Teaching for a new generation outline

The goal that I have for my students is the same goal that all teachers
have for their general education students. We all want them to be
successful. Just because my students have intellectual disabilities they
should have the same opportunities as their general education peers. My
focus is that once my students leave high school they have the tools
necessary to make them employable, contributing members to their
community.

I plan on utilizing directing, discussing, and delegating teaching styles.

These styles are dependent on the students’ abilities and potential. I am
trying to get all my students to the delegating ability. However, some of
the students are not at that level yet! My goal is to have them find
answers on their own. This is a work in progress.

My teaching and learning philosophies have changed since I started

teaching 17 years ago. I have always taught students under the special
education umbrella. Because of this, I utilized the behaviorist
model. The behaviorist model is perfect for rote learning and according
to Bates, for dealing with "Children or adults with limited cognitive
ability due to brain disorders." (Bates, 2015) It was always taught to me
that it takes 100 or more times of repetitive teaching for my students to
learn a concept.

My students have learned that there will always be someone there to

help them or provide the answers. This style of teaching has been the
way students with cognitive disabilities, have been taught since they
were in PPCD. They have been force fed all the information. It has
become embedded, within each student, by the time they reach me at 15
years old. I was part of the problem at the beginning of my teaching
career because of my link with the behaviorist model.

As time went on, I realized that behaviorism is not the way I want to
teach. I now feel I am more aligned with constructivism. I am trying to
empower my students with the ability to learn on their own. I am doing
this through the incorporation of an eportfolio. I want my students to
realize they have a voice and ideas. I must try and break these old habits.
It has been a learning curve for not only my students but for myself as
well.

My students are receiving hands-on training daily though off-campus

training sites. They receive this training with help in the beginning or for
the first grading period which goes along with the behaviorist
theory. After the first grading period, they are expected to do the work
with minimal support and finally without guidance, at all, by the time
they finish the school year.

The students can bring pictures, videos, journals, etc. from their off-
campus learnings, from the various sites. They will then upload them to
their eportfolio. They will also work on employability skills that can be
embedded in their eportfolio such as applications, resumes, interviewing
skills, and much more.

Using their eportfolio as well as the online learning part of the course,
they will be able to bring in real-world living situations. They will be
able to view and learn many living skills such as renting an apartment,
on their own or with a roommate. As well as budgeting skills, cooking,
cleaning, and laundry skills. This learning will be accomplished through
video uploads, online worksheets, and websites.

I have two main learning goals for my students. I want them to be able
to identify and understand the basic concepts of working and living
independently. I also want them to understand how to implement work
and independent living skills into their own environment.
The desired results of my teaching are that the students will be able to
independently use their learning to become as independent as possible
living with parents, a group home, a roommate, or on their own. They
second result is that they will be employed, capable of collaborating
with other team members and showing pride in performing a job well
done!
 All the learners are students 15 to 22 years of age. All of them have
intellectual disabilities with IQ’s ranging from 45 to 75. Some have
behavioral issues that go along with their intellectual disabilities.

To keep my students engaged I will be including a variety of materials

on my Schoology LMS. I will be entering documents within my LMS
that will include videos, assignments, quizzes, and activities. The goal is
to keep the students engaged and wanting to continue learning.

I have a wealth of knowledge on the curriculum aspect. I have already

developed However, I do not have experience in the technology part of
presenting lessons online. This will be a learning process for not only
my students but myself as well.

This will be a combination of hands on as well as online activities,

assignments, websites and videos. I plan on having an introduction
video each week, talking about the lessons for the week. I will
incorporate more videos, where I am presenting lessons to the students
before they do activities or worksheets as time permits.

Below is the template I plan on using as a lesson rotation.

Monday Tuesday Wednesday Thursday Friday

Introduction to this Budgeting skills Employability Budgeting skills Employability
weeks’ lessons (20 minutes) skills (20 minutes) (20 minutes) Skills (20
video minutes)
Hygiene/ Nutrition Independent Social/ Independent Unique
Skills (20 minutes) Living Skills (20 Communication Living Skills (20 Curriculum (20
minutes) Skills (20 minutes) minutes)
minutes)
Vocabulary words Vocabulary Vocabulary words Vocabulary Vocabulary quiz
for the week words for the for the week words for the based on
Spellingcity.com week Spellingcity.com week vocabulary
(10 minutes) Spellingcity.com (10 minutes) Spellingcity.com words
(10 minutes) (10 minutes) Spellingcity.com
(10 minutes)
 Below is the UbD I developed for a previous course that will be
integrated with my schoology LMS.

