Category Archives: Classroom Management

Adapting Instructional Mechanisms to Accommodate Students with Special Needs

Well, our discussion regarding this topic is dependent upon your subject matter -AND- the nature of the needs being considered! Given the topic (i.e. Adapting … to Accommodate … Special…

Source: Adapting Instructional Mechanisms to Accommodate Students with Special Needs

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Filed under #Student-centered Learning, Classroom Management, Education, Inspirational, professional Development, School Reform Initiatives & Professional Development Strategies, special needs students

Are YOU (going to be) A Teacher?

Want to learn how to teach “more effectively”–Develop Lesson Plans– and Initiate (organize) Student-centered Learning?

Interested in Educational Reform?

You “ought to” visit/follow my blog @ http://www.kennethfetterman.wordpress.com

Also, sample/purchase “Professional Development” resources @ http://www.smashwords.com/profile/view/kennethfetterman

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A Reflective Questionnaire for Practitioners of Education

So you have decided to … May I suggest that you write a paragraph (or more) to address each of the questions that are … Reflect upon your statements; revise them when deemed appropriate!  May you be inspired to take action … to inspire your peers … to enhance the context of your professional practice.

Consider:

How much time per week do you spend on planning to initiate learning experiences?

Would you describe your classroom supplies as being adequate/inadequate? Why?

What are some of the most pressing concerns you have regarding the problems that are occurring in your school/district?

What suggestions might you convey to improve instructional mechanisms in your school/district?

How often do you discuss problems that are occurring in your classroom/school (with peers)?

Have you participated in planning or initiating any (action-oriented) research/studies during the past 5 years?

What is the nature of your philosophical views about teaching and learning?

What instructional methods are most frequently employed in your classroom/school?

Identify (at least) two professional goals that you want to realize!

Remember, the more you write about something; the more proficient you will become.  As you reflect upon your perception/reality; perhaps the sparks required to stimulate professional development and innovative processes will be perpetuated!

Best Wishes; My works (i.e. Professional Development Resources) are published via smashwords.com.  I encourage you to sample/purchase: “Becoming A Reflective Practitioner” & “The Dichotomy of Instructional Design” @ http://www.smashwords.com/profile/view/kennethfetterman

Visit/Follow my Blog @ https://kennethfetterman.wordpress.com

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Developing (Dynamic) Instructional Programs

As Frymier (2001) has indicated:

Thirty different textbooks would be more appropriate than 30 copies of the same book. Three Thousand articles on geography … would be … [more enriching] than one geography textbook….  Big pieces of material … [with] numbered pages, tend to force teachers and students to accept a given sequence of limited amounts of information….  If curriculum materials are small in size, … superb in quality and great in number, teachers and students have an opportunity to create various patterns of sequence and use of materials.  Such variety increases the likelihood of meeting … [the needs of all students]. (p.62)

Original source material: Frymier, J. (2001). After thirty years of thinking about curriculum. Theory Into Practice, 25(1), 58-63.

The complexity of coursework (i.e. curriculum) and the type of learning that is expected are primary determinants of precisely how “dynamic” your curriculum may become. In cases when a technical objective (i.e. competency requirement) is identified as the intended outcome; your ability to formulate a dynamic strategy (as described by Frymier) is restricted by the structural mechanism (i.e. lesson plan) that you establish. Therefore, we must recognize that “non-technical” curriculums (which ought to be aligned with student-centered outcomes) are most conducive to employing “dynamic mechanisms” and facilitating “applied” learning.

The cognitive nature of applied learning is described by Bottoms, Presson and Johnson (1992) as follows:

Applied learning is actively student-oriented, characterized by lively … discussions, absorbing group projects, meaningful homework assignments, laboratory experiments, live and video … presentations, and other hands-on activities. The purpose of applied learning is to create an environment that actively engages students and teachers in a collaborative learning process. (p.50)

Original source material: Bottoms, Presson & Johnson (1992). Making high schools work. Georgia, Southern Regional Education Board.

Want to learn more about initiating dynamic instructional programs/curriculum? Sample/Purchase “The Dichotomy of Instructional Design” @ http://www.smashwords.com/profile/view/kennethfetterman

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Practitioners Must Be Prepared To Fight — (for Public Schools)!

In defending public education “against corporate take over initiatives” — We must establish Democratic Organizations in our schools/districts. The power to make decisions (about all aspects of schooling) ought to mirror the democratic frameworks we have established to maintain our freedoms and perpetuate Democracy in government. So! How do we go about moving toward this goal (i.e. independence)? Educators must conduct (site-based) action research, learn to apply theoretical constructs in their classrooms/schools, and keep their philosophy of education relevant. Practitioners must also continue to improve their instructional techniques (i.e. craft).

