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1 Course and Career Reflection Paper Cornealius Gay UAGC EX645 Lesson Design for students with Mild to Moderate Disabilities Dr. Mendes 12-13-23

2 Course and Career Reflection Paper The course has presented significant learning opportunities for me. As I reflect on the course and the evolution of my instructional design practices, it is evident that the concepts and strategies presented have significantly shaped my approach to education. This aspect has occurred mainly through the various artifacts of lesson planning presented from the first to the last week of the course. These artifacts show some important events in how I have improved myself to become an efficient and inclusive teacher (Can Daşkın & Hatipoğlu, 2019). I have gained important information on collaborative planning, EBP lesson planning, accessibility, accommodations, modifications, and instructional design. This speaks about a serious attitude towards creative teaching, which offers various opportunities for each child to discover themselves and receive high-quality education. Link to ESE645 Instructional Design and Lesson Planning ePortfolio Project Link: https://portfolium.com/entry/ese645-instructional-design-lesson-planning-epor-1 Inspiration Artifact 1: Collaborative Planning and Cultural Connections Journal Collaborative Planning and Cultural Connections Journal provides a wide context for successful cooperation within educational establishments. Its purpose is twofold by outlining and identifying the necessary components of a healthy group, such as cooperation, assertiveness, autonomy, accountability, communication, transparency, and trust (Can Daşkın & Hatipoğlu, 2019). Thirdly, it highlights the importance of interactive communication, problem-solving, and conflict resolution toward effective teamwork. The plan is just a guide for teachers to traverse through these cultural mazes and shows ways of involving foreign parents in the education system. The plan tries to address these issues so that it creates an environment where people will understand each other, communicate effectively, and cooperate as stakeholders.

3 This aspect is in line with my purpose as an educator, which is to overcome cultural differences while building an encompassing learning space. Through comprehension and execution of essential aspects of collaboration, I seek to improve student learning in a multicultural classroom setting (Prater, 2018). I intend to ensure that students acquire more than just theoretical knowledge, and hence, my plan focuses on interactive communication, problem-solving, and resolving conflicts. Moreover, these plans towards involving families outside their cultural contexts are in line with my aim of establishing robust links among parents and other guardians for a comprehensive learning process for pupils. By addressing some specific feedback, I further detailed the plan by clearly outlining terminologies related to cooperation and bridging cultures. This feedback guarantees clarity and accuracy in communicating critical ideas. Additionally, I used appropriate APA citations throughout the plan, making it more evidence-based and authoritative. The plan's scholarly basis was strengthened, and the citation guidelines were conformed such that the document would stand as a reliable reference point to educators. Artifact 2: Instructional Design Considerations: Setting Up the Learning Environment for Success At the heart of the Instructional Design Plan are evidence-informed strategies for classroom and behavior management, which are meant to enhance students' positive experiences towards learning. The plan intends to provide a foundation that will facilitate a conducive platform for effective instruction and student engagement. The focus is based on classroom layouts, routine consistency, and clear expectations (Daroini & Prasetyoningsih, 2023). The inclusion of educator-directed instruction is a clear, demonstrative action indicating an effort to meet different learning needs. Universal screening, evidence-based interventions, and progress monitoring, which should be done continuously, are part of the Multitiered Systems of Support component that is necessary for timely student identification

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4 requiring personalized assistance. Classroom management comprises aspects including but not limited to physical arrangement, time management, schedules, and rules-making aimed at creating a productive and favorable learning environment. This plan perfectly matches my career objectives as an educator. Its focus is on the development of a well-organized curriculum setting to cater to student diversity (Daroini & Prasetyoningsih, 2023). It appeals to my advocacy toward the provision of equal-opportunity education through the use of evidence-based strategies and differentiated instruction. The model serves as the roadmap for the promotion of good behavior, provision of quality learning, and specific support programs in the effort to create a conducive environment for my learners in the making of engaging and successful learning spaces. These strategies will enable me to assist students in achieving success in academics and behavior at all aspects of holistic growth. I have revised my plan in order to improve academic rigor or clarification as per specified feedback. Overall, it has resulted in defining specific terms in order to give a clear meaning to the instructional design. Artifact 3: Designing Lesson Plans: Including Assessment and Standards Alignment The instructional design plan introduces students to trickster and fable stories in different cultures. The plan looks into the oral passing of stories, discussing the changes that occur from generation to culture. Additionally, it promotes critical thinking in students as it guides them to locate central ideas, assess oral narrations, and compare cross-cultural themes (Dewi et al., 2023). The Common Core State Standards (CCSS) are integrated into this lesson plan to provide a universal measure that will guide the learning outcome for students who are studying ELA. This lesson plan is relevant to my profession as an educator since it stresses standards- aligned instruction and culturally inclusive teaching. The plan is culturally driven, and it matches well with my efforts to infuse other cultures into the curriculum. I intend to develop

