“Understand Before You Create”

A couple of teachers are guilty of creating a lesson plan that does not include students with a disability. Is it because they do not see the child’s disabilities, or is it because they do not how you create a lesson plan that includes the special impaired students, or they prepared their lesson not knowing the kind of students they are preparing the lesson plan for.


Here are some advise from a special education teacher. The first thing you have to do is to understand what type of disability the child has. By understanding the type of disability you can develop objectives that are suitable for them. Another tip is to always give the students with the disability extra time to complete the activity. The next step is to assign the student a task he or she is able to accomplish. A good example is if he or she is in a group they can be the “material” person.

By following these simple advise the lesson will provide for our disability students.

ASSURE My Choice Of Lesson Plan

Running head: Assure Lesson Plan






ASSURE My Choice Of Lesson Plan

In ED451

Francisco B. Fejeran

University Of Guam

Being so use to writing the traditional lesson plan format for over eighteen years it was very difficult getting use to the ASSURE lesson format, but after a while it became easy to write. The ASSURE lesson plan format is one of the most effective format I have used in the past year or so. Being expose to the format in one of my methods courses, I have been convinced that this format has several advantages in the beneficiary of both the teacher and students. The only problem I am having with the ASSURE format is how to implement the technology and NETS (National Educational Technology Standards).
One good advantage is the analytical part of the ASSURE format by Heinich, Molenda, Russell, Smaldino, which makes the teacher aware of the different types of learns in his or her class before creating an activity. By creating activities for all types of learners, the students will become more involve and motivated to participate in the activity. They tend to enjoy several activities and retain the information easily.
Another advantage is that after the lesson is completed the teacher can evaluate the whether the activity was effective or not, which is at the end of the ASSURE format. The teacher can ask his or herself what problems occurred during the activity, procedures, question and answer segment, or the which objectives was not completed. From this information a teacher can make adjustment to the lesson plan and make proper correction if needed.
The only problem I am having on the ASSURE lesson plan format is trying to plug in technology. Trying to create different types technology activities that is related to the lesson at hand is very difficult because I am not knowledgeable in the jargon and high tech computer industry.
The only other difficulty is trying to align the lesson plan with the NETS (National Educational Technology Standards). Here again I feel that I am in a new world. I guess that I have to spend some tine trying to understand the NETS standards, so that I can align these technology standards to the lesson.
Other than the technology part the ASSURE is the most effective lesson plan form I have implement into my teaching.


The ASSURE Model (1999) Retrieved February 20, 2009, from
Instructional Media and Technologies for learning: http://www.unca.edu/education/edtech/techcourse/assure.htm

NETS FOR TEACHERS (2008) Retrieved February 21, 2009, from ISTE http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm

Lesson on health

Analyze Learners

General Characteristic

· 22 students

· 8 males

· 14 females

· Average age 10 – 11 years old

· LOTE – 5 FSM, 1 Asian, 2 Philippine

· 7 Chamorro

· 7 Philippine

Mental, Social and Physical notes

· 1 Learning disability

Current knowledge, Prerequisites, and Notes and Learning Attitudes:

· The students are familiar with the basic nutrition facts. They have been working with calories, fat, cholesterols, sodium, potassium, carbohydrates, and protein. Majority of the students are able to locate and read the nutrition fact in any product.

Learners Attitudes/Learning Style Attitudes:

· 50 percent of the students in the class are auditory learners: This will make it easy for the students record the nutritional facts. 35 percent of the students are visual learners: These students can create a graph chart of the nutritional fact. 15 percent are auditor and kinesthetic learners: These students can demonstrate how to create a graph chart in the computer in Microsoft Excel.

Learning Style:

· 50% auditory learners

· 35% visual learners

· 15% Kinesthetic learners/hands on learners

Select Objectives

· Students will be able to select three different types of cereals.

· Students will be able to locate and discuss the nutritional facts of each cereal contents.

· Students will be able to record the information about the cholesterols of each cereal.

· Students will be able to create a cholesterols graph of the three cereals.

· Students will transfer their graph into Microsoft excel.

· Students will practice responsible use of technology system, information, and software. (NETS II. Social, Ethical, and Human Issue. B.)

· Students will compare the percentage of each cholesterols from the three different cereals.

· Students will be able to write a report of their findings.

· Students will use technology to locate, evaluate, and collect information from a variety of sources. (NETS V. Technology Research Tools. A.)

Select Materials

· Different type s of cereal

· Graph paper

· Computer

Utilize Materials

· The material student in the group will collect the materials need for the activity.

· The leader of the group will locate and lead the discussion of each nutritional fact.

· The record in the group will record all the nutritional facts of each cereal.

· The other member or members of the group will create a nutrition graph for the three cereal.

· The group will transfer the created graph into Microsoft Excel.

· Each student in the group will write a report about their findings.

Required Learner’s Response

A) After the activity, the students will be able to answer the questions.

· What cereal is the most nutritional?

· Why?

Evaluate Learners

· Reflection about the effectiveness of the activity.

Part A

Presentation:

Ø Divide the class into groups of 4 to 5 students.

Ø Ask each group to choose a leader, spokes person, recorder, and a material person.

Ø Ask each group to choose a nutritional fact. (Calorie, fat, cholesterols, sodium, potassium, carbohydrates, or protein)

Ø Ask the Material person to pick up the three cereals, graph paper and the direction paper.

Ø Read the direction with the class.

Ø Ask the class if they understand what they are going to do.

Ø Allow the group 10 to 15 minutes to record and discuss the part.

Ø When all the groups are done have them to report their group findings. (Go to part B segment 1)

Ø Have each group draw their graph on the board. (Go to part B segment 2)

Ø Now I want you to create a graph in the computer.

Ø Assignment: The students are to choose three types of food and select a nutritional fact from the Internet and create a graph of their own.

Part B

Question and Answer:

Segment 1

Ø Which group would like to go first?

(Ask the following question for each group.)

Ø Group__ what is your nutritional fact?

Ø What is your group finding in Corn Flacks?

Ø What is your group finding in Pops?

Ø What is your group finding in Fruit Loops?

Ø Which cereal is most nutritional?

Ø Why? (Go back to presentation in the 2^nd to the last part)

Segment 2

Ø Looking at each group findings which cereal form the three is the most nutritional?

Ø Why?