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ECH-530 Introduction to the Exceptional Learner
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Develop a learning plan with strategies for the child from the “Case Study” that includes the following:
Clear, measurable learning goals;
Relevant materials and resources including a technology tool for the child and/or teacher;
Time to implement learning plan;
When achievement of learning goals will be re-evaluated; and
Time to transition off learning plan.
Write a 100-250 word agenda with a script for a meeting with family from the “Case Study.” Include the following:
Factual strengths and challenges – do not diagnose the child;
Expectations for teacher, child, and family members related to the learning plan, including a plan for follow-up.
Use 2-3 scholarly resources.
Attachments:
ECH-525 Introduction to the Exceptional Learner Benchmark Assessment and Rubric
Review ECH-525 Introduction to the Exceptional Learner Benchmark Assessment and Rubric.”
2) The benchmark assessment is due in Module 7. All coursework will inform this assignment.
3) Finalize the benchmark assessment according to the instructions and criteria in “ECH-530 Introduction to the Exceptional Learner Benchmark Assessment and Rubric.”
4) Submit the assignment to the instructor by the end of Module 7.
5) Additionally, submit the assignment in TaskStream. Directions for submitting to TaskStream found on the College of Education’s page in the Student Success Center.
ECH 530 Introduction to the Exceptional Learner
Benchmark Assessment and Rubric
Targeted Essential Learning
Teaching and learning in young children is complex and impacted by a number of variables. Among them are behaviors associated with a range of developmental domains. (NAEYC 1, 4; InTASC 1, 2, 3, 4, 9)
Assessment Tool Selected
Essay
Specific Performance/Task(s)
• Identify and apply an understanding of young children’s characteristics and the many influences on young children’s development and learning. (NAEYC 1.1a)
• Define the developmental level of individual students and adapt instruction accordingly. (NAEYC 1.1c)
• Support knowledge of child development and help each student derive meaning from his/her experiences, (NAEYC 1.2b)
• Analyze the theories and research related to social development, language acquisition, developmental delays, second language acquisition and developing positive and effective classroom communities. (NAEYC 4.1a)
• Evaluate teaching practices addressing challenging behaviors, communication, learning environment, language and culture, social interactions and teaching strategies. (NAEYC 4.3b)
Relevancy of Task to Teacher Candidate
Teachers use their understanding of the varied behavior of young children to construct learning experiences that are applicable to specific development stages and that are differentiated to allow students to demonstrate proper behavior in learning situations to the best of their ability.
General Practicum Information
• Students should fill out the Practicum Placement Form and Observation and Activity Log located in the Practicum/Field Experience Manual. Complete the forms with the names of the schools and grade levels where the practicum/field experience(s) took place and document the hours spent in the classroom(s). Submit the forms to the course instructor along with your Benchmark Assessment.
• Spend 10 hours in two classrooms (20 total hours). Let your mentors know that you are working on understanding differentiated instructional and behavioral support strategies and techniques. Throughout the practicum/field experience, observe and interview your mentors as to best practices in these areas. Observations must be in a K-3 environment and one must be in a Title 1 school.
• It is recommended that these observations occur in the first 4 weeks of the course as there is an assignment due in Module 4 directly reflective of them. They will also inform the Benchmark Assessment.
Benchmark Assessment
Individual: Instructional and Behavioral Support of Students in an Early Childhood Classroom
1) Using your practicum/field experience and in an essay of 1,250-1500 words, identify, analyze, and critique the instructional and behavioral support strategies that affect the learning of a typical, an atypical, and a gifted student.
2) Identify the developmental milestones of each student. Use research to support your identification. Describe how the mentor teachers differentiate their classroom instruction to meet the needs of these students.
a) Be sure to provide specific examples of the differentiation strategies.
b) Describe the classroom environment, including the diverse learners in the classroom, culture, gender, socioeconomic factors, etc.
3) Explain what incentives and positive behavioral supports are in place within the classrooms and how each student responds.
4) Identify what ongoing assessments are used and which are necessary to mark progress for each student, including progress toward IEP goals for the student with a disability.
5) Prepare this assignment according to the GCU guidelines found in the GCU Style Guide, located in the Student Success Center.
6) Submit your assignment to the instructor at the end of Module 7.
7) Additionally, submit the assignment in TaskStream. Directions for submitting to TaskStream can be found on the College of Education’s page in the Student Success Center.
ECH-530 Introduction to the Exceptional Learner
