Answer the questions:

Chapter 9

Key Concepts in Understanding Motor Disabilities:

1. Describe strategies      for meeting the physical assistance and management needs of students with motor disabilities in daily routines and school-related activities 

Chapter 10

Teaching Self-Care

1. Describe ways for students to promote and monitor their own self advocacy 

Chapter 11

Promoting Social Competence & Peer Relationships

1. Describe what peer relationships are and how to promote healthy relationships.

Chapter 12

Teaching Communication Skills:

1. Discuss the importance of communication & identify the primary purposes of communicative interactions

Please ONLY use the sources provided, DO NOT use any other source. There is a chapter attached for each question plus two power point presentations.

IMPORTANT*** only use the sources that I provided.

Developing Measurable Learning Objectives

[WLO: 3] [CLO: 1]

We will begin the process of developing assessments for an instructional plan using the backward design model. In this model, we begin with the end in mind; therefore, when developing an instructional plan, we begin with the standards that we use to develop measurable learning objectives to ensure alignment. Once that is finalized, educators then create assessments before writing the instructional plans as this will ensure alignment between how we measure learner knowledge with instruction. Assignments in Weeks 1 through 5 will all be used in your Final Paper, so be sure to review your instructor feedback to make any necessary revisions in Week 6.

Prepare

Prior to beginning work on this assignment,

• Review the Weekly Lesson for Week 1 that provides more explicit details on how to create measurable learning objectives.
• Read Chapter 4: Learning Objectives, Assessment and Instruction. Be sure to complete the activity at the end of 4.1 that will help you identify measurable learning objectives.
• Explore the following article about the backward design model (Links to an external site.) Understanding by Design (Links to an external site.).
• Watch the following video about the backward design model (Links to an external site.) Grant Wiggins – Understanding by design (1 of 2 (Links to an external site.)).
• Review the Read the Standards (Links to an external site.) web page.
• Review the  Bloom’s Video (Links to an external site.) and Bloom’s Wheel (Links to an external site.) to help you with writing measurable learning objectives.

Reflect

Consider the following:

• Teaching does not only happen in classrooms. There are many avenues in which you might need to know how to teach and assess learners. Consider what area of teaching you envision yourself. Do you see yourself as a classroom teacher, a corporate or health trainer, a military trainer, for example?
• Consider what type of learners you would be teaching and the content area of interest.

Content Instructions (Due Monday, Day 7)

Complete the following:

• Fill out the Week 1 Developing Learning Objectives Assignment Template (see Weekly Lesson for Week 1 for an exemplar). The Week 1 template is what you will submit to Waypoint.
• Highlight your chosen path that you foresee yourself teaching in (ex. PreK, K through 12, Military Trainer, Corporate Trainer, Health Trainer, etc.)
• Copy and paste a selected standard from the following options:
  • Pre-K standards of your state.
  • Common Core State Standards (CCSS) that are for math and reading (see Read the Standards (Links to an external site.)).
  • K-12 standards of your state if you do not follow the CCSS or if you choose a different content area than math and reading.
  • Standards that are outside the discipline of the public schools (e.g., military, corporate, healthcare, etc.)
• Develop three measurable learning objectives that align to your selected standard.
  • Check out Week 1 Weekly Lesson, which will provide additional support for developing your objectives.
  • Use the Bloom’s Wheel (Links to an external site.) to help you create three learning objectives within three different cognitive (thinking) levels. Be sure to label each objective with the level of thinking from Bloom’s Taxonomy.
  • Select from the verbs in the middle section of the wheel when writing your measurable learning objectives. Having measurable objectives makes writing your assessments so much easier!

Writing and Formatting Expectations

Your Developing Measurable Learning Objectives assignment

• Complete the Week 1 Developing Learning Objectives Assignment Template.
• Must include a separate title page with the following:
  • Title of paper
  • Student’s name
  • Course name and number
  • Instructor’s name