5 creative and interactive learning environments for students with varied backgrounds in my future professional aspirations. In response to particular feedback, adjustments were put in place for the assessment techniques. Multiple modalities of Venn diagram activities were developed as an alternative for struggling writers and English Language Learners. The use of illustrations, diagrams, and oral responses was incorporated to cater to varied learning styles and capabilities. Moreover, the plan also involves employing visual manipulatives like cutting out diagrams to aid children who learn best through motion. Artifact 4: Designing Lesson Plans: Accessibility, Accommodations, and Modifications The accessibility, accommodation, and modification component of this ELA lesson plan for second grade would help improve the teaching process. This general objective is for children to become acquainted with different cultures, fables, and tales of tricksters worldwide. The essence of this plan is to show how tales change when passed on from an older generation to a younger one and from one culture to another (Dewi et al., 2023). The lesson is based on CCSS for identifying main ideas by analyzing oral folklore, fables, and trickster stories in comparative studies. I advocate for inclusive learning; therefore, this lesson plan fits me as well. It is in this regard that I seek to emulate my dream to develop a school where different learning needs are met through provisions of accommodative measures. It also conforms to my broader career mission of developing fair and meaningful learning moments for all pupils regardless of their backgrounds and learning patterns. The plan was tweaked in accordance with some suggestions as it relates to improvement of efficiency. Avenues that allowed for the use of visual aids such as drawings, diagrams, and verbal responses were added to the Venn Diagram instructional strategy. The purpose of this adaptation is to find other possible options for struggling writers as well as ESL learners in order to make sure that thorough

6 understanding is demonstrated. Kinesthetic learners are included in the learning process through the use of manipulatives like cutout diagrams. Various executive functioning challenges were addressed using clear models, rubrics, and checklists. Assessment for ELLs involved a concentration of content over convention since their comprehensible performance should not be hindered but captured. Artifact 5: Designing Lesson Plans: Evidence-Based Practice (EBP) The purpose of this second-grade ELA lesson plan is to give an introduction to some fables and trickster tales from different traditional backgrounds. The focus is on how a story develops after transmission among generations and across different cultures. The lesson has been informed by CCSS and is designed to have students identify key messages, analyze oral traditions, and compare themes in fables and stories about jokers and mischief-makers (Iryani et al., 2023). Multimedia materials supplement traditional readings to promote student involvement in the teaching process. The lesson plan touches on my desire to use evidence-based practice (EBP), which is one of my professional aspirations as a teacher. As a result, this plan incorporates multimedia resources and caters to different learning styles in line with EBP. It serves as a manifestation of my career objective, which is to build an interactive environment for learners in the classroom. In addition, focusing on students' interests matches my aim of cultivating student self-directedness and stimulating children's love for learning. In response to specific comments, several changes were also made to enhance the efficacy of the plan. Such an approach includes even a session wherein students can select the topics that are most interesting to them, thus heightening their enthusiasm. Additionally, multimedia resources follow recommendations on alternative forms of sending materials based on varying types of learners. Thus, the changes aim to create a dynamic environment that is inclusive of different types of learners, as exemplified by Bianca Henderson's case, each one with special values

