Theory to Practice:

Grade: 4th and 5th

District: Grand Rapids Public Schools
School: Mulick Park Elementary
Subject: Special Education Self-Contained Cognitive Impairments
Learning Environment: Our Needs, Wants, and Purpose
Nurture Genuine Desire to Learn
1. Survival: Meet students basic needs of survival and need to feel safe
2. Belonging: Community of learners; cooperative learning; there is strength in
student differences
3. Power/Control: Citizens of our classroom have a voice/choice in instruction,
rules, and activities
4. Freedom: Seating can be chosen after students know one another and
participate as a community, choices given on assigned content presentation,
5. Fun: Inquire and learn through fun and enjoyment of content
Learning Plan
1. Social Construction (Vygotsky)
a. Students will learn together in community; discuss, share, and learn
together
i. Instruction is provided to the large group, small groups discuss
and work together, one-on-one remediation is provided as
needed
1. Seating Arrangement in groups
ii. Check with 2 peers before asking teacher
2. Lesson Planning
a. Introduce (connection to prior knowledge), Direct Instruction (I Do),
Guided Practice (We Do), Independent Practice (You Do), Closing and
connection to future learning
i. Corrective, Affirmative Feedback and Specific, Immediate Praise
3. Culture
a. Learn and know culture of students as this impacts learning
i. Events, Traditions, Religion, Parent occupation/involvement,
family size, siblings
1. Pluralism/Assimilation, Encourage student to maintain
their uniqueness, strength in differences
Behavior Plan
1. Limit Setting to enforce expectations
a. Nonverbal methods of control; proximity
2. Attention Getting
a. Raise hand, wait for students to raise hands and have listening ears
b. Stand up if youre ready to learn, Do a jumping jack and sit down if
youre listening and ready to learn, etc.
3. Expectations balanced with genuine understanding

a. Antecedent; Function of Behavior; FBA

4. Choice Policy and Misbehaviors
a. Individual-Opportunity to Change
i. First incident: Private one-on-one conversation about why and
future plan
ii. Second incident: Public warning, Come talk to me and let me
know what I should do, Revisit and modify plan
iii. Third incident: Express disappointment in trusting student to
self-correct and send to in-school suspension.
b. Small groupi. Assign roles of the group (i.e. Facilitator to keep the group on
task)
ii. Regroup if necessary
c. Large groupi. Ask for student input about lack of focus; what do they need
ii. Get students moving; release of excess energy or increase in
blood flow and concentration/alertness if sluggish
Development Plan
1. Foster Self-Discipline: Control over own success
a. Help cautiously stretch patience and control
i. Self-responsibility, think for themselves, who care about others,
self-determined, opportunity for corrections
2. Recess
a. Developmental need for movement
i. Improves behavior, health, attention, and relationships
3. Anti-Bullying
a. What it is, looks like, appropriate responses to bullies, reporting to a
safe adult
b. Contract: Pledging to not be a bully