Central Washington University

EDF 302 Course Syllabus
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Course Title:

Introduction to Students with Exceptionalities

 

Faculty Member Information:

Instructor:                David Majsterek

Office:                      Black Hall 208-4

Phone:                     509 963 1473

E-mail:                     majstere@cwu.edu

Web Homepage:   www.cwu.edu/~majstere

Office Hours:          by arrangement
Click here to download MSWord Calendar.


Course Description: 

EDF 302.  Introduction to Students with Exceptionalities (4).  Designed to introduce effective teaching strategies and strategies for adapting standard instruction to meet the needs of a range of students found in the typical classroom.  This course provides information about students considered disabled as well as gifted and students with multicultural heritages.

 

Course Rationale: 

This course employs the constructivist model of learning in which students, in interaction with their physical and social environments, create knowledge.  This course is consistent with the following:

Central Washington University's mission, Docendo Discimus (by teaching we learn);

 College of Education and Professional Studies' mission, to prepare enlightened leaders;

Center for Teaching and Learning theme, facilitators of learning in a diverse world; and

Council for Exceptional Children's mission of celebrating serving exceptional children.

Consistent with WAC 180-78A-270 and with the objectives of the Department of Teacher Education Programs, this course will provide an opportunity to acquire knowledge derived from theoretical bases pertinent to the Specific Learner Outcomes listed below.



 Specific Learner Outcomes (SLO):

1.     Describe the philosophical, historical, and legal foundations of special education.  [WA-COMP.SE.K1.1; CWU.CTL.1.1, 1.3.1; CEC/CC: 1-K1-5]

2.     List and describe formative special education litigation.  [WA-COMP.SE.K1.1.3; CWU.CTL.1.1, 1.3.1, 1.3.2; CEC/CC: 1-K1-5]

3.     List and describe formative special education legislation through IDEA 2004. [WA-COMP.SE.K1.1.3; CWU.CTL.1.1, 1.3.1, 1.3.2; CEC/CC: 1-K1-5]

4.     Explain how litigation and legislation impacts public schools.  [WA-COMP.SE.K1.5; CWU.CTL.1.1, 1.3.1,1.3.2; CEC/CC:  1-K3-5]

5.     Identify the professional organizations that facilitate research and experience-based principles for best practices in special education. [WA-COMP.SE.K.9.4, 9.5; CWU.CTL.1.1, 1.3; CEC/CC: 8-S3, 6, 9]

6.     Define prereferral and referral and explain the processes involved in each.  [WA-COMP.SE.K1.2, 4.3; CWU.CTL.1.1, 1.2.3,1.5.1; CEC/CC: 3-K4]

7.     Describe the assessment process for determining eligibility for special education services.  [WA-COMP.SE.K1.10, 1.2, 1.4; CWU.CTL.1.1, 1.1.3., 1.2.3, 1.3.3, 1.5.1, 1.11.2; CEC/CC: 3-K1-4, K7-9]

8.     List the categories of eligibility and explain the criteria for classification of each category.  [WA-COMP.SE.K1.10, 1.2, 4.1; CWU.CTL.1.1, 1.3.3; CEC/CC: 2-K2, 5, 7]

9.     Describe characteristics of students who are highly capable, students who have a diagnosed disability, and students who are culturally and linguistically diverse.  [WA-COMP.SE.K1.3, 1.4, 3.4; CWU.CTL.1.1, 1.2.3, 1.3.3, 1.11.2; CEC/CC: 2-K2, 5, & S1]

10. List and describe the range of service options available for students with disabilities.  [WA-COMP.SE.K5.1; CWU.CTL.1.1, 1.2.3; CEC/CC: 1-K5]

11. List the components of the Individualized Education Program (IEP) and the members of the IEP team, and explain the role and responsibilities of the general education teacher in the IEP process. [WA-COMP.SE.K1.2; CWU.CTL.1.1, 1.3.2, 1.3.3, 1.5.1; CEC/CC: 1-K4-5; & CEC/CC: 7-K1-5]

