Using support from your assigned reading, the Instructor Guidance, and the discussions, submit the following for evaluation. Use the below guidelines for creating your written assignment. If you have questions about the assignment or the rubric, please contact your instructor using the “Ask Your Instructor” discussion before the due date.

• Lesson Plan (4 points): Revise the lesson plan you submitted for the Week One Assignment to include specific accommodations and/or modifications in accordance with Bianca’s IEP.
• Justification (4 points): Write one page of justification for your revisions explaining how the accommodations or modifications you developed are in accordance with the IEP. Format the document in APA with a separate title and references page.

Written Expectations:

Source Requirement (1 point): Reference at least three scholarly sources, which may include your course textbook, in order to provide credible evidence to support your ideas.

The Scholarly, Peer Reviewed, and Other Credible Sources

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table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.

Text

Cohen, L. & Spenciner, L. (2009)

Teaching students with mild and moderate disabilities: Research-based practices

 (2nd ed.). Upper Saddle River, NJ: Pearson Publication.

Article

American Psychological Association. (2002). Ethical principles of psychologists and code of conduct. American Psychologist, 57(12), 1060-1073. doi:10.1037/0003-066X.57.12.1060

Bremer, C. D., Kachgal, M., & Schoeller, K. (2003).

Self-determination: Supporting successful transition (Links to an external site.)

. Research to Practice Brief: Improving Secondary Education and Transition Services Through Research, 2(1). Retrieved from http://www.ncset.org/publications/viewdesc.asp?id=962

Multimedia

ProfKelley. (2010). 

Screencasting – Creating a Narrated PowerPoint with Jing (Links to an external site.)

[Video File]. Retrieved from http://www.youtube.com/watch?v=npMuCWOvmVE

Multimedia

Lesson Plan – Elementary

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Lesson Plan – Secondary

Running head: Design Lesson Plans 2

ASSIGNMENT 33 2

Design Lesson Plans: Common Core State Standards

Kyerra Martin

ESE 645: Lesson Designs for Students with Mild to Moderate Disabilities

University of Arizona Global Campus

4/4/2021

Developmental focus in mathematics and geometry plays a crucial role in redefining some of a student’s strengths and weaknesses. Many students fail in mathematics and geometry because the people involved in their learning outcomes do not consider some of the aspects of their students like and always want to force the learning syllabus on them. According to Numitech Solutions (2019), many students fail mathematics and geometry due to negative attitudes instead of the general notion that mathematics is hard and difficult. This negative attitude requires that the tutors have those programs and exercises that promote some students’ level of interest.

The major modification on the lesson plan that has been presented in the section on math and geometry will involve enacting those policies that will ensure that these students love math and geometry. The first modification will involve the objectives. For example, the tutor can add an objective such as: identifying how the students can show a lot of extra interests in the lessons, develop those ideas that will make the students wants to engage in math and geometry more often and make the class as enjoyable as the way the students would have wanted soccer lessons to be. The major modification within the standards will include introducing a presentation platform where students can show the class what they did in the previous lesson and introduce an online interactive platform where the students can share what they learn at home about math and geometry. On the lesson development, the tutor must add some interactive aspects such as students working together to create geometrical shapes, students developing mathematical problems and providing solutions to their problems, students being allowed to say why they want a certain mathematical problem to be solved the way they feel it should be.

What is the importance of these modifications? According to Malm (2019), these modifications provide the tutor with some of the things that may not have been included in the initial program. In such a scenario, the students stood to lose on some of the important aspects of their learning outcomes. Miller and Cumming (2020) further assert that the learning framework that yields the best outcome from the learners is that one that involves the tutor who is concerned with the interests of the learners.

References

Cumming, T and Miller, M. (2020). What Changes? Keeping Learning Outcomes Consistent in Times of Change. Association of American Colleges and Universities July 13, 2020. Retrieved from https://www.aacu.org/blog/what-changes-keeping-learning-outcomes-consistent-times-change

Malm, B. (2019). Benefits of Modifications and Accommodations Training. Northwestern College, Iowa. Retrieved from https://nwcommons.nwciowa.edu/cgi/viewcontent.cgi?article=1125&context=education_masters

Numitech Solutions (2019). 6 Reasons: Why Students Fail in Maths Exam? Retrieved from https://medium.com/@numitechludhiana/6-reasons-why-students-fail-in-maths-exam-73e0de5ad8db