Course Title: Interpersonal Studies

Unit Title: An introduction to what it is like living in the real world

Stage 1 Desired Results

ESTABLISHED Transfer
GOALS Students will be able to independently use their learning to…

Identify and · Become as independent as possible living with parents, a group home, a roommate,
understand the or on their own and be employed, capable of collaborating with other team members and
basic concepts of showing pride in performing a job well done!
working and living Meaning
independently UNDERSTANDINGS ESSENTIAL
Students will understand that… QUESTIONS
Understand how to
implement work · There are many aspects of running a · What is involved in
and independent household. running a household?
living skills into
their own · There are many ways to get and keep a job. · Which independent
environment. living tasks will work best
· Compromising and collaborating both at home for assessment? For
and on the job, makes for a great team. learning activities?

· In the home as well as on the job there are · What are ways to get
appropriate and inappropriate ways to handle yourself and keep a job?
in numerous life situations.
· Which job preparation
tasks will work best for
assessment? For learning
activities?

· What are some basic

social and communication skills
that my students can work
through in the classroom?
Acquisition
Students will know… Students will be skilled
· The basics of running a household including: at…
cleaning, cooking, shopping and banking.
· identify obstacles and
challenges to daily life
 · The basics of keeping a household running including finding a place to
smoothly including: compromising and live, transportation, and
collaborating with a roommate, having a good shopping.
attitude while at home or in the community,
utilizing basic reading skills to determine health · Identify obstacles and
safety warnings/signs. challenges to running a
· The basics of getting a job household.
including: applications, resumes, cover letters,
references, thank you notes, interview skills, and · Identify obstacles and
appropriate dress. challenges to job hunting.

· The basics of keeping a job including: the · Identify obstacles and

ability to take initiative, compromising and challenges to keeping a job.
collaborating, having a good attitude, utilizing basic
reading skills to determine health and safety · Identify basic social and
warnings/signs. communication skills to
lead a productive and
rewarding life, both at home
and on the job.

Stage 2 – Evidence
Evaluative Criteria Assessment Evidence
EVALUATION PERFORMANCE TASKS AT THE STUDENTS’ INDIVIDUAL
BASED ON LEVELS:
STUDENTS’
INDIVIDUAL · Develop a monthly cleaning plan.
LEVELS:
· Develop a weekly menu plan.
Are cleaning plan,
menu plan, budget, · Create a monthly budget, including paying bills, groceries, insurance, and
transportation miscellaneous expenses.
plan: accurate,
justified, coherent, · Correctly filling out applications, cover letters, references, and thank you notes.
predictive,
effective, and · Create an appropriate outfit for a job interview on the computer or through
credible. magazines.

Are job readiness · Create a plan of how to get and pay for transportation to and from work.
paperwork:
accurate, coherent, · Vocabulary quizzes/tests based on health and safety words at home and on the
meaningful, job.
effective, efficient,
credible, and
tactful

Is the job
interview outfit:
justified, effective,
credible, tactful,
and wise.

Are quizzes/tests:
Accurate.
Are the OTHER
collaborative EVIDENCE:
duos/teams · Create collaboration duos/teams in the classroom where they will brainstorm
brainstorming or ideas on ways to perform certain tasks at home or work.
working out ideas:
Coherent, justified, · Create duos/teams to work out basic social skills in a variety of settings.
meaningful,
insightful, · Create an eportfolio to house all job readiness paperwork such as applications,
effective, credible, resumes, cover letters, reference sheet, and thank you notes.
insightful,
plausible, tactful, · Keep blog posts, on their eportfolios, about training sites and jobs performed
reflective, and while at the training sites.
wise

Are eportfolios:
Accurate,
coherent,
meaningful,
effective, credible,
insightful, tactful,
self-aware, and
reflective