12. Describe the requirement for effective education of students with disabilities in general education.  [WA-COMP.SE.K2.4; CWU.CTL.1.1, 1.1.2, 1.2, 1.2.2, 1.2.4, 1.3, 1.3.4, 1.3.5, 1.5, 1.5.2; CEC/CC: 4-K1-2, 4-7, 8-K2]

13. Describe the state goals and essential academic learning requirements as they relate to inclusion of, and accommodations for, special populations.  [WA-COMP.SE.K5.2; CWU.CTL.1.1.1, 11.1, 11.2]

14. Describe and demonstrate how to modify instruction for students with disabilities.  [WA-COMP.SE.K2.3, 2.4, 3.4; CWU.CTL.1.1, 1.1.2, 1.2, 1.1.3, 1.2.1, 1.2.2, 1.2.4, 1.3.5, 1.5, 1.5.2, 1.5.3; CEC/CC: 4-K4-5]

15. Demonstrate effective written and verbal communication skills.  [WA-COMP.SE.S8.8; CWU.CTL.1.3, 1.5; CEC/CC 4-S15, 8-S5]

16. Access current research regarding best practices in special education.  [WA-COMP.SE.S2.1, S9.7; CWU.CTL.1.1.3; CEC/CC: 5-K2-3, 8-S8]

17. Access technology-based resources supporting the education of students with disabilities.  [WA-COMP.SE.K6.3; CWU.CTL.1.2, 1.2.5; CEC/CC: 5-K2-3]

18. Describe characteristics of typical, delayed, and disordered communication patterns of exceptional individuals [WA-COMP.SE.K1.10, 1.2; CWU.CTL.1.1, 1.2.3, 1.11.2]

19. Demonstrate effective collaborative skills [WA-COMP.SE.K6.6, 8.6; CWU.CTL.1.4, 1.4.1]

20. Demonstrate an understanding of disability [WA-COMP.SE.K1.10, 1.2, 1.4]

 

Students will also demonstrate the Washington State 2007 (WAC 181-78A-270) competencies for special education:

1.1 Models, theories, philosophies, and regulatory history that form the basis for special education practice

1.3 Issues in definition and identification of individuals with disabilities, including those from culturally and linguistically diverse backgrounds

1.4 Issues, assurances, case law, and due process rights related to assessment, eligibility, and placement within a continuum of services

1.5 Rights, responsibilities, and advocacy related to individuals with disabilities and their families

1.6 The legal, judicial, and educational systems affecting individuals with disabilities

1.7 Factors that influence the overrepresentation and under representation of

culturally/linguistically diverse students in programs for individuals with disabilities

1.8 Federal and state legislation that affect children, families, and programs for individuals with disabilities

1.9 Roles of families, school and community personnel, and individuals with disabilities in identifying, assessing, and providing services to individuals with disabilities

2.1 Typical and atypical human growth and development

•    Similarities and differences of individuals with and without disabilities

•    Educational implications of the characteristics of various disabilities including social, emotional, academic, and behavioral implications

2.3 Etiologies and medical aspects of conditions affecting individuals with disabilities

2.4 Family/community/education programs that provide information and resources concerning individuals with disabilities

2.5 Impact of a disability on individuals, families, and society

3.1 Basic terminology used in assessment of individuals with disabilities

3.2 Legal provisions and ethical principles regarding assessment of individuals

3.3 Evaluation related to childfind screening, pre-referral, response to intervention (RTI), referral, eligibility procedures, extended school year, and transition procedures

3.5 Accommodations, modifications, technology, and alternatives and when to apply each in classroom, district, and state testing

3.6 Curriculum based assessment

4.1 Individualized Education Plan components, development, implementation, and review process

4.2 Characteristics and demands of the continuum of service options

4.3 Accommodations, modifications, and alternatives and when to apply each in instruction

4.4 Researched-based methods for increasing positive impact on student learning in reading, mathematics, and writing

4.5 Research-based methods for increasing student learning in adaptive, social, emotional, behavioral, communication, and independent living skills

