ASSURE Lesson Plan 1

1. Your Name: Jessica Young

2. Date: October 19, 2017

3. Software you’ll be teaching: Starfall (http://www.starfall.com/)

4. Title of your lesson: Starfall (Choice making, technology interaction and letter sound review)

5. Analyze learners – My learners are three students in my self-contained special education

classroom. All three students have an educational diagnosis of multiple disabilities, are non-
verbal, and non-ambulatory. The students have different communication systems ranging
from basic vocal output devices to dynamic display devices. The students’ IEP goals address
basic life skills and all are at an instructional level of 5 or more levels below grade level.

STATE OBJECTIVES
 The students will attend to and interact with Starfall’s ABC tab, by independently
touch-activating a letter of their choice, in 1 out of 2 opportunities given verbal, visual,
physical cues as needed.

SELECT METHODS, MEDIA & MATERIALS

Methods
 This learning will occur during “centers” group-time during the school day. Three
students, all with the educational diagnosis of Multiple Disabilities, will work with the
teacher on an interactive white board to interact with Starfall’s ABCs tab.

Media
 All of the media equipment needed for this lesson (Epson interactive white board) is
located in the classroom and familiar to all students. The teacher will model the
activity by selecting a letter and following the directives to complete the letter activity.
After the teacher completes her ‘turn,’ she will ask the 3 students, “Who wants a turn?”
Students will use their individualized communication systems to ask for a turn. The
teacher will allow one student to take a turn at a time. The student who is completing
the activity will choose a letter of their choice and navigate through the obstacles to
complete the letter learning activities by using touch, to the best of their abilities. The
teacher will work to keep all students engaged and participating by interacting with the
students and making sure all students can see. The setting will be free of distractions
and the teacher will take data on engagement and independent activation of ABC
targets.

Materials
 http://www.starfall.com/
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 Teacher made data sheets to track students’ participation and attention to the task

Rationale
 This application is appropriate for these particular students, who have an education
diagnosis of multiple disabilities, because of it allows provides hands-on, fun
opportunities to learn letter sounds. Students are introduced to English language arts
activities through engaging activities, including animated songs and exciting hands-on
action.

UTILIZE MATERIALS
Preview the Materials
 The teacher has thoroughly checked out this application, including all of the letters in
the ABC tab. The teacher understands that each letter has anywhere from 3-15 letter
prompts to complete the activity.

Prepare the Materials

 The teacher will make sure that the application is open and working before the lesson
begins. The teacher will test the interactive white board to make sure that it is working
properly.

Prepare the Environment

 The teacher will arrange students where there is plenty of room to move between
wheelchairs and that all students are able to see. The teacher will make sure the area is
free of distractions by closing the classroom door, turning down the lights for the
students to better see the white board, and completing this center when all other
students are actively engaged in their own work.

Prepare the Learners

 The teacher will model what is expected of each student at the beginning of the lesson.
The teacher will make sure the students understand that they are making a choice when
it is their turn. Teacher will allow students to start independently and provide prompts
from least to most restrictive as needed.

Provide the Learning Experience

 The teacher will engage the students’ learning experience ay actively reacting to the fun
activities in real time. The teacher will keep students attention by having an up-beat
attitude and allowing students to participate independently.

REQUIRE LEARNER PARTICIPATION (& TEACHING STYLE)

Practice
 Students will have practice by making hands on choices before the activity starts.
Students will choose a preferred song by selecting the corresponding photograph. This
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will allow students to practice hands-on choice making and attention by listening to
preferred songs before the activity begins.

Feedback
 Students will get immediate verbal feedback from the teacher, receiving at least a ratio
of 4:1 positive to negative correctives.
 Students will be reinforced with verbal praise for appropriate behavior using the
interactive white board and for attending and participating in the lesson.
 Teacher will receive lesson feedback by observing students’ engagement and
participation levels, and by analyzing data taken on the rubrics.

EVALUATE & REVISE

Assessment of Learner Achievement
 Assessment of the learner achievement will be evaluated using the following rubric.
Data will be taken on the letter choices the students make, their attention levels
throughout the activity, and the prompting level for each touch-activation throughout
the letter activity. The goal is to have independent (natural) activation of a letter
choice for 1/2 activation opportunities.

Evaluation of Instruction
 Media
o Two of the students were actively engaged during the entire activity and all
three students had moments of ‘high’ engagement. The students all
participated in interacting with the interactive white board
o One student had a hard time accessing the smart board from there wheelchair
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positioning. The student was allowed to use an extended pointer, but had a
hard time holding the pointer.

 Methods:
o All three students attended to the teacher and the lesson.
o Positive verbal feedback worked well for all three students. One student was
very sleeping, therefor he had a high prompting level, but he still attended to
the music during letter ‘y’ and even activated 1 touch naturally.

Reflection on lesson overall

 Was the lesson successful?
o 2/3 students met the objective: independently touch-activating a letter of their
choice, in 1 out of 2 opportunities given verbal, visual, physical cues as needed.
o One student was very sleepy, so he did not meet the goal. I eventually chose
letters for him after all prompts did not work.

 What did the students think of the lesson?

o The students enjoyed having choices in the beginning of the lesson and were
attentive to the engaging activities on Starfall.

 What did you think of the lesson?

o I believe this was a successful lesson that allowed the students to work on
choice making, technology interaction, letter sounds review, touch-activation,
and social interaction. When students are so far below grade level, every
amount of growth they show is positive. Choice making and touch-activation
are goals that we work on all day every day. These are basic skills that will
provide the students with a life that they can have some control over. Although
one student did not meet the goal, I still think he gained from being part of the
group.

 Would you change anything for the next time you teach/instruct this lesson, i.e.)
o Next time, I would try to provide this lesson individually and on an iPad. I
think this would allow the students to access the letters more independently.
Working 1-on-1 may allow the student to be more engaged with the program.

** This plan modeled after the ASSURE Format as found in Smaldino, Russell, Heinich, & Molenda (2005).