shapes


 * || TEC 546 ||
 * || ** Juli Coats ** ||
 * || ** 5/5/2011 ** ||
 * || ** Juli Coats ** ||
 * || ** 5/5/2011 ** ||
 * || ** Juli Coats ** ||
 * || ** 5/5/2011 ** ||

Rubric for Shapes lesson student 1 Guide for assessment scoring : Student does not point to shape =student points to shape with verbal cue =student points to shape with teacher gesture =student points to shape on request =student points to shape independently. The lesson is on shapes specifically, the circle. It is actually a unit on shapes and the summative lesson would be on all six shapes. The circle shape is one of six shapes that students will learn about during a six week unit plan. The unit is taught in several smaller lessons. The lesson is on knowing the circle. The assignment will be the students s how ing recognition of the circle. The students will be s how n several different pictures of circles, tangible circles that visually impaired students can see, pictures of circles, circles that are part of another object, circles that are on the computer and so on. The teacher reminds the students again that the class will be studying shapes and this lesson will be on circles. She will hold up a circle and ask the students to hold up one of their circles. For those students who cannot or did not pick up one of the circles in front of them, the teacher will take away all the circles but one. Again the teacher tells the students to pick up a circle. She waits about five seconds and then visually points to the circle that is sitting in front of the students. If the student still does not pick up the circle, she puts his hand on the circle and lifts his circle in the air stating, “This is a circle”. The next activity to enhance or increase knowledge regarding the circle is making your own circle. The students will receive a three inch in diameter circle. They will be given crayons and markers and asked to color their circles in a way that they like. For the students that cannot hold a writing implement, they can use the computer to color a circle using paint program. Each circle has the phrase “This is a _” written on the middle of the circle. The students will pick up a stamp with the word circle written on it. They are to ld to place the stamp in the blank space on the circle. The students are provided a model and verbally to ld to put the correct shape(circle) in the shape box. (The shape box is a wooden box and will eventually hold all the shapes, but for this lesson it will only hold circles.) Modeling will be done with this activity prior to students first attempt. Each student will have one of these circles with phrases inside to complete. The students circles’ will be on large paper and need to be cut out. They will be cut out before they are put in the shape box. The cut out circles will be stapled to the unit board after being placed in the shape box. The unit board will be where all the shapes get stapled. It will be divided in to the shapes that are studied in this six week unit. This is one lesson in the six part Unit on shapes. The age range for this Unit plan is kindergarten/mentally challenged students. To ol Assessment: The students will be assessing the circle. There are ten students with various challenges in the class. Each person will be participating in the activity. They will be divided in to three groups of three with one having a group of four. An adult will be working with each group to ensure the students are understanding lesson and staying on task. Please see Rubric. Blank Rubric All ten students participated in this lesson on shapes. Each person received exposure to all of the six shapes that made up the Unit on shapes. Usually each shape was discussed for one week and assessed either from day to day or at the end of the week. The students did have access to shapes throughout the school day and whenever a shape was the same as the shape that we were studying at that time, the students would be asked if they saw that particular shape. We would play the game I see a shape. What do you see? The students would guess what shape it was and then either point to where it was or move to the object and say, “I see _____ looking at me” Students earned an extra credit point which meant they got an extra minute to play in free time. This assessment is pretty much indicative of many of the assessments that I use in the classroom. The standardized tests do not accommodate special education students. They (standardized tests) must be changed to make them fit the student. So, in a sense, they really are not standardized. The hands on direct instruction method is one of the most successful assessments for my students. I learned to give my students more wait time when asking questions about a new concept that they have just learned, such as, learning about the circle. The students have much more success when they have a bit more time to think about what is being asked of them. I have also found that they enjoy the assignments much more when they are able to answer correctly with the adequate wait time. I have cut some of the assignments that I do with the students so that I can accommodate them learning new concepts. Scanned image There are three images that the students were given. Each image was given one at a time, during the lesson that the particular shape corresponded to. In this case, the circle was the scored rubric out of the six shapes that are part of the unit as a whole. The scanned image shows two examples of what the students can use as a tangible representation of shapes that they can use to help them understand what shapes are. __This is an example of two objects consisting of two shapes that the students were considering shapes during this lesson, The students were able to look on the computer and find various shapes that are related to the shape being studied. These are tangible objects so they can hold them in their hands. This helps them become more proficient in identifying shapes as they are getting the information in various ways. __ __Red ball (circle) and square disc__ __Student assignment rubrics__ Jonny Jessica Carlos The scored rubrics for the three students in this assessment are listed as follows: Jonny has 0%. This seems to be indicative that Jonny does not know what to do for this assignment. He would benefit from some one on one time to go over the lesson a little bit more. Jessica has 40%. Carlos has 60%. The scores were taken randomly from the class of ten students. Some of the students are visually impaired so the test is not going to reveal a correct longitudinal report. However, there are accommodations that can be made so that the research will be more accurate.