4.6 Research-based strategies for skill acquisition in academic content areas

4.7 Evidence that instructional methods and curricular materials are research-based

4.8 Prevention and intervention strategies across the tiers of response to intervention (RTI)

4.9 Research-based best practices for structuring effective teaching and learning in

individual, small group, and large group settings

4.10 Roles and responsibilities of the special education teacher, paraeducator, and other team members

4.11 Strategies for appropriate program and instructional supervision and training including management of paraeducators, classroom volunteers, and peer tutors

4.14 Universal precautions for health and safety

5.1 Laws, policies/regulations, and ethical principles regarding positive behavior

management planning and implementation, discipline, and aversive therapy

5.2 Responsibilities regarding procedures for Functional Behavioral Assessment,

manifestation determination, and behavior intervention planning

5.3 Strategies for increasing acceptance and inclusion of individuals with disabilities

5.4 Social skills needed for education, community living, and other environments

6.1.2 Know, use and comply with the Washington Administrative Code in the design and implementation of special education and related services

6.1.3 Identify similarities and differences of major provisions of Part B and Part C of IDEA

6.1.5 Collaborate with local, community, state, and federal personnel to provide services to individuals with disabilities

6.2.1 Access information, support, and resources such as, health and safety, nutrition, behavior, and learning

6.2.2 Communicate with school personnel, families, and community members about the characteristics and needs of individuals with disabilities

6.2.5 Recognize characteristics common to disability categories as identified in WACs

6.3.1 Collaborate with families, related service personnel and others in assessment of individuals with disabilities

6.3.2 Maintain confidential communication and documentation about individuals with

disabilities

6.3.3 Use comprehensive assessment procedures

6.3.4 Utilize ongoing evaluation/assessment data to determine the effectiveness of specially designed instruction and related services

6.3.5 Use performance data and information from all team members to inform and evaluate the effectiveness of interventions in learning environments

6.3.9 Use documentation of response to intervention (RTI) to inform eligibility determination decisions and specially designed instruction

6.4.1 Create a safe, equitable, positive, and supportive learning environment for all students that encourages self-advocacy, self-determination, and increased independence

6.4.6 Use and model research-based strategies and interventions to facilitate inclusion in the least restrictive environment including appropriate accommodations, curriculum modifications, and alternatives

6.4.7 Collaborate and communicate with school personnel, family and community members to include and accommodate individuals with disabilities into various settings

6.4.8 Use research-based methods to teach reading, mathematics, and writing

6.4.10 Use task analysis to prepare lesson plans based on unique educational needs that are directly connected to measurable components of the IEP

6.4.11 Plan for the integration of related services’ goals into the educational programs

6.4.12 Sequence, implement, and evaluate individual learning outcomes, including the appropriate use of the EALRs and GLEs

6.5.2 Modify instructional approaches and the learning environment to manage behaviors Professionalism and Ethical Practice

6.6.1 Demonstrate commitment to developing the highest education and quality-of-life potential of individuals with disabilities


6.6.2 Uphold high standards of competence and integrity and exercise sound judgment in the practice of the profession consistent with the Council for Exceptional Children Code of Ethics

6.6.3 Access professional organizations and publications (printed/electronic) that support individuals with disabilities, their families, and colleagues

6.6.4 Conduct professional activities in compliance with applicable special education laws and policies/regulations

Course Topics:

Eligibility Requirements and Categories of Exceptionalities;

Historical Perspectives (including Litigation & Legislation);

Special Education Process (Pre-referral, referral, IEP requirements);

Instructional Delivery Options - Mainstreaming and Inclusion; and

Evidence-Based Instructional Strategies.  Check out  http://www.teachingld.org/ld_resources/alerts/ 

 

Methods of Instruction:

The course will consist of explicit instruction, lectures/ presentations, videos, class discussions, group work, and class activities.  There will be group and individual assignments, both in and out of the class.

 

Assessment:

1.    Professionalism/Weekly Activities:

       One measure of acceptable teaching is being professional.  This means (among other things) honoring commitments, being prepared for class, completing assignments on time, and being present when classes begin.  Professionalism also suggests involvement that includes, but is not limited to, active participation in discussions, sharing ideas, and respecting others whose ideas differ from one's own.

