Written Explanation

In the provided instructional unit on World War II and the Holocaust, I demonstrate how I draw upon a ​thorough understanding of learning and development to positively impact learning and achievement for ​my students across various school environments. Throughout the unit, I consistently activate students' ​prior knowledge and provide context through warm-up activities, videos, timelines, and open-ended ​questions, aligning with Vygotsky's Sociocultural Theory on the role of social interactions and cultural ​context in cognitive development (McLeod, 2018).

I provide scaffolding and support to help students reach their Zone of Proximal Development (ZPD) ​(Vygotsky, 1978) by using visual aids, audio recordings, concrete examples, and breaking down complex ​concepts into manageable chunks. The unit incorporates cooperative learning strategies and encourages ​peer interactions, facilitating co-construction of knowledge and enhancing engagement (Gillies, 2016), ​such as partners discussing excerpts from Anne Frank's diary in Lesson 3.

To cater to diverse learner needs and preferences, I incorporate principles of differentiated instruction ​and Universal Design for Learning (UDL) (CAST, 2018; Tomlinson, 2014), providing accommodations and ​modifications like audio recordings, assistive technology, simplified materials, and choices in activities. ​For instance, in Lesson 5, students have a choice board for their summative assessment, allowing them to ​demonstrate understanding in different ways.

By discussing the moral and ethical implications of the Holocaust and encouraging personal connections, ​such as students posting their experiences on PollEverywhere in Lesson 3, I aim to create a culturally ​responsive learning environment that promotes critical thinking and empathy (Ladson-Billings, 1995). The ​unit also incorporates various formative assessment strategies like informal discussions, quick checks, ​and written reflections, aligning with embedded formative assessment principles to provide feedback and ​inform instructional adjustments (Wiliam, 2011).

Through integrating these evidence-based practices of activating prior knowledge, scaffolding, ​cooperative learning, differentiation, culturally responsive pedagogy, and formative assessment, I ​demonstrate how I draw upon a comprehensive understanding of learning and development to positively ​impact student learning and achievement across various school environments.

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Instructional Unit Lessons

References:

CAST (2018). Universal Design for Learning Guidelines version 2.2. http://udlguidelines.cast.org

Gillies, R. M. (2016). Cooperative learning: Review of research and practice. Australian Journal of Teacher Education, 41(3), 39-54. ​https://doi.org/10.14221/ajte.2016v41n3.3

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491. ​https://doi.org/10.3102/00028312032003465

McLeod, S. A. (2018, August 5). Vygotsky's socio-cultural theory. Simply Psychology. ​https://www.simplypsychology.org/vygotsky.html

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Wiliam, D. (2011). Embedded formative assessment. Solution Tree Press.

This lesson plan on the Holocaust serves as a powerful example of how to implement culturally responsive practices that recognize ​and address the needs of all learners. A foundational aspect of culturally responsive pedagogy is incorporating diverse narratives, ​primary sources, and firsthand accounts into the curriculum, especially when teaching about oppression, marginalization, and ​human rights violations (Misco, 2018). By intentionally utilizing survivor accounts, memoirs, and personal perspectives throughout ​the lesson, students gain a multifaceted understanding of the Holocaust that centers the lived experiences of those most impacted. ​This approach validates and amplifies voices and stories that have historically been marginalized, cultivating greater empathy, ​critical consciousness, and humanity.

Also, Waitoller and Kozleski (2013) emphasize the ethical imperative for educators to engage in practices that authentically validate ​the diverse backgrounds, cultures, abilities, and unique needs represented in their classrooms. Aligned with this research, the ​lesson plan explicitly states accommodations and modifications will be seamlessly integrated to ensure an inclusive, equitable ​learning experience. Utilizing assistive technologies, audio recordings, simplified materials tailored to individual needs, and ​providing choice in activities demonstrates a culturally responsive commitment to differentiation and Universal Design for Learning ​principles. This proactive approach to accessibility avoids marginalization and creates an environment where every student feels ​valued, supported, and empowered to engage with the content meaningfully.

The use of audio recordings and assistive technologies supports students with disabilities or diverse learning needs, ensuring the ​content is accessible. Simplified materials account for variabilities in reading levels and language proficiencies. Providing choices in ​activities allows student voice while differentiating based on interests and strengths. These accommodations and modifications are ​part of the lesson design aligning with the principles of Universal Design for Learning (UDL).