Stage 3 – Learning Plan

Summary of Key Learning Events and Instruction

1. Begin with a preliminary question (What does it mean to live on your own? How will you get a
job?) to hook students into considering what it means to them. H
2. Introduce the essential questions and briefly describe the performance tasks that will be involved in
the following weeks. W
3. Students will respond to the 1st week’s discussion prompts regarding their previous knowledge, ideas,
and thoughts about living on their own and getting a job. W, E, R
4. Students will reflect on and respond to the 2nd week discussion topics. W, E, R
5. Introduce the essential questions and briefly describe the performance tasks that will be involved in
the following weeks. W
6. Students will do an internet search for jobs they are qualified for and fill out a mock application based
on the job. E
7. Students will set up their eportfolios. E
8. Students will reflect and respond to the 3rd week discussion topics. W, E, R
9. Introduce the essential questions and briefly describe the performance tasks that will be involved in
the following weeks. W
10. Students will compose a resume, cover letter, and reference sheet for the job. E
11. Students will continue working on setting up their eportfolios and upload job readiness paperwork
when complete. E
12. Students will reflect on and respond to the 4th week discussion topics. W, E, R
13. Introduce the essential questions and briefly describe the performance tasks that will be involved in
the following weeks. W
14. Students will be given a set monthly budget to live on based on the salary of the job applied
for. Students will discuss priorities for their budget. E T O R
15. Students will discuss, as a team, what is appropriate to wear to an interview. E T O R
16. Students will continue working on their eportfolio and uploading documents. E
17. Students will reflect on and respond to the 5th week discussion topics. W, E, R
18. Introduce the essential questions and briefly describe the performance tasks that will be involved in
the following weeks. W
19. Students will go through interviews with the supervisor (teacher). E T O R
20. Student is offered the job. Student is expected to begin work in two weeks. E
21. Students will determine how they are going to get to work and how they will pay for it. E
22. Students will upload transportation budget to their eportfolio. E
23. Students will reflect on and respond to the 6th week discussion topics. W, E, R
24. Introduce the essential questions and briefly describe the performance tasks that will be involved in
the following weeks. W
25. Students will open a mock checking and savings account. They are depositing money given to them
by their parents--$3,000 into their checking and $1,000 into their savings. E
26. Students will do an internet search for apartments based on a dollar amount range. E
27. Students will determine and discuss, as a team, if they will need a roommate based on their budget. E
TOR
28. Students will reflect on and respond to the 7th week discussion topics. W, E, R
29. Introduce the essential questions and briefly describe the performance tasks that will be involved in
the following weeks. W
30. Students will discuss, with parents, what furniture they will be able to take with them to their
apartment. E T O
31. Students will decide what they need to furnish their apartment and will draw a furniture layout based
on the apartment. E
32. Students will upload their layout of the apartment to their eportfolio. E
33. Students will reflect on and respond to the 8th week discussion topics. W, E, R
34. Introduce the essential questions and briefly describe the performance tasks that will be involved in
the following weeks. W
35. Students will discuss, as a team, what is appropriate outfits to wear to work. E T O R
36. Mock setting of 1st day at work. How do you deal with stress of the 1st day of work? E T O R
37. Students will discuss, as a team, what is an appropriate way to handle stress? E T O R
38. Students will reflect on and respond to the 9th week discussion topics. W, E, R
39. Introduce the essential questions and briefly describe the performance tasks that will be involved in
the following weeks. W
40. Students will discuss appropriate ways to make friends whether at work or at home. E
41. Students have determined they need to have a roommate. Students will discuss, as a team, how they
will go about finding a roommate. E T O R
42. Students will reflect on and respond to the 10th week discussion topics. W, E, R
43. Introduce the essential questions and briefly describe the performance tasks that will be involved in
the following weeks. W
44. Students will do an internet search for utilities (electricity, gas, water, trash, cable, internet, phone,
etc.) needed for their apartment. E
45. Students will, based on their allotted budget, determine if they have enough money for all the utilities
they desire. E
46. Students will reflect on and respond to the 11th week discussion topics. W, E, R
47. Introduce the essential questions and briefly describe the performance tasks that will be involved in
the following weeks. W
48. Student receives a phone call that their electricity will not be turned on for another week. Students
will discuss, as a team, their options. E T O R
49. Move in day at the apartment. Parents are helping the student move to their new apartment. Decide,
as a team, how you would thank your parents for their help. E T O R
50. Students will reflect on and respond to the 12th week discussion topics. W, E, R
51. Introduce the essential questions and briefly describe the performance tasks that will be involved in
the following weeks. W
52. Student is at work and is told they have done a poor job. Students will discuss, as a team, how they
would handle the situation. E T O R
53. Students will come up with a weekly cleaning plan for their apartment. E
54. Students will upload the cleaning plan to their eportfolio. E
55. Students will reflect on and respond to the 13th week discussion topics. W, E, R
56. Introduce the essential questions and briefly describe the performance tasks that will be involved in
the following weeks. W
57. Students will come up with a weekly budget for groceries. E
58. Students will look through grocery ads and coupons to determine where they get the best value for
their money. E
59. Students will upload their weekly grocery budget to their eportfolio. E
60. Students will reflect on and respond to the 14th week discussion topics. W, E, R
61. Introduce the essential questions and briefly describe the performance tasks that will be involved in
the following weeks. W
62. While shopping they run in to their neighbor that they have not formally met. How do they handle
the situation? Discuss as a team. E T O R
63. Students will, after coming home from the grocery, determine where the groceries go (cabinet,
refrigerator, freezer, etc.). Discuss as a team. E T O R
64. Students will reflect on and respond to the 15th week discussion topics. W, E, R
65. Introduce the essential questions and briefly describe the performance tasks that will be involved in
the following weeks. W
66. Students, while at work and get frustrated with their boss. They really want to curse them
out. Students will discuss, as a team, the best way to handle the situation. E T O R
67. Students invite parents over for dinner. Students will plan the menu. E
68. Students will upload their dinner menu up to their eportfolio.
69. Students will reflect on and respond to the 16th week discussion topics. W, E, R
70. Introduce the essential questions and briefly describe the performance tasks that will be involved in
the following weeks. W
71. Student gets his 90-day review at work and told that he has done a great job and will get a $2.00/hour
raise. E
72. Wrap-up everything the students have learned and have a classroom discussion about what they have
learned. E
73. Review eportfolios to make sure everything has been uploaded for the semester. E
WHERETO:

