An Inclusive Lesson Plan

 

An Inclusive Lesson Plan

Author: Santosh Kumar Biswa, Sr. Teacher, Damphu CS, Tsirang, Bhutan

 

Abstract

Based on the classroom scenario for a class with students, two of them have learning disabilities, one has ADHD, two have language programs, and three are English Language Learners. In total, only 12 are regular students, while eight have learning conditions that should be accommodated in the classroom. As observed, one student already started acting out with some behavioral issues, and the remaining students are typical learners. The inclusive lesson plan below will try to not only make the classroom differentiated and inclusive but also help those students with ADHD, ELLs, and English language learners adjust and learn collaboratively.

 

The activity through this lesson encourages routines, responsibilities, and positive relationships for energetic students, as students with ADHD, have trouble staying still in class and their movements can disrupt the class (Regis College, 2021). The group activity will engage them by providing them with responsibilities that help them learn and develop learning autonomy to be independent learners (Brewer et al., 2007). Moreover, using technology and placing them next to their peers who exhibit strong habits benefits them (Centers for Disease Control and Prevention, 2022). On the other hand, students, especially those who are ELL students, learn better when they are made to work with peers or in small groups. It becomes a helpful accommodation for them. Usually, we assign individual assignments in the class, but if we make them do the assignment in groups, they get an opportunity to interact with others who are native English speakers and, through interactive support, boost their comprehension and speaking skills as they get more practice (Mills, n.d.). Even IEP students get support through cooperative learning because they are explored through different visual cues. The content, process, and product presented through this lesson plan enable the teacher to make the learning environment a differentiated learning environment where students intensively collaborate with others, interact with one another, and get assistance during the learning process (Olinghouse, 2008). The lesson plan below is designed for class 8 students to teach "plate tectonics" during geography class.

 

Inclusive Lesson Plan
Subject Area: Geography	Grade Level: 8
Topic: Plate Tectonics

 

Lesson Objective:

       At the end of the lesson, each student will be able to

ü  Define Plate Tectonics in their own words,

ü  Name all types of tectonics,

ü  Explain the movement of the tectonic plates,

ü  Explain the scientific theory on major landforms and Earth's subterranean movements,

ü  Give reasons why Plate Tectonics is necessary for life,

confidently and correctly on their own without assistance.

 

Materials Needed for the Lesson

          The video clip, laptop, audiobook, chart paper, colored pencil, worksheets, and articles with photos.

 

Lesson Introduction

ü  Explain the objectives for the lesson to the class ü  Brainstorm by asking questions based on student's abilities and the levels of Bloom's Taxonomy (Weselby, 2021) to check their previous understanding of the concept. ü  Engage students in reading the prescribed text about plate tectonics in peer and respond to a few straightforward questions about the subject.  ü  Let them complete the worksheet provided by their peer and match the key terms.

Lesson Development

Task 1: Activity (Learning Station)            The teacher will divide the class into four groups of five students each in which two students with disabilities will be designated in each learning station. The teacher will orally provide clear instructions on the process of working in a group to understand the concept and ask students to work in a group based on the questions provided: ü  "What is a tectonic plate and how does it move?" ü  "Why does the Earth have tectonic plates?" ü  "What will happen if Earth has no tectonic plates?", ü  "What is the scientific theory on major landforms and Earth's subterranean movements?”, ü  “What are the types of tectonics? Is plate tectonics necessary for life?           There will be four separate locations with learning stations set up in each. Since each station's learners with disabilities will also receive guidance from their peers, each station's method of learning and mastering the concepts or skills related to the subject matter differs. Through the aforementioned activity, students are instructed on the same material in a variety of instructional techniques (Weselby, 2021). The following station will be set: §  Station 1: They will watch videos, discuss, collaborate, and learn. §  Station 2: They will listen to audiobooks, discuss, collaborate, and learn. §  Station 3: They will create artwork through discussion and collaboration. §  Station 4: They will read articles with pictures, discuss, collaborate, and learn.   During the exercise, students will report to their designated station with their group members and start working together. After accomplishing their tasks at their stations, they will switch to the other station and begin learning the material. They continue until they have completed the four designated stations. (Students will be instructed that they will shift to another station only after each member understands the concepts based on the questions given and there is no time limit for the activity.).   Monitoring of the activity           The teacher will move around visiting each group and provide assistance, positive reinforcement, and feedback to each member when they are discussing.   Task 2: Writing Activity           The teacher then encourages group collaboration among the students to check their comprehension of the idea using what they have already learned. To show their comprehension and analytical abilities in understanding the subject, the group will be asked to develop a written project.   Task 3: Group Evaluation            After students finish their projects, the teacher asks them to participate in a group evaluation where they are required to give constructive suggestions and feedback to one another. Following the group's comments and recommendations, the teacher will ask the students to present their work to the entire class. During this time, the teacher will give feedback based on their write-ups and allow them to identify their areas of weakness by having them write reflections.   Assessment:            The teacher will assess throughout the activity using the formative assessment process. In fact, during the monitoring session assistance will be provided to those needy ones, and on-the-spot feedback and suggestions will be provided. Students with language disabilities will be provided with the translation dictionary so that they can explore and learn or will be directed to the station that best suits their learning style.           After completion of the group activity, the teacher will conduct a short test through MCQs and Yes/No questions with extended time for those students with disabilities (National Center for Learning Disabilities. (2022) to check their progression based on their competency in understanding the content and required skills.