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7 and challenges. Hence, the lesson plan presents the learner with an engaging, informative, and fulfilling individualized learning experience geared towards the achievement of academic objectives. Artifact 6: Designing Lesson Plans: Alignment and Differentiation The purpose of this lesson plan is to engage second-grade students in exploring fables and trickster tales from diverse cultures, emphasizing oral traditions and the evolution of stories over time. The plan integrates differentiated instruction, aligning with ELA standards to enhance students' understanding (Muñoz Martínez & Porter, 2020). In some adjustments to improve effectiveness, the plan responded to certain comments. This process involves a session in which students are allowed to select their topics of interest so that they relate personally and engage fully in the project. Additionally, multimedia resources also follow the recommendation on various means of communicating information according to diverse learning styles. These changes are meant to create a dynamic environment that celebrates each child's uniqueness. It aims to support individual children such as Bianca Henderson, whose abilities and challenges vary. Today, a lesson plan provides each student with an exciting, educational, and goal-oriented experience. Reflection It is important for me not only to appreciate but also to remember some of the concepts and strategies that have influenced the revisions and made them so special for me from the point of view of instructional design. There is no denying that the focus on differentiated instruction has made me teach differently based on various learning styles and abilities in a classroom (Chapelle et al., 2019). My lessons are now integrating flexible grouping, offering student choices, and using ongoing support mechanisms as essential strategies.

8 I have improved my strategies by incorporating Evidence-Based Practices (EBP). This is aligned with EBP principles since it encourages asking questions, emphasizes regular check-ins with students, and provides positive reinforcement. Integrating behavioral interventions with academics into classroom routines and topics is a holistic approach to education that emphasizes gradual introduction and parent-teacher collaboration for consistency (Chapelle et al., 2019). In addition, the importance of keeping communication lines from teacher to parent open with the use of a daily communication log is an aspect that I consider indispensable for being up-to-date on each learner's progress and demands. In the future, I will purposefully use EBP strategies such as revising my lesson plans and designing. They also involve the implementation of individualized reading intervention plans, explicit comprehension instruction, as well as visual cues, and social stories for improving communication and social skills. Thus, through the application of evidence-based approaches over time, I aim to ensure that the children under my tutelage can be adequately served by creating an inclusive, active, and efficient learning environment suitable for learners with diverse needs. Conclusion Conclusively, this reflective paper highlights the effect that the class had on my teaching philosophy. Collaboration, differentiated instruction, and evidence-based practices have now become the foundation upon which I build my instruction methods. These artifacts are more than indicative of fulfilling high academic standards as well as fostering spaces conducive to students' success, regardless of their origin. Moving on, I look forward to infusing EBP principles in lesson planning and instructional design such that every learner gets a personalized approach to both their academic and socio-emotional development. This reflective journey re-ignites my enthusiasm for teaching and inspires me to strive towards building lively and productive learning spaces.

9 References Can Daşkın, N., & Hatipoğlu, Ç. (2019). Reference to a past learning event as a practice of informal formative assessment in L2 classroom interaction. Language Testing , 36 (4), 527-551. https://doi.org/10.1177/0265532219857066 Chapelle, C. A., Kremmel, B., & Brindley, G. (2019). Assessment. In An Introduction to Applied Linguistics (pp. 294-316). Routledge. Daroini, L. M., & Prasetyoningsih, L. S. A. (2023). Independent curriculum learning plan of reading and writing in inclusive schools. http://repository.unisma.ac.id/handle/123456789/10.33086/cej.v4i3.3556 Dewi, W. P., Sudadio, S., & Anriani, N. (2023). The inclusive learning in inclusive education provider schools. PPSDP International Journal of Education , 2 (2), 514-523. https://doi.org/10.59175/pijed.v2i2.153 Iryani, E., Hufad, H., & Rusdiyani, I. (2023). The trend of inclusive learning models: Systematic review study. PPSDP International Journal of Education , 2 (2), 143-158. https://doi.org/10.59175/pijed.v2i2.117 Muñoz Martínez, Y., & Porter, G. L. (2020). Planning for all students: Promoting inclusive instruction. International Journal of Inclusive Education , 24 (14), 1552-1567. https://doi.org/10.1080/13603116.2018.1544301 Prater, M. A. (2018). Teaching students with high-incidence disabilities: Strategies for diverse classrooms. SAGE Publications.

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