages of using researched and validated instructional materials in
special education settings?

 Learning becomes more fascinating, practical, realistic, and appealing when instructional
materials are used. They also allow both teachers and students to interact actively and
successfully in class. They allow for the development of self-confidence and self-actualization as
well as the acquisition of skills and information.

 These are the advantages in using research and validated instructional materials in special
education settings:

 Relevance: Materials that are directly relevant to the needs of students and institutions can be
created, as well as materials that reflect local content, challenges, and concerns.
 Develop expertise: Creating materials can aid in the development of expertise among employees
by providing them with a better understanding of the features of effective materials. Institutional
prepared resources may improve the institution's reputation by displaying the institution's
dedication to delivering materials tailored to its students.
 Flexibility: Materials created in-house can be altered or adapted as needed, providing more
flexibility than a commercial course book.
 Encourages learners to solve issues, link, prioritize, and absorb conceptual information,
promotes the development of attitudes and values develops oral presenting skills