Closure of the Lesson

ü  The teacher using the video clip summarizes the lesson by discussing the major points of the content presented. ü  The teacher will ask a few students to share the experience they gained during the group assignment.

 

Accommodation

          Based on each student's test results and reflections, the teacher will offer each student the support, encouragement, and feedback they need individually and determine whether any lesson revisions are required. After engaging in a variety of activities, if a student still shows little grasp of the subject being taught, the number of questions will be lowered and made simpler for the group discussion so that they can learn the material effectively. If it is determined that they need it, more straightforward videos and audiobooks will be provided to them. After class, the teacher will personally meet with any disabled students to talk to them about their experiences and future plans. The teacher will carefully go through while considering their feelings.

Two instructional principles, theories, and/or strategies that can be used with this lesson to meet the needs of a diverse and inclusive classroom

Scaffolding Strategies

          A teacher can improve learning and help students master tasks by adding support for them through a technique called instructional scaffolding. The best usage of scaffolding is in the instruction of new skills or multi-step strategies. The teacher accomplishes this by methodically constructing on the experiences and knowledge of the pupils as they pick up new abilities. By giving a tool or structure with each chunk of learning, scaffolding divides learning into manageable pieces. For instance, when scaffolding reading, you might preview the book and go over key terminology or chunk the text before reading and talking about it as you go (Alber, 2014). As the students succeed in the tasks they are given, the support is gradually taken away. When learning a new skill, students with learning impairments frequently don't actively participate in the learning process. Instead, they are merely performing the duty as directed. This is true because learning-disabled students frequently lack comprehension of the fundamental ideas that underlie each phase. Because of this, teachers should pay close attention to their pupils to make sure they comprehend the concepts being presented. Teachers can assess if pupils are learning by having them perform the assignment independently.

Principle of Knowing our students’ IEPs/504s

          If we want to offer each student an equal learning environment, we must become familiar with their IEP or 504 plans. The only significant distinction between an IEP and a 504 is that pupils with an IEP would need additional educational services outside of the traditional classroom. For learners who have an IEP or 504 plan, Teachers are required to make any accommodations that are mentioned in the plan. Teachers can collaborate with the school counselor or other teaching specialists to better understand each student's particular requirements to provide for a diverse and inclusive classroom. Similar to the idea of inclusive education, 504s were created to make sure that children with disabilities can still receive accommodations they may need while still being able to learn in a regular classroom setting. Additional support personnel are often used to deliver and oversee these services.

Conclusion

          The aforementioned lesson plan would accommodate the various learning styles of the students while also promoting diversity in the classroom through interactive and collaborative learning. It's because the lesson plan was created using the fundamentals of teaching. In the classroom, inclusive policies and instructions should be prioritized, and the teacher should employ the best resources and instructions based on the students' requirements (Campbell, Gilmore, & Cuskelly, 2003). Additionally, considering some positive classroom interventions is important, especially for students who have emotional and behavioral issues.

 

 

References

Alber, R. (2014). 6 Scaffolding Strategies to Use with Your Students. https://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber

Brewer, D., Augustine, C., Zellman, G., Ryan, G., Goldman, C., Stasz, C., & Constant, L. (2007). Developing the curriculum standards and supporting their implementation. In Education for a new era: Design and implementation of K–12 education reform in Qatar (pp. 99-110). RAND Corporation. http://www.jstor.org/stable/10.7249/mg548qatar.16

Campbell, J., Gilmore, L., & Cuskelly, M. (2003, December). Changing student teachers’ attitudes towards disability and inclusion.  Journal of Intellectual & Developmental Disability, 8(4), 369-379. https://eprints.qut.edu.au/4305/1/4305.pdf

Centers for Disease Control and Prevention. (2022). Attention-deficit/hyperactivity disorder (ADHD). https://www.cdc.gov/ncbddd/adhd/school-success.html

Mills, S. (n.d.). ELL Accommodations for Lesson Plans. https://study.com/academy/lesson/ell-accommodations-for-lesson-plans.html

National Center for Learning Disabilities. (2022). Accommodations for Students with LD. https://www.readingrockets.org/article/accommodations-students-ld#:~:text=Accommodations%20are%20alterations%20in%20the, change%20what%20a%20test%20measures.

Olinghouse, N. (2008). Designing Lessons for Diverse Learners. https://edwp.educ.msu.edu/te/wp-content/uploads/sites/49/2020/06/Designing-Lessons-for-Diverse-Learners.pdf

Regis College. (2021). Educational Lessons and Activities for Students with Learning Disabilities. https://online.regiscollege.edu/online-masters-degrees/master-of-social-work/students-with-learning-disabilities/

Weselby, C. (2021). What is Differentiated Instruction? Examples of How to Differentiate Instruction in the Classroom. https://resilienteducator.com/classroom-resources/examples-of-differentiated-instruction/