Online Facilitation Plan

Sara Maglov
ET 631- Fall 2018
Course overview
Topic:Meeting the Needs of A Diverse
Group Of Learners- Special Education
Overview for General Education Teachers

Audience: General Education Teachers

Grades K-5

Timeframe: 7 Weeks

Format: A combination of synchronous and

asynchronous sessions
Course description
An online course designed to provide general education teachers of grades
K-5 with an overview of common learning and behavioral disorders and ways to
address these needs in their classrooms. Course content will challenge
traditional views of special education and help teachers address the needs of
all learners regardless of formalized diagnosis or current supports in place.
Teachers will work through a combination of synchronous and asynchronous
sessions to identify students of need and develop intervention plans and to
re-design current county issued curriculum to meet the needs of a wide-range
of learners. Participants will develop intervention plans and lessons that are
immediately ready for classroom use.
Course requirements/materials needed
● GMail and Google Drive Account Access
● A computer, tablet or phone with camera and microphone capabilities
● Zoom Account access (Synchronous sessions will occur in Zoom meeting
rooms)
Course objectives
At the conclusion of the course participants will be able to…

● Gather strategies, tools and practices that address the needs of students
with learning/behavioral difficulties
● Reflect on current personal teaching practices in order to identify areas of
strength and need
● Appropriately use a variety of technology tools to access content, reflect
and collaborate
● Apply knowledge gained to plan effective lessons to meet the needs of a
diverse group of students
 Major Individual Student Response Plan

Assignments
Participants will identify a student in their class that does not already receive special
education supports or services but may benefit from informal supports. Participants will
identify two target behaviors or learning difficulties and develop a plan to address these
needs. Data will be collected to determine the effectiveness of the supports put in
place.

Differentiated District Lesson Plan (Collaborative Project)

Participants will work in content teams to differentiate district provided lessons. Each
lesson will outline one example for each of the 4 types of differentiation (content,
process, product and learning environment).

Reflection Journal (Online Blog or Google Doc)

Participants will reflect on the readings, viewings and activities each week through an
online medium of their choosing. The instructor will provide a set of reflection questions
to be addressed each week. Examples of acceptable reflection mediums include:
○ Vlog
○ Google Slides
○ Blog within course site
 Module 1- course overview/re-defining special education
Delivery Model: Asynchronous Format: R2D2

Objectives:
● Understand course expectations and requirements
● Develop understanding of “Netiquette” and how to appropriately communicate with colleagues online
● Develop the Social Presence through “Getting to Know You” activities and small group discussion

Readings/Viewings:
● Special Education in the Schools (Article)
● Strategies for Meeting All Students' Needs (Article)
● UDL Principles & Practice (Video)
● How to Fix A Broken School? Lead Fearlessly, Love
Hard (Video)
Reflecting:
→ Answer questions related to course introduction (i.e. What are
you looking forward to? Area you hope to gain the most new
knowledge? What do you currently know/understand about
special education?)

Displaying: Doing:
● Complete “Getting To Know You” Voicethread ● Set-up Reflection Journal and share link with instructor
→ Name, Grade Taught, Special Education ● Participate in Breakout Room discussion
Experience(s) → What aspects of special education, behavior modification and
● Respond to two classmates differentiation you are comfortable tackling right now.? What areas
are you unsure of? Identify trends within your small group and be
prepared to share with the whole group
Module 2- Common learning and behavioral disorders
Delivery Model: Asynchronous Format: R2D2

Objectives:
● Identify common learning and behavioral disorders
● Develop strategies to address difficulties
● Reflect on current instructional and behavioral practices and identify areas of strength and need

Readings/Viewings:
The State of Learning Disabilities: Facts, Trends and Emerging Issues
(Article)
Tips for Recognizing Learning Disorders in the Classroom (Article)
What Are Classrooms Like for Students with Learning Disabilities?
(Article)
Dear Teacher: Heartfelt Advice for Teachers from Students (Video)
Reflecting:
Within your Reflection Journal, Complete reflection questions
related to teaching experiences with learning disabilities.
Identify a time you were proud of how you handled a tough
situation and a time you struggled.

Displaying: Doing:
Complete brief multiple choice quiz based on readings and Identify student for Individual Student Response Plan
viewings. Accurately identify common learning disabilities and → Complete identifying information (age, grade, pertinent
ways to address these in the elementary classroom. background information, educational history)
 Module 3- tackling tough behaviors
Delivery Model: Asynchronous Format: R2D2

Objectives:
● Identify common behavioral disorders
● Develop strategies to address common behavioral disorders in the elementary classroom
● develop action plans to address the needs of their students

Readings/Viewings: Reflecting:
What to Do for the Most Challenging Students in Your Class (Article) Complete reflection questions related to current behavioral
Classroom Behavior Management: A Dozen Common Mistakes and modification practices and areas of need/personal
What to Do Instead (Article) development.
Breaking the Behavior Code (Article)
My story, from gangland daughter to star teacher (Video)

Displaying:
Scenario Activity: Read a set of narratives and identify ABC
data and suggest one intervention strategy to address the
identified behavior(s).
Doing:
Continue working on Individual Student Response Plan
→ Identify 2 behaviors or learning difficulties
→ Describe identified areas of need
→ Determine replacement behaviors or learning goals
 Module 4- data collection made easy (& meaningful!)
Delivery Model: Asynchronous Format: R2D2