       Regular, collaborative activities among students comprise a portion of the course grade.  There may be times when a student will be absent from class.  However, students who are unavailable for in-class activities cannot earn credit related to these activities. There will be an opportunity to earn 10% of the student's grade for class activities. 

 

2.    Examinations (Assessments):

       There will be three 'assessments.'  These will take place during the 6th, 9th and 11th weeks of class (week 5 or 6; week 10 or 11; and week 12). The first two assessments will be formative, covering materials from the preceding instructional interim.  Assessments will cover the text, reading assignments, handouts, lectures, presenters, reports, videos, etc.  Make-up assessments are not available.  First two assessments comprise 24% of the student's grade; the Final (take home) exam constitutes 6%.  Note: The Final assessment may be completed by groups of students (see Attachment B for format).

 

3.    Popular-Media Activity:

       Each student has the opportunity to engage in a popular media experience.  Media experiences consist of a) viewing a movie/video/play, or reading a book, in which a prominent character has a handicapping condition and b) a reflecting on the experience.  In no more than one double-spaced page - describe how the character's condition is portrayed and her/his experiences.  Include a personal reflection (what you thought about the depiction).  Be prepared to share during the 4rd week of class (weeks 4 or 5i). Popular-Media activity comprises 5% of the student's grade.

 

4.    Current Information (A.K.A. Expert Article):

               Students will find a citation in the text, look up the article, and report in class what was said in the article/book.  For full credit, use the following format:

 

        ___/1% Page number on which the citation appears in the text;

        ___/1% Quote of what the text said that the article indicated.  Give a brief description

        of the context (tell what point the text was making);

        ___/1% APA citation of the referenced article; (Click here for APA  Guide)

        ___/1% A brief summary of the cited article including a) how well the article

supported the material in the text and b) something else you learned from the article;
 ___/1% Evidence that information was shared with another student in class; and

       ___/1% A copy of the first page of the article/chapter will be attached to assignment.

 

        Class-shared information (& write-up) comprises 6% of the students' grades and will be due the 6th week of class (week 7 or 8). Click here for an example.

5.    Group Project:

               The group project will consist of a) a "Evidence-based Strategies Resource Packet" and b) a "Class Presentation" of the collected information.  Project topics will be directly related to the instruction/accommodation of students with diverse learning needs, specifically in an inclusive general education setting.  Project topics will be assigned the second week of classes and will focus on the following: 

 

The 'strategies resource packet' will consist of the following sections:

 

A.  ___/5% A collaboratively developed GENERAL INTRODUCTION to the topic (4* group written pts., 1 indiv. pt.); 

      

       This section (and oral presentation) will include

       _____ /  .5%    This section will be presented orally to the class, and include

       _____ /  .5%    an "Overview of the Topic,"

       _____ /  .5%    a "Rationale/Importance" – why topic deserves consideration,

       _____ /  .5%    a "Brief History of the "Topic,"

       _____ /  .5%    "Definitions" of any topic-related terms, and

       _____ / 1%      "Three 'annotated' APA Style References" which are 'cited in .ppt,' and and the hard-copy submission (Click here for APA  Guide),

       _____ / 1%      Posting of the Introduction in each student's electronic portfolio on the day of the class presentation. Note: Please use the headings as they appear above. Click here to download an excellent introduction.

       

 B.  ___/27%  An exploration of a related SUB-TOPIC with 'annotated bibliography' to be distributed at the outset of class presentation 

(22 individual written/5 oral-presentation pts.);

      Each group member will submit a write up, and orally present  - in no more than 8.5 minutes – information from her/his project subtopic area addressing each of the following:

 

____ / 5% This section will be presented orally to the class in 8.5 minutes or less.

____ / 1% Posting of the sub-topic paper in student's electronic portfolio on the day of the class presentation.

     "Setting/Population:"

____ / 1% Cite the "General-Education Population" that is the focus of your paper (e.g., middle school, primary). Be sure to include students with high-incidence conditions (e.g., SLD, E/BD, MR, OHI).

