1. Kristen Chaffins
5-14-14
CI350 ASSURE Method
Analyze Learners
General Characteristics: The lesson that will be conducted will be taught to fifteen
Russian children between the ages 10 and 19. The children have just recently come to
the US and have mildly to severe vision impairments. The children speak some English
and will benefit by hearing easy-to-understand words and phrases, as well as simple
sentences. There are more boys than girls with a ratio of 8 boys to 7 girls. The class is
based toward students with average learning capabilities. The Russian culture varies
from US culture and this will also be taken into consideration.
Entry Competencies:
The children in the class are able to:
Use tablets by telling it what to search or analyze, and it will speak back to the
children with the answer.
Understand simple sentences and words in the English language
Read with braille
Communicate with others in both English and Russian
Learning Styles: Students are unable to read everyday textbooks and therefore must be
provided textbooks that use braille. They can also become restless by just listening to a
teacher speak, so many times songs can be very useful. Students work well with each
other and communicate well, therefore group projects can be very beneficial. Most of
the students are abstract sequential learners. Students who are blind many times
benefit from other senses, such as taste, sound and touch. These will be incorporated
into the lesson as well.
State Objectives
The objectives of the instructional lesson of the Fourth of July:
The students will name events leading up to the first Fourth of July by discussing
and listening to an instructional podcast with 95% accuracy by the end of the first
instructional day.
The students will generate three different activities people in the United States
participate in on the Fourth of July (i.e. cookouts, fireworks, bonfires, block
parties, swimming, etc.) by working in five groups to create a song that describes
each activity. This activity will be completed by the end of the third instructional
day with 95% accuracy and will be demonstrated in front of the other students.
Select Methods, Media and Material
2. Kristen Chaffins
5-14-14
CI350 ASSURE Method
The teacher will first decide which method is best to go with in teaching the lesson, and
will then decide what media is best used based upon the availability to me. The method
used will be a discussion of the topics and information the students will need to
complete their activity. The will use an instructional podcast that allows the students to
hear the material without having to spend the time reading through it in braille. The
podcast will be in Russian, since that is their first language, and the teacher will follow
along using subtitles. The sound system used is provided in the classroom. The teacher
will previously listen to the podcast in English so they completely understand the
material. Hands on materials will also be used. Some examples of this could be the
sound of pom-poms rubbing together to demonstrate the sound of fireworks.
Utilize Media and Materials
Preview Materials: Before the students listen to the podcast, the teacher will preview the
content of the podcast making sure the words are easily understood by the students.
The teacher will also expand upon some topics of the podcast and will use outside
resources to do this.
Prepare the Materials: In preparation, the teacher will have the podcast ready to go
when the time comes in the lesson to play it. This will eliminate the students getting
restless during the time it would take for the teacher to get the podcast ready. There will
also be individual headsets ready for any students that are still having a difficult time
hearing that can be hooked into individual tablets that are connected to the main sound
system that is playing the podcast. The teacher will also speak loudly and clearly to help
the students understand.
Prepare the Environment: The classroom will be set up in a way that is easy for the
children to maneuver around. There will not be large objects set in the middle of isles to
keep ease of access to every student, no matter their eyesight.
Prepare the Learners: The teacher will prepare the learners by giving them an overview
of the Fourth of July holiday and why it is celebrated in the US. The teacher will then
discuss the final project and discuss how the learning objectives fit with the activity in
order to prepare the students for their songs. Each group is given a tablet to use during
the activity, as well as an aid/translator to keep their anxiety at a minimum.
Provide the Learning Experience: The teacher will act as a facilitator and will help the
students discuss the information given during the podcast, as well as discussing
possible activities people do on the Fourth of July.
Require Learner Participation
3. Kristen Chaffins
5-14-14
CI350 ASSURE Method
Students will be encouraged to ask questions and interject input during the discussion
prior to the activity. After the initial discussion, students will first work in their five groups
of three to determine which activities they will use in their song. Since there are three
days given for the assignment, day two will consist of the groups exchanging feedback
to other groups after listening to one another’s songs. The teacher will also sit down
with each group to provide feedback. The groups will then be allowed more time to work
together to improve their songs. Individually, students will look up information (via their
tablets) to contribute to their groups overall assignment. A rubric will be given to each
group by the teacher, in auditory form, so the feedback will be positive and informative
and they will know what to expect when evaluated. Students will also do hands-on
activities to better understand these activities. When dealing with fireworks, the students
may incorporate a touch with a certain color, as well as different sounds and feelings
with the fireworks. This will allow the students to understand the act of watching
fireworks.
Evaluate and Revise
Assessment of Learner Achievement: The following point values will be used to
evaluate the students’ knowledge of the Fourth of July:
Individual Participation in Class Discussion: Did you actively participate in whole
class discussion? Were you able to discuss the events leading up to the Fourth
of July? Did you actively participate in working within your small group? Did you
contribute to the overall success of your group? (10 points)
Group Lyrics/Content: Do you understand the material in a way that makes
sense to others? Did you clearly get all of your points across? Did you speak in a
manner that others were able to understand? (10 points)
Group Presentation: Did you actively participate in the final presentation of the
song to the class? (5 points)
Organization: Do you topics flow together? Were you prepared? Did you properly
rehearse before the final presentation? (5 points)
**Each student will be evaluated on a 30 point scale.
Evaluation of Methods and Media: The students will evaluate the use of tablets to
provide the information used. The teacher will also ask the students to give feedback on
the overall use of podcasts and tablets, as well as what they liked and disliked about the
structure of the information given.
Evaluation of Overall Methods: The students will evaluate their activities in order to give
feedback to the teacher on what worked, as well as what didn’t. This will allow the
teacher to improve and revise the lesson plan to improve further ways of getting
information across to the students. The teacher will also analyze the evaluation of the
students work to see if the project was effective in allowing the students to express what
they learned in a fun way. This will also allow the teacher to look back and see if all of
the objectives originally stated were met. Any aspects of the lesson that did not seem to
benefit the students will be removed, and other options will be explored.