I am in agreement with “most of the comments” posted on various Blogs about the “motives of corporate entities”! However, I believe that in many ways EDUCATORS have taken the “poor me” position. May I encourage all practitioners to “fight” for their freedom (against mandates), and for the PUBLIC SCHOOLS that have blessed our nation (with strong independent thinkers) for decades.

Has anyone considered the significance of preparing (to fight)? I spent more than TEN years developing the means (i.e. mechanisms) required to “prepare” practitioners. However, I cannot force them to “prepare” for the battles ahead. I shall make a declarative statement to “BOTH” sides (i.e. public and private entities)–PREPARE TO DEFEND YOUR INTERESTS!
Sample/Purchase my books on educational reform/teacher training @ http://www.smashwords.com/profile/view/kennethfetterman

THOSE INDIVIDUALS THAT STUDY (i.e. PREPARE) WILL PREVAIL …

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Filed under Classroom Management, Curriculum and Instruction, Education, Inspirational, professional Development, School Reform Initiatives & Professional Development Strategies, Teaching, The Common Core

Portfolio Assessments: Authenticating Student Learning “and” Program Outcomes

Measuring student achievement (and the quality of educational programs) via standardized testing that is aligned with homogenized curriculums (i.e. common core mandates) is “pointless”.  Since ignorance is “bliss” — I shall direct my comments to those “agencies” perpetuating standardization.  –STOP– the madness, you are wasting time, precious resources and another generation of “potentially” productive beings.

Authentic learning varies among individuals; therefore, “authentic assessment strategies” must accommodate for differences among practitioners (and their students).  Portfolio mechanisms are technologically and economically feasible.  So, we must move the policy debate forward–How can we initiate these measures ASAP?

Consider the following rationale!

Portfolios represent a self-selected and reflective documentation of achievement (i.e. growth in understanding and skill).  They may materialize as a collection of professional and/or student work that is placed in a folder, or as a more comprehensive and structured production.  Realizing that advancements in computer technology have made e-formats feasible; they may include a broad range of artifacts, discourse, and video recordings (i.e. performances) that represent the on-going development and verification of competencies realized by educators and/or their students.  Usually such collections include a brief introduction to the contents that follow; a summary component that communicates how the products were assembled, and a reflective caption that conveys why each piece is significant.  The compilation process requires practitioners/students to engage in introspective acts (i.e. self-evaluation and reflection).  As an on-going documentation of development, the [evolving] process provides a means to actively engage practitioners (or their students) in constructing knowledge and evaluating their performance.  It also “becomes the basis for conversations and other interactions among students … teachers and parents” (Murphy, 1998, p.7).

When teachers (are required) to develop professional portfolios; we shall have the means to evaluate teacher effectiveness and program outcomes in an “authentic” context.  Likewise, portfolios created and maintained by students will authenticate the unique characteristics of all students!  Read more? http://www.smashwords.com/profile/view/kennethfetterman

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Comments About Loss of Special Education Teachers (in B.C.) & Increases in # of SN Students

Thank You–for posting my comment A.C.! View original post @ http://andrewchernoff.wordpress.com

I commented: I’m not sure we should label (many) students as “special needs” (i.e. S.N.).  Let me explain; all students ought to be treated equal!  When we label children (for life) — then, we actually perpetuate their needs.  I taught in a maximum security, juvenile justice setting and my students definitely had special needs.  How did I respond (as a vocational/technology education instructor)?  I treated all of my students just like I would a student at the college level. –(that is to say)– I had “high” expectations for their success.

I think that (in many cases) — once the SN label is applied to students “our” (collective) expectations for their success in the world decreases.  Thus, “they” are doomed to fail as productive members in our society.  LET ME CLEARLY STATE: I am not saying  that “some” students will not succeed in overcoming their disadvantages!  I am making a general statement regarding the harmful effects of setting low expectations for special need students.  OK!

Then, there is the issue of funding SN students; (with budgets tightening) most administrators cannot afford the loss of funding for “their” special needs population (and that is a problem).  Before I made this declarative statement, I checked out the facts.  Source: http://www.ehow.com/facts_5962286_financial Under the section: Cost per Student–it is stated that: “States vary in the amount of funding per student.  In the state of Washington, each school [district] receives over $3,500.00 per general education student and more than twice that amount for each special needs student.”

There are no incentives to remove students from SN programs into mainstream classes within the “general” student body (and society).  Yes, I know many of these students do succeed via mainstreaming “policy initiatives”!  However, I believe that — the incentive to declare “more” individuals as having special needs — “is tempting”.  Let’s reconsider the term special needs and focus on educational reforms that take into account the needs of all students.  My recent post dated Nov 21st-2013 (“Adapting Instructional Mechanisms to Accommodate Students with Special Needs”) is available @ https://kennethfetterman.wordpress.com

I believe that all educators ought to become proficient at adapting their instruction to accommodate students with special needs.  We don’t always need a “special education” teacher to address this need. $$$  I shall not even go into the role that poverty has played in the lives of (otherwise normal children).

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