____ / 1% Cite the "Instructional Area" (e.g., physical education, written expression, study skills, mathematics, language arts, reading).

"Planning for Instruction:"

____ / 1% Specify "EALR(s) and GLE(s)" –or other justification (e.g., independent living skill) - that will be addressed related to the instructional area.

____ / 1% Describe two necessary "Prerequisite Skills" or the student to accomplish the lesson(s) in this instructional area.

____ / 1% Specify at least one "Measurable and Observable Goal(s)" to determine if students are  successful in learning what you intended (e.g., 'Students will orally say the 100% of the letters of the alphabet when asked by the teacher at the end of the lesson.').

____ / 1% Describe "Classroom Arrangements" that will facilitate the lesson(s). See http://iris.peabody.vanderbilt.edu/

"Delivery of Instruction:"

____ / 2% Present two "Evidence-based Practices" to promote the lesson content and/or skills.

____ / 2% Explain specific practices that can be used with high-incidence special needs.

"Related Behavioral Principles:"

____ / 2% Describe at least one "Evidence-based Practice" for managing classroom behavior (e.g., grouping arrangements, reinforcements, pacing) and maintaining a positive learning environment.

 

Annotated Bibliography*

____ / 6% Six references will be presented orally in the presentation/.ppt, will be cited in the hard-copy text, and appear in an annotated bibliography. 

____ / 2% The bibliography will be disseminated to class members immediately preceding the class presentation.  The bibliography will follow APA format; annotations will summarize the gist of the material related to the sub-area.  (Click here for APA  Guide)

_____ / 1% Posting in student's electronic portfolio on the day of the class presentation.

 

*Annotated Bibliography

           This is the product that will be disseminated to class members immediately preceding the presentation for full credit.  After each reference, briefly describe what the article contributed to your presentation. (Click here for APA  Guide)


Example

Graham, S., & Harris, K.R. (2006). Preventing writing difficulties: Providing additional handwriting and

     spelling instruction to at-risk children in first grade. Teaching Exceptional Children, 38(5), 64-67.

 

The authors of this article focused on the procedures and benefits of providing extra handwriting and spelling instruction to students who are at risk.  Students who participated in this particular instruction made substantially more progress in spelling and handwriting.  Additional benefits were seen in sentence writing and increased vocabulary.

 

 C.  ___/2%  A collaboratively developed GENERAL CONCLUSION that summarizes the presented oral and written materials.

 D.  ___/6%  An EVALUATION of each group member's contribution to the project (See attachment A).

 E.  ___/4%  CLASS FEEDBACK for each student's oral presentation (See attachment A).      

      *Note: For full credit, the introduction, sub-area write-up AND the annotated bibliography will be posted in each student's electronic portfolio (2 of the 27 points) on the day of the class presentation.

 

The group project comprises 44% of each student's grade.  Presentations will take place during the last three weeks of the quarter. Topics for each group will be chosen early in the quarter.

* If necessary, the final group presentation will take place on the date/time scheduled for the final examination - week 11.

 

Notes: 

Ÿ       American Psychological Association (APA) format will be used in the written project.  A deduction of .1 point will be charged per error. APA pdf file is available on request.  (Click here for APA  Guide)

Ÿ       The group project will consist of an introduction, 8.5-minute oral subtopic presentation, and general conclusion that details the project and will be presented weeks 8-11.

Ÿ       Grammar, spelling, and APA format count on the project.  A deduction of .1 point will be assessed for each error in the written portion (Click here for APA  Guide).

Ÿ       Paginate the document(s). Non-paginated sections will lose one point.

Ÿ       According to the American Heritage Dictionary, plagiarize comes from Latin (kidnapper) and means 'To use and pass off as one's own (the ideas or writing of another).'  Be sure to credit the writers whose ideas you use in your paper.  If you use a direct quote, use quotation marks and cite the page(s) from which you copied the text.  Short phrases (usu. about 3 words) do not need page number citations.

