SETT
a Case Study
Introduction
By using SETT framework, aid the teacher to create the best opportunities for students with special needs by investigating about their learning situation challenges and strengthens.
Professional goal: I use the SETT framework on a students with ADHD, whom I will be teaching next year. I feel a bet anxious about the situation because his condition is new to me. I hope this project aids me to design lesson plan that suites his condition in a way that don't interfere with other students' learning.
Professional goal: I use the SETT framework on a students with ADHD, whom I will be teaching next year. I feel a bet anxious about the situation because his condition is new to me. I hope this project aids me to design lesson plan that suites his condition in a way that don't interfere with other students' learning.
Student and Enviroment
Student's name: Abdulla
Grade: Kindergarten-2
Subject:EFL
Challenges: ADHD, law attention span, and slow first language development
Strengthens: likes technology, songs and TPR. Loves to be the teacher's Helping Hand.
Behavioral goals:
self-control (control tools) , and get higher attention span (make lesson more interesting)
Learning goals:
-Hear word and point to/do the correct representation (picture, sound, movement, realia, etc.)
-See a (picture, realia, object, etc.) and say the correct word for it.
Classroom size: 20 students
Grade: Kindergarten-2
Subject:EFL
Challenges: ADHD, law attention span, and slow first language development
Strengthens: likes technology, songs and TPR. Loves to be the teacher's Helping Hand.
Behavioral goals:
self-control (control tools) , and get higher attention span (make lesson more interesting)
Learning goals:
-Hear word and point to/do the correct representation (picture, sound, movement, realia, etc.)
-See a (picture, realia, object, etc.) and say the correct word for it.
Classroom size: 20 students
Task
What naturally occurring activities take place in the environment?
Look at the advance organizer and say what activity they area going to do/ Listen to a story/ Listen and sing a song/ Drawing and coloring/ High-frequency word recognition/ Crafting (creating story puppets, books, figures, words wallet, poster, etc.)/ Matching/ Take video of themselves speaking/ Retelling stories to each other/ Play vocabulary games/ Online games using the projector/ Samsung tablets/ watch videos/ reviewing classroom rules/ reviewing days of the week.
What is everyone else doing?
Listen to a story, learn the characters and retell the story/ Memorize songs and movements/ Identify target vocabulary (words from the stories or songs)/ Follow routine and memorize routine phrases/ Recognize names/ Recognize high frequency words/ Follow detraction in English/ Coloring, crafting and playing dough/ Memorize routine phrases and words/ try to communicate using what English they know.
What activities support the student's curricular goals?
Students are required to understand direction and stories in English/ Identify vocabulary (hear and point/do or see and say)/ use routine phrases and words
· What are the critical elements of the activities?
Listening/ Speaking/ Vocabulary/ pre-reading and pre-writing
· How might the activities be modified to accommodate the student's special needs?
Use timer during task – give sense of time for ADHD students, which help to maintain attention span.
Use songs, online games and application to be exposed and to practice new words – Abdulla gets bored of teacher’s talking very easily.
Find a way to review previous knowledge and organize new information
Combine visuals, sounds auditory and kinesthetic cues to support vocabulary question.
Use Centres time activates for review (Art, Samsung tablets, word recognition, vocabulary cards) and individual time with students. To allow flexibility in choosing the suitable activities for each students.
Look at the advance organizer and say what activity they area going to do/ Listen to a story/ Listen and sing a song/ Drawing and coloring/ High-frequency word recognition/ Crafting (creating story puppets, books, figures, words wallet, poster, etc.)/ Matching/ Take video of themselves speaking/ Retelling stories to each other/ Play vocabulary games/ Online games using the projector/ Samsung tablets/ watch videos/ reviewing classroom rules/ reviewing days of the week.
What is everyone else doing?
Listen to a story, learn the characters and retell the story/ Memorize songs and movements/ Identify target vocabulary (words from the stories or songs)/ Follow routine and memorize routine phrases/ Recognize names/ Recognize high frequency words/ Follow detraction in English/ Coloring, crafting and playing dough/ Memorize routine phrases and words/ try to communicate using what English they know.
What activities support the student's curricular goals?
Students are required to understand direction and stories in English/ Identify vocabulary (hear and point/do or see and say)/ use routine phrases and words
· What are the critical elements of the activities?
Listening/ Speaking/ Vocabulary/ pre-reading and pre-writing
· How might the activities be modified to accommodate the student's special needs?
Use timer during task – give sense of time for ADHD students, which help to maintain attention span.