 * Student does not point to square 20% || Student points to square with verbal cue 20% || Student points to square with teacher gesture 20% || Student points to square on request 20% || Student points to square independently 20% ||
 * Student does not point to circle 20% || Student points to circle with verbal cue 20% || Student points to circle with gesture 20% || Student points to circle on request 20% || Student points to circle independently 20% ||
 * Student does not point to triangle 20% || Student points to triangle with verbal cue 20% || Student points to triangle with gesture 20% || Student points to triangle on request 20% || Student points to triangle independently 20% ||
 * Student does not point to rectangle 20% || Student points to rectangle with verbal cue 20% || Student points to rectangle with gesture 20% || Student points to rectangle on request 20% || Student points to rectangle independently 20% ||
 * Student does not point to oval 20% || Student points to oval with verbal cue 20% || Student points to oval with gesture 20% || Student points to oval on request 20% || Student points to oval independently 20% ||
 * Student does not point to star 20% || Student points to star with verbal cue 20% || Student points to star with gesture 20% || Student points to star on request 20%  || Student points to star independently 20%  ||
 * Student does not point to square 20% || Student points to square with verbal cue 20% || Student points to square with teacher gesture 20% || Student points to square on request 20% || Student points to square independently 20% ||
 * Student does not point to circle 20% ** no  ** || Student points to circle with verbal cue 20% **  no  ** || Student points to circle with gesture 20% **  no  ** || Student points to circle on request 20% **  no  ** || Student points to circle independently 20% **  no  ** ||
 * Student does not point to triangle 20% || Student points to triangle with verbal cue 20% || Student points to triangle with gesture 20% || Student points to triangle on request 20% || Student points to triangle independently 20% ||
 * Student does not point to rectangle 20% || Student points to rectangle with verbal cue 20% || Student points to rectangle with gesture 20% || Student points to rectangle on request 20% || Student points to rectangle independently 20% ||
 * Student does not point to oval 20% || Student points to oval with verbal cue 20% || Student points to oval with gesture 20% || Student points to oval on request 20% || Student points to oval independently 20% ||
 * Student does not point to star 20% || Student points to star with verbal cue 20% || Student points to star with gesture 20% || Student points to star on request 20%  || Student points to star independently 20%  ||
 * Student does not point to square 20% no || Student points to square with verbal cue 20% yes || Student points to square with teacher gesture 20% yes || Student points to square on request 20% yes || Student points to square independently 20% yes ||
 * Student does not point to circle 20% no 5/3/11 || Student points to circle with verbal cue 20 % yes 5/3/11  || Student points to circle with gesture 20% no 5/3/11  || Student points to circle on request 20% no 5/3/11  || Student points to circle independently 20% no 5/3/11  ||
 * Student does not point to triangle 20% || Student points to triangle with verbal cue 20% || Student points to triangle with gesture 20% || Student points to triangle on request 20% || Student points to triangle independently 20% ||
 * Student does not point to rectangle 20% || Student points to rectangle with verbal cue 20% || Student points to rectangle with gesture 20% || Student points to rectangle on request 20% || Student points to rectangle independently 20% ||
 * Student does not point to oval 20% || Student points to oval with verbal cue 20% || Student points to oval with gesture 20% || Student points to oval on request 20% || Student points to oval independently 20% ||
 * Student does not point to star 20% || Student points to star with verbal cue 20% || Student points to star with gesture 20% || Student points to star on request 20%  || Student points to star independently 20%  ||
 * Student does not point to square 20% || Student points to square with verbal cue 20% || Student points to square with teacher gesture 20% || Student points to square on request 20% || Student points to square independently 20% ||
 * Student does not point to circle 20% no || Student points to circle with verbal cue 20% **  yes  ** || Student points to circle with gesture 20% **  yes  ** || Student points to circle on request 20% **  no  ** || Student points to circle independently 20% **  no  ** ||
 * Student does not point to triangle 20% || Student points to triangle with verbal cue 20% || Student points to triangle with gesture 20% || Student points to triangle on request 20% || Student points to triangle independently 20% ||
 * Student does not point to rectangle 20% || Student points to rectangle with verbal cue 20% || Student points to rectangle with gesture 20% || Student points to rectangle on request 20% || Student points to rectangle independently 20% ||
 * Student does not point to oval 20% || Student points to oval with verbal cue 20% || Student points to oval with gesture 20% || Student points to oval on request 20% || Student points to oval independently 20% ||
 * Student does not point to star 20% || Student points to star with verbal cue 20% || Student points to star with gesture 20% || Student points to star on request 20%  || Student points to star independently 20%  ||