Ÿ       The group project comprises 44% of the student's grade.. Presentations made using a Powerpoint of 6 or more slides with included citations earns one (1) extra presentation point (45% vs 44%).

 

6.    Simulation: (SLO 20)

       Each student will participate in a 1- to 2-hour simulation of a low-incidence handicapping condition (e.g., vision [1 hr.] or hearing impairment [2 hrs.], physical disability [3 hrs.]). A one-to-two double-spaced written reflection on the experience will be due the 9th week of classes (week of  Mar. 1st) and students should be prepared to share their experience in class.

Simulation activity comprises 5% of the students' grades.

 

7.  Quick Quizzes: (SLO 1-18)

       Quick quizzes are designed to serve as random checks on students' preparation, knowledge, and skills related to intended student outcomes.  Bonus 'coupons' (worth +1% (.01)) of the various assessment points will be available for mastery performance on quick quizzes.


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Grading:

 

Grading for this course is based on the following criteria. 

Assignment

Points

Points Earned

Assessments

30

 __/12 __/12 __6

Group Project (joint)

7

_________/7

Group Project (individual)

37

_________/37

 Professionalism/Activities

10

_________/10

Current Information

06

_________/6

Simulation

05

_________/5

Popular Media

05

_________/5

Total Points Possible

100

____________

 

 

 

 

 

 

98

A

86

B-

74

D+

95

A-

83

C+

71

D

92

B+

80

C

68

D-

89

B

77

C-

65

F

 

According the CWU catalog:

The highest grade, "A", is reserved for those students who have excelled in every phase of the course.

The "B" grade is for students whose work is superior but does not warrant the special distinctiveness of the "A."

A "C" grade indicates that the student has made substantial progress toward meeting the objectives of the course and has fulfilled the requirements of the course.  (The grades above "C" are used for those students who demonstrated some degree of superiority.)

The "D" is a grade for those students who have made progress toward meeting the objectives of the course but who have fulfilled the requirements only in a substandard manner.

The "F" is reserved for students who have failed to meet or have accomplished so few of the requirements of the course that they are not entitled to credit.



 Class Policies:

Quality standards for Assignments:  Professional assignments consist of neat, accurate, and well-prepared materials. Assignments need to be word-processed for full credit.  With prior approval neatly handwritten assignments are acceptable for full points.

Overlapping Classes: If students are enrolled in two classes that overlap in time they are responsible for ALL coursework requirements."

Late Assignments: Part of professional behavior is submitting assignments on time.  Assignments that are not turned in at the outset of class for the session they are due will lose 10% of total points per day (but no more than 70% if turned in before the final week).

Incomplete grades will be given only for documented medical reasons, extreme personal hardship, or family emergencies. 

In-class activities may require the use of the course text.  Please come prepared.


Livetext: Admission to and continuation in the Teacher Education Program requires that you purchase LiveText. You must present proof of purchase to the Certification Office, Black 228. Posting of final grades will be delayed until individual artifacts have been posted for sharing with the instructor on LiveText accounts.


ADA Statement:  Students who have special needs or disabilities that may affect their ability to access information and/or materials presented in this course are encouraged to contact the instructor as soon as possible.  You may also wish to contact Robert Harden, ADA Compliance Officer, Director, ADA Affairs and Student Assistance on CWU campus at 963-2171 for additional disability related educational accommodations.

 

Bibliography:

              

Text: 

 

Lewis, R. B., & Doorlag, D. H. (2006). Teaching special students in general education

               classrooms (7th ed.). Upper Saddle River, NJ: Merrill – Prentice Hall.

 


Click here to download .ppt describing disabilities (This is the resource used in class lecture.)


Contemporary References

 

Alberto, P. A., & Troutman, A. C. (2003). Applied behavior analysis for teachers  (5th

               ed.).  Columbus, OH:  Merrill/Prentice Hall.

Good, T. L., & Brophy, J. E. (2000). Looking in classrooms.  New York: Longman.

Goodlad, J. I., & Lovitt, T. C. (Eds.).  (1993). Integrating general and special education.  