Use songs, online games and application to be exposed and to practice new words – Abdulla gets bored of teacher’s talking very easily.
Find a way to review previous knowledge and organize new information
Combine visuals, sounds auditory and kinesthetic cues to support vocabulary question.
Use Centres time activates for review (Art, Samsung tablets, word recognition, vocabulary cards) and individual time with students. To allow flexibility in choosing the suitable activities for each students.
Tools
Popplet
Link
Popplet is a good way organize prior and new knowledge and is suitable for whole class brainstorming. It gives the option of including pictures and videos, which is very helpful for Abdulla's learning. To improve his learning I will encourage the class to connect the word and its picture to a sound or/and movement as he learns more effectively this way.
Popplet is a good way organize prior and new knowledge and is suitable for whole class brainstorming. It gives the option of including pictures and videos, which is very helpful for Abdulla's learning. To improve his learning I will encourage the class to connect the word and its picture to a sound or/and movement as he learns more effectively this way.
Egg Timer
Link
Abdulla do his task better when he knows exactly what he is doing. Using a timer will help him to know when to start and finish. And give him a way to examine his patient and interest taking the task.
This tool aids me as a teacher to evaluate the task and strategies that I used, seeing what their effects on Abdulla's attention span.
Abdulla do his task better when he knows exactly what he is doing. Using a timer will help him to know when to start and finish. And give him a way to examine his patient and interest taking the task.
This tool aids me as a teacher to evaluate the task and strategies that I used, seeing what their effects on Abdulla's attention span.
Advance organizer
I use the Train as a metaphor of they lesson journey; what exactly the students are going to do during the lesson.
Abdulla work better when he knows what he is supposed to do. He follows one step direction obediently if the teacher avoid saying the word 'no'.
Abdulla work better when he knows what he is supposed to do. He follows one step direction obediently if the teacher avoid saying the word 'no'.
Stress ball
Teach Abdulla to use stress ball if he felt board or that he can't be still. He need to be well train to avoid situation in which he throw the balls at his classmates.
He can stand if he wish to but near a wall so he won't disturb his classmate
He can stand if he wish to but near a wall so he won't disturb his classmate
Timmer
Sometimes Abdulla need a break from the whole lesson. If he wishes he can leave the class and run around the playground (with supervision).
However, Abdulla should come back, one he he heard the timer rings.
However, Abdulla should come back, one he he heard the timer rings.
Samsung tablets
use Samsung games as a means for language exposure. Games combine sound, visuals and fun. It attracts Abdulla's attention far more than teacher talks
Online games
Abdulla can use the computer to practice his vocab using online games when he lose interest and concentration.
http://www.literactive.com/Download/live.asp?swf=story_files/match_the_sounds_US.swf
https://www.babytv.com/learning-centre-animals.aspx
http://learnenglishkids.britishcouncil.org/en/
http://www.sheppardsoftware.com/preschool/animals/farm/animalfarmgame.htm
http://www.literactive.com/Download/live.asp?swf=story_files/match_the_sounds_US.swf
https://www.babytv.com/learning-centre-animals.aspx
http://learnenglishkids.britishcouncil.org/en/
http://www.sheppardsoftware.com/preschool/animals/farm/animalfarmgame.htm
Com-Phone
Link
Samsung application that allow creating a multimedia video. Students can add pictures and sounds, take photos and record their voices.
It is very simple to use and easy to learn.
Samsung application that allow creating a multimedia video. Students can add pictures and sounds, take photos and record their voices.
It is very simple to use and easy to learn.
YouTube songs
Youtube has many English learning channel than can be used as exposure.
for examples
Barefoot Books
Kids Corner
Super Simple Songs
Sesame Street
Mother Goes Club
Little Baby Bum
for examples
Barefoot Books
Kids Corner
Super Simple Songs
Sesame Street
Mother Goes Club
Little Baby Bum
Unit goals
Lesson plan
Link
The document includes a lesson plan of implementing UDL in the classroom. It was designed by following
CASTã2006 Adapted from http://lessonbuilder.cast.org
Some notes are add in purple to explain how each stage of the lesson plan support Abdulla's learning
The document includes a lesson plan of implementing UDL in the classroom. It was designed by following
CASTã2006 Adapted from http://lessonbuilder.cast.org
Some notes are add in purple to explain how each stage of the lesson plan support Abdulla's learning
Rubric
Done by Amna AlHammadi
Email: aalham17@nyit.edu