ARTIFACT 2: LESSON PLANNING

AUDREY WOOD
COLLEGE OF SOUTHERN NEVADA
EDU 201
PROFESSOR SUSAN BRIDGES
APRIL 24, 2022

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ENTRY TICKET

Grab worksheet from the worksheet table and begin your entry ticket quietly.
Name-Miss Audrey Wood
Class- Education 201
Date- April 24, 2022
 CHAPTER 9
ADDRESSING LEARNERS’ INDIVIDUAL NEEDS
 TODAY’S OBJECTIVE: GO OVER CHAPTER 9,
TAKE NOTES, AND FILL OUT WORKSHEET IN
OUR PACKET.

REMINDER: UNDERLINED INFORMATION IS

IMPORTANT INFORMATION! MAKE SURE TO
WRITE IT DOWN IN YOUR NOTEBOOK!
•In this chapter, we will discuss how
to appropriately adjust to your
students’ learning needs.
Remember, no two students are
alike. Everyone learns in different
NO TWO
ways, so as a teacher, you must be
willing to make meaningful STUDENTS ARE
ALIKE.
adjustments to better your students.
We will look at several models and
theories to better your
understanding of how students may
develop at different rates.
 Jean Piaget was a Swiss biologist and
philosopher.
PIAGET’S
MODEL OF
COGNITIVE Piaget’s model demonstrates that adults and
children reason and view the world differently.
DEVELOPMEN
T There are four cognitive stages in Piaget’s
theory; Sensorimotor Intelligence,
Preoperational Thought, Concrete Operations,
and Formal Operations.
PIAGET’S MODEL OF
COGNITIVE
DEVELOPMENT:
STAGE 1

•Sensorimotor Intelligence (Birth-2

years old)

•Cognitive behavior is observed at

this age. The child can not yet
develop any thoughts or ideas on
their own. Most behavior is sensory
and motor.
PIAGET’S MODEL OF
COGNITIVE
DEVELOPMENT: STAGE 2

•Preoperational Thought (2-7 years old)

•The child is now developing use of language and

ideas. Symbols are used for any objects and people
that are not in the immediate environment. Fantasies
and imagination are also much more active.
PIAGET’S MODEL OF COGNITIVE
DEVELOPMENT: STAGE 3

Concrete operations (7-11 years old)

The child is now developed the ability to use logical

thought to solve concrete problems and are able to
draw conclusions. Basic concepts such as time,
numbers, objects, language, and space are now
being explored and mastered.
PIAGET’S MODEL OF COGNITIVE
DEVELOPMENT: STAGE 4

Formal operations (11-15 years old)

Cognitive abilities are reaching their highest level of

development now. Children can now make
predictions, think in hypothetical situations,
appreciate the structure of language, and think
about thinking.
HOW TO TEACH PIAGET’S
STAGES OF COGNITIVE
GROWTH
•Preoperational
• Use visual aids
• Classify into groups-by color, shape, size, use
• Provide short instructions
•Concrete Operational
• Use concrete objects and visual aids
• Provide short explanations and readings
• Explain complex ideas by comparing them to similar and familiar ideas
•Formal Operations
• Study topics in increasing depth
• Go beyond facts
• Provide sophisticated explanations for what students observe and experience
ERIKSON’S MODEL OF PSYCHOSOCIAL
DEVELOPMENT

Erik Erikson’s model of psychosocial development has eight stages from infancy to old age. Each stage has a
psychosocial crisis that is central in an individual’s life and shapes their emotional and social growth.
ERIKSON’S 8 STAGES
OF PSYCHOSOCIAL
DEVELOPMENT

Please take a moment to write down all

8 stages, the psychosocial crisis, the age
at which the psychosocial crisis should
happen, and the basic virtue or strength
that the individual will gain if crisis is
resolved.
 KOHLBERG’S
MODEL OF Lawrence Kohlberg developed a model that shows us that the
reasoning process people use to decide what is right or wrong
MORAL evolves in 3 different levels. Each level has two stages.

DEVELOPMENT
KOHLBERG’S THEORY OF MORAL
REASONING: LEVEL 1
PRECONVENTIONAL LEVEL OF MORAL
REASONING
Stage 1: Punishment-and-obedience orientation
Stage 2: The instrumental-relativist orientation

The consequence of an action determines how

The right thing will satisfy one’s own needs and
good or bad an action is.
occasionally the needs of others
Ex. A child will decide that taking an ice cream cone
Ex. A child will clean their room without being told
from the freezer without asking is wrong when they
because they know they will be rewarded for a
are no longer allowed to watch television for the
good act.
weekend.
KOHLBERG’S THEORY OF MORAL
REASONING: LEVEL 2
CONVENTIONAL LEVEL OF MORAL
REASONING

Stage 3: The interpersonal concordance or “good
boy-nice girl”
Good behavior that makes someone else happy or
helps them and is approved by them
Stage 4: The “law and order” orientation
The right behavior is seen as fixed rules to maintain
social order. This consists of doing one’s duty and
respecting authority figures
KOHLBERG’S THEORY OF MORAL REASONING: LEVEL 3
POSTCONVENTIONAL, AUTONOMOUS, OR PRINCIPLED
LEVEL OF MORAL REASONING