an acronym for considering and self-assessing the key elements and logic of a learning plan:

• Where: ensuring that the student sees the big picture, has answers to the “Why?” questions,
knows the final performance expectations as soon as possible

• Hook: immersing the student immediately in the ideas and issues of the unit, engaging the
student in thought-provoking experiences/challenges/questions at the heart of the unit

• Equip & Experience: providing the student with the tools, resources, skill, and information
needed to achieve the desired understandings; and successfully accomplish the performance
tasks

• Rethink: enhance understanding by shifting perspective, considering different theories,

challenging prior assumptions, introducing new evidence and ideas, etc. Also: providing the
impetus for an opportunity to revise prior work, to polish it

• Evaluate: ensuring that students get diagnostic and formative feedback, and opportunities to
self-assess and self-adjust

• Tailor: Personalize the learning through differentiated instruction, assignments and assessments
without sacrificing validity or rigor

• Organize: Sequence the work to suit the understanding goals (e.g., questioning the flow
provided by the textbook, which is typically organized around discrete topics)

References:

Bates, A.W. (2015) Teaching in a Digital age: Guidelines for designing teaching and learning.
Retrieved from

http://opentextbc.ca/teachinginadigitalage/
Fink, L.D. (2003). A self-directed guide to designing courses for significant learning. Retrieved
from Designing Significant Learning Experiences: Materials in Print website:

http://www.designlearning.org/wp-content/uploads/2010/03/Self-Directed-G...

Thornton, P. B. (2013, September 30). Three teaching styles. FACULTY FOCUS. Retrieved from

https://www.facultyfocus.com/articles/philosophy-of-teaching/three-teaching-styles/

Wiggins, G. & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for
Supervision and Curriculum Development.