               New York:  Maxwell Macmillan International.

Heward, W.  (1996).  Exceptional children:  An introduction to special education   (5th

               ed.).  Columbus, OH:  Merrill.

Lovitt, T. C.  (1995).  Tactics for Teaching  (2nd ed.).  Austin, TX: Pro-Ed.

Salend, S. J. (1998).  Effective mainstreaming: Creating inclusive classrooms,

               (4th ed.). Columbus, OH: Merrill/Prentice Hall.

Turnbull, R., Turnbull, A., Shank, M., Smith, S., & Leal, D. (2002). Exceptional lives:

               Special education in today's schools (3rd ed.). Columbus, Oh: Merrill/Prentice

               Hall

Wood, J. W. (2002). Adapting instruction to accommodate students in inclusive settings. 

               Columbus, OH: Merrill/Prentice-Hall.

 

Periodicals

 

Educational Leadership                         Intervention in School and Clinic

Kappan                                                          Phi Delta Kappa

Teaching Exceptional Children          The Journal of Special Education

 

"Tentative" Order of chapters presented –WACs, 1, 2, 3, RTI, 9,  4, 5, Meta-Analysis, FBA, 10,  11, & (possibly 6)

Note: Clicking on the above chapters will download powerpoint notes for each.

If you are interested in a copy of OSPI's guidelines for RTI, click here.

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Attachment A

Collaboration Rating Scale

 

Project Topic _____________________________________

 

Please evaluate each person in your cooperative learning group based on their contribution to this project. 

                                                                                                                                       Rating

Participants' Names            

Low                                                                                                     High

 

0                 1                   2                   3                   4                   5                   6

 

0                 1                   2                   3                   4                   5                   6

 

0                 1                   2                   3                   4                   5                   6

 

0                 1                   2                   3                   4                   5                   6

 

0                 1                   2                   3                   4                   5                   6

 

0                 1                   2                   3                   4                   5                   6

 

 

Evaluator's Name ___________________________________

 

This information will not be shared with group members.

 

 

Audience Feedback Form

Evaluate each presenter in the following areas. Use the back of this sheet for
constructive comments.


Lesson Opening

__/1  How well does the presenter introduce her/his portion of the presentation?

 

Lesson Delivery (Body)

___/1  How well does the presenter maintain your attention and use her/his references to get across the main
point of the presentation?

 

Lesson Closing

___/1 How well does the presenter close her/his presentation and transition to the next presenter?

 

Advance Lesson Planning is Evident

___/1 How well prepared does the presenter appear to be with her/his information?

 

 

Presenter's name _________________________________________Total Pts. _______

 

Your name ___________________________________________________________

This information will be shared with group members.  The instructor will complete an evaluation based on teaching clarity,
pace, quality of information, reference to annotated bibliography, and transitions.  The class average will be averaged with
the instructor's evaluation.

 

Attachment B

EDF 302 Take-Home Final Exam

 

1)     View the sixth grade or high school case from the Inclusive Classrooms CD.

2)     Using the following format, describe 5 different effective-teaching strategies that appear in
the video.

 

In two or three sentences                                                                     Cite the CD clip number

describe the management 

or instructional strategy that                           

the teacher(s) used in the clip.

_______________________________________ ___________________

 

3)     Based on the group projects that were presented in class (not your group's), cite a total of 6 things that you knew and/or learned using the following format

 

              What I knew about the topic beforehand:



 

 

Cite the a) group presenter, b)  the author(s) credited with the information (from annotated bibliography), and c) date of the specific reference.

 

 

 

AND/OR

 

What I learned from the presentation:

              

 

 

Cite the a) group presenter, b)  the author(s) credited with the information (from the annotated bibliography), and the c) date of the specific reference

 

 

Please word-process your take-home final exam.  Exams are due by the beginning of the final exam class meeting and or can  be sent to majstere@cwu.edu.  Request a confirmation if you send an electronic final. 
(Note: If you do not receive a confirmation, do not assume that your attached final exam has been received.)


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