Stage 5: The social contract, legalistic orientation

Stage 6: The universal-ethical-principle orientation

The right and wrong behaviors and actions are

those that have been decided upon as a society. The right choices have been defined by your
conscience.
Ex. It is wrong to kill your neighbor.
 The teacher as a A caring
Character-based
caregiver, mentor, classroom
discipline
and role model community

A democratic Teaching
Cooperative
classroom character through
learning
CHARACTER environment curriculum
EDUCATION
An approach to teaching values and moral
Conscience of Teaching conflict
reasoning in a classroom setting. Ethical reflction
craft resolution
Character education is a 12-point
approach to teaching these values and
morals in the classroom
Creating positive Schools, parents,
Caring beyond
moral culture in and communities
the classroom
the school as partners
 HOW DIFFERENT SCHOOLS HAVE USED THE
CHARACTER-BASED EDUCATIONAL
PROGRAM
Hyde schools in Bath, Maine, Kennedy Middle School in
and Woodstock Oregon
Hyde schools have used the character-based Kennedy MS uses the character-based educational
educational program and emphasized specific program and emphasizes the P.R.I.D.E. program.
morals in their curricula.
Positive attitude
They focus on 5 words; Courage, Integrity, Curiosity,
Respect
Leadership, and Concern
Integrity
Hyde schools emphasize student growth in
emotional maturity, self-reflection, independence, Discipline
how to interact in a community, resilience, Excellence
wellness, leadership, and integrity.
 ACE

ADVERSE
CHILDHOOD
EXPERIENCES
 ACE
•The ACE has been broken down into 10 categories people have
experienced before turning 18 years old.
• Psychological abuse
• Physical abuse
• Sexual abuse
• Emotional neglect
• Physical neglect
• Alcoholism or drug use in the household
• Divorce or loss of a biological parent
• Depression or mental illness in the home
• Mother treated violently
• Imprisoned household member
•The more a child has experienced in their lifetime before
turning 18, the greater their risk is of getting sick or dying young.
•The diagram shows the extremes that can occur if a child
experiences multiple ACEs.

HOW TO WORK WITH
STUDENTS WHO HAVE
STRUGGLED WITH ADVERSE
CHILDHOOD EXPERIENCES
Every student has potential. Students who
have struggled and experienced adverse
childhood experiences may struggle more
to see that potential in themselves. So as
a teacher, what can you do?
3 key things you can do as a teacher to help a student reach
their highest potential.
1. Provide opportunities and encouragement for students to
develop competence.
2. Promote the development of positive self-concept and high
self esteem
3. Intervene to prevent or address problems that place
students at risk
6.4 MILLION
STUDENTS
ENROLLED IN STUDENTS
PUBLIC SCHOOL
PARTICIPATE IN WITH SPECIAL
SPECIAL
EDUCATION NEEDS
PROGRAMS
THE 11 DISABILITIES RECOGNIZED FOR SPECIAL
EDUCATION
1. Specific Learning Disability- learning is significantly disrupted by difficulty listening, speaking,
reading, writing, reasoning, or computing.
2. Speech or Language Impairments-significant difficulty in communicating as a result of speech or
language disorders.
3. Intellectual Disability- significant limitations in cognitive ability.
4. Serious Emotional Disturbance- significant social or emotional maladjustment that significantly
reduces one’s ability to learn.
5. Hearing Impairments- permanent or fluctuating mild to profound hearing loss in one or both ears.
6. Orthopedic Impairments-physically disabled conditions that affect locomotion or motor functions.
7.Other Health Impairments- limited strength, vitality, or alertness caused by chronic or acute heath
issues.
8.Visual Impairments- vision loss that significantly inhibits learning.
9. Multiple Disabilities- 2 or more interrelated disabilities.
10. Deaf-blindness- vision and hearing disability that significantly limits communication
11. Autism or other- significantly impaired communication, learning, and reciprocal social interactions
 ATTENTION DEFICIT HYPERACTIVE DISORDER
ATTENTION DEFICIT DISORDER

•ADHD/ADD does not qualify for special education. Treatment includes behavior modification and
medication
HOW INCLUSION PROGRAMS ARE
BENEFICIAL FOR ALL PARTIES INVOLVED

•Inclusion integrates students with disabilities into general education classes.

•Inclusion programs helps students that struggle with disabilities the opportunity to learn from the other
students in the general education class.
•Inclusion also teaches students how to interact with students who have disabilities. Many times, students
believe that someone with a disability is fragile, but these students eventually come to realize they are just
normal people like themselves!
•Teachers also learn how to adapt their teaching styles to those who have disabilities and how to
incorporate those teaching styles into every lesson.
ASSISTIVE TECHNOLOGY

•Assistive technology is any technology that can be of use for someone who has a disability.
•Ex. Talking word processor, wheelchair, speech synthesizer, feeders, touch-sensitive computer
screens.
•Assistive technology is an amazing tool to use in an inclusive classroom.
•Assistive technology will also help general education students. Any tools or websites that are used
to help a student with disabilities learn, can also be beneficial to a general education student who
has a different learning preference.

This Photo by Unknown Author is licensed under CC BY-SA-NC

 RECAP- WHAT
DID WE LEARN
TODAY!!!
 EXIT TICKET
3 THINGS YOU LEARNED TODAY
2 THINGS YOU STILL HAVE QUESTIONS ABOUT
1 THING YOU WERE SURPRISED TO LEARN