By weaving diverse perspectives through primary sources, highlighting stories of the marginalized, and prioritizing accommodations ​and modifications to meet all students' needs, this lesson embodies culturally responsive lesson planning within my teaching ​practice. It not only deepens students' understanding of the Holocaust but also deepens critical skills like empathy, social ​awareness, and civic responsibility - impacting learning holistically. Ultimately, this culturally responsive approach enriches the ​educational experience, and promotes equity and inclusion.

References

Misco, T. (2018). Culturally responsive curriculum and pedagogy in the Commonwealth of the Northern Mariana Islands. ​International Journal of Multicultural Education, 20(2), 81-100. https://doi.org/10.18251/ijme.v20i2.1592

Waitoller, F. R., & Kozleski, E. B. (2013). Working in boundary practices: Identity development and learning in partnerships for ​inclusive education. Teaching and Teacher Education, 31, 35-45. https://doi.org/10.1016/j.tate.2012.11.006

Content Knowledge

In this lesson plan, I exhibit mastery of the discipline of special education with consideration to ​applied behavior analysis by designing an evidence-based intervention using the research-supported ​strategy of task analysis. The lesson plan highlights how task analysis has been shown to effectively ​address target behaviors in students with ASD "regardless of cognitive level and/or expressive ​communicative abilities" (Franzone, 2009). By determining the instructional choices based on this ​evidence, I demonstrate knowledge of informed practices from the field.

The use of a visual task analysis chart exemplifies leveraging technology as an instructional support to ​enhance student learning. Visual supports have been widely established as a best practice when ​teaching students with ASD to promote comprehension of multi-step routines and procedures. ​Incorporating this visual component capitalizes on the technological affordances of clearly depicting ​each step of the desired transition routine.

Moreover, the systematic prompting system, establishment of a consistent setting, and plans for ​continuous data collection procedures reflect my content knowledge of the principles of applied ​behavior analysis. These are evidence-based methods for effectively shaping behavioral skills through ​reinforcement strategies tailored for learners with ASD.

The measurable objectives focused on self-reflection, goal-setting using the SMART framework, and ​ultimately demonstrating mastery of the independent transition routine illustrate my grasp of ​cognitive and metacognitive strategies to facilitate self-regulated learning. Promoting skills like self-​awareness, self-monitoring, and self-advocacy are recognized as critical for the long-term success of ​students with disabilities.

By synthesizing research from multiple disciplines - special education, applied behavior analysis, ​cognitive psychology - into a cohesive lesson plan, I demonstrate broad content knowledge. This ​allows me to design high-quality, individualized intervention with principles of universal design for ​learning and student-centered pedagogy.

Through the thoughtful integration of assistive technology visuals, structured routines, research-​based strategies, and a focus on self-determination, this lesson plan demonstrates my mastery of ​disciplinary knowledge and its purposeful application to create enriching, impactful learning ​experiences tailored for diverse student needs.

Click the link to access the artifact:

Task Analysis Lesson Plan

Resources

Franzone, E. (2009). Overview of task analysis. National Professional Development Center on Autism Spectrum Disorders, Waisman Center, University of ​Wisconsin. https://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/TaskAnalysis_Steps_0.pdf

Focusing on teaching about Anne Frank and her diary, I researched and designed my instructional ​approach to implement informed strategies that support learner progress through multiple ​continuous informal assessments towards each student's individual learning goals.

Before the lesson, I thoroughly explored various resources and methods specifically tailored to ​teaching this personal narrative within the historical context of the Holocaust. Research highlights the ​importance of using primary sources and personal accounts in Holocaust education to foster empathy ​and deeper understanding (Lindquist, 2011; Totten, 2002). I leveraged insights from literacy experts ​who recommend analyzing literary devices, themes, and emotional perspectives when teaching ​narrative texts (Beers & Probst, 2017; Gallagher, 2004).

During guided practice, I divided students into small collaborative groups, a technique shown to ​enhance critical thinking and interpersonal skills (Gokhale, 1995; Tanner et al., 2003). Students ​analyzed diary excerpts using strategies from literature and history, an interdisciplinary approach ​advocated for deeper learning (Boix Mansilla & Dawes Duraising, 2007; Drake & Burns, 2004). With ​technology integration, students could access multimedia resources aligning with principles of ​multiliteracies pedagogy (New London Group, 1996; Cope & Kalantzis, 2009).

