Professional Documents
Culture Documents
A-Analyze Learners
T- PACK
Technology: Communication boards and devices (board is low tech but still considered
technology), teacher computer with access to videos, student devices with access to
Movie Maker
• Additional Technologies
o Students with lower verbal abilities will utilize their core language
boards or communication
o I will use my teacher device to provide students with images and
videos of community helpers in action
• Delivery Model
o The lessons prior to the completion of the digital story will be delivered
in a small group setting with a 3:1/2:1 student to teacher ratio.
o The students will be grouped by ability level. The groups will have
various levels of verbal ability.
o All groups will be presented with a multi-sensory materials including
visual paired with vocabulary terms, videos as well as opportunities for
movement.
Content: Intermediate functional program: Community Skills
• Students are familiar with the various technologies being used in these lessons
• The lessons will take place at the small group table located in the back of the
classroom.
o Students participate in small group rotations daily and are familiar with
the behavioral expectations as well as the design of the small group
time.
• In order to help students become familiar with the Movie Maker program,
they will attend several small group lessons with the paraeducator. Most
students are tech-savvy and can utilize their personal devices easily and
effectively.
• For some students, they will have the use of a scribe in order to access the
text feature on Movie Maker.
Evaluation/Reflection
Overall, this unit went well but was very difficult. The topic of community helpers
is always exciting and motivating for my students so engagement with the lessons was
high. Students enjoy viewing photos as well as videos when exploring the roles and
responsibilities of the identified community helpers. The idea of creating a Digital Story
was also motivating and engaging for many of the students in my class. When defining
the term “Digital Story” students viewed examples and likened what they saw to
movies. The students were excited to make their own movies.
I think providing students with the scaffolded worksheet to plan their stories was
effective. While it required a lot of teacher preparation it was worth it to ensure the
content as well as the final project were accessible to all learners. For students with a
lower ability level, they were presented with two choices and asked to select the
correct answer based on a given verbal prompt while other students were asked to
produce spontaneous answers either verbally or through selecting an image.
When it came to creating the digital stories I felt there were high points as well as
low points. As previously stated, the students were excited and motivated to participate
in the project but there was a lot of teacher preparation as well as planning and
scheduling to ensure each student had support while creating their stories. Students
with low verbal abilities were able to complete their projects with more ease as they are
versed in keyboarding and were able to add captions easily. Students who were
required to record their narration needed more coaching, practice and some were
very frustrated by the process. In the future, I may opt to allow students to add captions
and forgo the verbal narration if they choose to do so. For all students, much of the
process of putting the images together in Movie Maker was left to the adults in the
classroom. The students were able to choose their images but needed a lot of support
inserting them and manipulating them.
In the end, the students were proud of their finished products and were eager to
share them with one another. I think this was a successful project and I look forward to
embarking on this journey with my future student.