Objectives:
● Analyze data in order to make instructional decisions
● Develop strategies to address common learning and behavioral disorders in the elementary classroom

Readings/Viewings:
Observing Behavior Using A-B-C Data (Article)-- Pay special
attention to the chart!
3 Ways Student Data Can Inform Your Teaching (Article)
Using Technology to Collect Classroom Data (VIdeo)
Data Collection Tools for Everyday Classroom Use (PowerPoint)
Reflecting:
● Answer reflection questions related to current data
collection practices used by your school and/or grade
level.
● Identify areas where data collection influences your
instructional practices.
● Identify areas you would like to improve your data
collection skills.

Displaying: Doing:
Analyzing Data Activity: Analyze data collected and provide Continue working on Individual Student Response Plan
next steps/intervention strategies (Refer to Reading/Viewings → Select data collection method for Individual Student
from Sessions 1-5) Response Plan
→ Begin data collection process
 Module 5- differentiation: reaching all learners
Delivery Model: Asynchronous Format: R2D2

Objectives:
● Identify the four types of differentiation
● Differentiate district provided lesson plans to meet the needs of a diverse group of learners

Readings/Viewings: Reflecting:
● Special Education Research Advances Answer reflection questions related to your performance within your
Knowledge in Education (Article) collaborative group
● UDL Guidelines (Visual)
● UDL At A Glance (Video)
● Differentiation In Action! (Article)

Displaying:
Collaborate with a classmate that teaches the
same content to differentiate a county provided
lesson plan. Be sure to provide one example of
differentiation for each of the 4 types of
differentiation (content, process, product and
learning environment)
Doing:
Compose a brief letter to the curriculum writers of your district outlining your
suggested differentiation and why
you believe the changes you made
were appropriate
 Module 6- Small group instruction
Delivery Model: Asynchronous Format: R2D2

Objectives:
● Identify various types of small instructional groups
● Identify factors that attribute to the design of small instructional groups
● Determine which type of small instructional group is most appropriate

Readings/Viewings: Reflecting:
Organizing Small Groups: Do You Know All the Options? (Article) Respond to reflection questions related to current small
Differentiated Reading Instruction: Small Group Alternative Lesson group practices.
Structures for All Students (Article--great sample lessons!)
Whole-Class vs. Small-Group Instruction (VIdeo)

Displaying:
● Drag & Drop (Fill-in-the-blank) Activity:
→ Complete the activity to demonstrate your understanding of
the types of small instructional groups.
Doing:
● Complete Quiz #2
→ Quiz will address topics covered in Sessions 1-4
● Complete Collaborative Scenario Activity
→ Read the scenarios assigned to your group and determine
which type of small instructional group would be best and
defend your choice
Module 7- Addressing the whole learner/course wrap-up
Delivery Model: Asynchronous Format: R2D2

Objectives:
● Define the term “Whole Child Approach”
● Identify ways to meet the needs of the “Whole Child”
● Analyze data in order to plan instruction and intervention for a targeted student

Readings/Viewings: Reflecting:
● Rita Pierson- Every Kid Needs a Champion (Video) → Respond to reflection questions related to your big “Takeaways”
● 14 Easy Ways To Create the Whole Child Approach in Your from this course.
Classroom (Article) → Respond to reflection questions related to how you plan to
● What Does It Mean to Educate the Whole Child? (Article) address “The Whole Child”
● Meeting the Needs of the Whole Student (Article)

Displaying: Doing:
1)Scenario VoiceThread Activity ● Complete Individual Student Response Plan
→ Listen to/read brief scenarios and identify the student’s area of → Analyze data collected and determine next steps using
need information gained from coursework
→ Suggest ways to address “The Whole Child” ● Submit Individual Student Response Plan
2)“Whole Child” Visual Activity
→ Use Mind Mapping site to create a visual to represent the
knowledge gained in this module
 Possible additional resources
Reflection Journal- Each session contains a Reflection component. Participants may use the following
resources:

● Google Slides - Participants can create a slideshow connected to their Google Drive account and share
links to their presentation with classmates and the course instructor
● EduBlog- a free resource that allows users to post but also connect to other educators
● YouTube- Users that would rather record their reflective responses can do so on YouTube and post a link
to their responses. Classmates can comment on these posts as well.

Collaboration Tools_ Participants are tasked with differentiating lessons with a team of other educators
teaching the same content area. Participants may use the following resources:

● Google Hangouts- A free video chatting software connected to a users GMail account. This can be
accessed from a users phone or computer.
● Google Docs- Connected to a user’s Google Drive. A document can be shared, viewed and edited by
multiple users at one time
 Possible additional resources
Mind Mapping- Participants are tasked with creating a visual to support their understanding of how to address
the whole child. Participants may use the following resources:

● MindMup- Free software with various visual options to create a mind map
● Mind Meister- Free software that also allows users to collaborate with one another and comment on
posts shared by classmates

Other:

● Voice Thread- Students use this program to share responses and connect with one another. Users can
provide text or voice comments to their classmates