Lesson Planning Form for Accessible Instruction Calvin College Education Program This is an organized and simplified version

n of the short context essa !

Context "ptions # The Class as a $hole %ariables Class "vervie& based on observations and data In the 2nd, 3rd, and 5th grade classes that I work with each week, ever st!dent res"onds to "ositive and negative rein#orce$ent di##erentl % &o$e st!dents need attention #or rein#orce$ent, and others need Individual differences' less attention so that the do not get the negative attention that satis#ies a co$$on reason #or acting Oakes/Lipton (174-178) o!t% &o$e st!dents need to 'e sternl directed to get 'ack on track, and #or others, that $akes their Levine (299-302, 321-327) reactions $!ch worse, and instead the need to 'e ver'all rewarded #or their good 'ehaviors #re(!entl % &o$e st!dents need $ore enco!rage$ent to "artici"ate, and others have a strong desire to "artici"ate in ever "art o# each lesson and want to answer ever (!estion and give $an co$$ents% Cognitive and / $ own o'servation, it see$s that in the 11 classes o# 20-25 st!dents each, a'o!t 1-2 st!dents in (eurodevelopmental each class str!ggle greatl with i$"!lse control iss!es% ,he teacher I work with, 0ath 1arson, differences arranges the classroo$ so that st!dents with i$"!lse control iss!es do not sit ' each other% &he also Bridging(1)1-1))) o#ten "!ts the$ on the edges o# the rows so that the are not s!rro!nded ' as $an other st!dents% Oakes/Lipton (170 - 172) Levine (24)* + ,a'le o#
-e!rodevelo"$ental .onstr!cts)

Learning st le differences Levine (27-50) )tudents &ith disabilities I*EA Bridging(15)-1)2) Oakes/Lipton (295-) +303##) +ifted )tudents Bridging(1)2-1))) Oakes/Lipton (295, 302-327) )ocial Class differences Bridging(185-210) Oakes/Lipton (9-25) Levine (225-244) Ethnic , -acial differences Bridging(103-121)
Oakes/Lipton (55-)5, 94-104)

,here are $an learning st les re"resented a$ong the st!dents in these classes, and each da , 0ath 1arson atte$"ts to incor"orate as $!ch variet as "ossi'le, involving, vis!al, a!ral, and kinesthetic learning o""ort!nities% 2!t o# the 274 total st!dents in $ classes, 4 st!dents have downs s ndro$e, and 2 'o s are a!tistic% ,he two st!dents with a!tis$ sit in the sa$e s"ot ear ro!nd, '!t in di##erent rows% ,his gives the$ a sense o# ro!tine and hel"s the$ #eel $ore rela3ed in class% ,here are also a'o!t 2 st!dents considered gi#ted, and one o# the third grade classes "!r"ose#!ll consists o# the highest achieving st!dents% 4t /reton 5owns &chool, there are 3 st!dents who (!ali# #or red!ced l!nch and 1) who (!ali# #or #ree l!nch% ,his is o!t o# a total 39) st!dents% 4l$ost all the st!dents in $ classes a""ear to 'elong to the !""er-$iddle social class% 6ost o# the st!dents that attend the 7ast 8rand 9a"ids ele$entar schools live in the s!rro!nding co$$!nit % ,his co$$!nit is a large s!'!r'% I have 'etween 20 and 25 st!dents at a ti$e% ,he st!dents co$e #ro$ si$ilar c!lt!ral 'ackgro!nds, and there are no visi'le signs o# $a:or c!lt!ral di##erences 'etween the$% ,he classes I work with incl!de a'o!t 85; white and 15; non-white st!dents% I have 'etween 20 and 25 st!dents at a ti$e% ,hese classes average a'o!t 50; $ale and 50; #e$ale st!dents% I have onl noticed one st!dent whose #irst lang!age $ight not 'e 7nglish, '!t he s"eaks 7nglish ver well with a slight accent%

+ender differences Bridging(212-224) Oakes/Lipton (277-278) Language differences Bridging(125-153) Oakes/Lipton (197-202)

1-19-13