Independent practice built on findings that personal choice enhances motivation and learning (Patall ​et al., 2010; Stefanou et al., 2004). Assignments like reflective writing and research aligned with ​recognized ways to extend text-based learning (Applebee & Langer, 2011; Graham & Perin, 2007).

Continuous formative assessment through observation, discussions, and work samples allowed me to ​adapt instruction per research on effective feedback practices (Black & Wiliam, 2009; Hattie & ​Timperley, 2007). This individualized, responsive teaching approach reflects learner-centered ​principles (McCombs & Whisler, 1997; Weimer, 2002).

By implementing research-supported strategies across disciplines, ongoing assessments, and tailored ​instruction, I aimed to create an immersive experience helping students understand Anne Frank's ​story, build empathy, and connect individual experiences to the broader World War II context.

References

Gokhale, A. A. (1995). Collaborative learning enhances critical thinking. Journal of Technology Education, 7(1). https://doi.org/10.21061/jte.v7i1.a.2

Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools – A report to Carnegie ​Corporation of New York. Alliance for Excellent Education.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487

Lindquist, D. H. (2011). Instructional approaches and teaching resources for use with personal narratives of the Holocaust. Social Education, 75(6), 344-​347.

Patall, E. A., Cooper, H., & Robinson, J. C. (2010). The effects of choice on intrinsic motivation and related outcomes: A meta-analysis of research findings. ​Psychological Bulletin, 134(2), 270-300. https://doi.org/10.1037/0033-2909.134.2.270

Totten, S. (2002). Diminishing the complexity of the Holocaust: Applying psychoanalytic principles in teaching Holocaust literature. In S. Totten (Ed.), ​Diminishing the complexity of the Holocaust (pp. 141-146). Simon Wiesenthal Center Annual, Vol. 19. Vallentine Mitchell.

Professional Learning

In the assignment to explore the use of Assistive Technology using the WATI Guide, I demonstrate how ​I design, implement, and evaluate professional and ethical practices by applying coursework on ​assistive technology in an educational setting and critically reflecting on practices through the lens of ​educational theory. The assignment outlines the process of designing an assistive technology plan for ​a 19-year-old student with a traumatic brain injury (TBI) based on the WATI Information Guide ​observation. This aligns with coursework on conducting AT assessments, evaluating student needs, ​and identifying appropriate AT solutions.

To address the student's needs comprehensively, I proposed a strategic implementation plan ​integrating multiple assistive technologies, directly applying principles and strategies from coursework ​on AT implementation for students with physical and cognitive disabilities. This included introducing a ​tailored communication board, customizing her existing communication device, providing a ​specialized slant board for writing posture and mobility support, digitizing classwork for enhanced ​reading accessibility, exploring handwriting-to-text conversion technology, and incorporating pictorial ​representations alongside text.

Throughout the assignment, I critically evaluated the student's current AT use and identified areas for ​improvement through the lens of educational theory and best practices. For instance, I recognized the ​limitations of her existing communication methods and the need for more efficient, customized ​solutions aligned with augmentative and alternative communication (AAC) theory. I also acknowledged ​the challenges posed by her vision and mobility deficits, necessitating a multimodal approach ​combining low-tech and high-tech solutions grounded in universal design for learning (UDL) ​frameworks.

The assignment emphasizes ethical practices centered on promoting the student's independence, ​autonomy, and full participation in academic and functional tasks. The recommendation for a ​specialized slant board aims to "support increased independence and autonomy in academic settings." ​Moreover, the overall goal of integrating various AT solutions is to help the student "navigate both ​functional and academic tasks with newfound confidence and ease, thereby cultivating a greater sense ​of independence and resilience." These practices align with ethical principles of empowerment, self-​determination, and inclusion for individuals with disabilities. By designing an AT plan based on a ​structured observation process, proposing specific implementations rooted in coursework principles, ​evaluating current practices through educational theory lenses, and prioritizing ethical considerations, ​this assignment demonstrates my professional learning in applying AT knowledge to support students ​with disabilities in educational settings.

lesson video #1

In this video I am teaching lesson 2 of the Instructional ​Unit. I am guiding students through answering the ‘Know’ ​and ‘Want to know’ sections of a KWL chart.

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Lesson Video #2

In this video I am teaching lesson 3 of the Instructional ​Unit. I am guiding students through navigating ​technology resources to explore the topic and reflect on ​their thoughts using PollEV.

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