Running Head: REFLECTION JOURNAL 1

Reflection Journal

SPED 875: Advanced Practicum with Exceptional Children and Youth

University of Kansas

Dr. Martha Elford

Brent Seager

February 25, 2018

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Reflective Journal: Lesson Plan Three

Classroom Environment

There were several different instructional strategies used during lesson three, including

whole group discussion and the independent writing activity. The whole group discussion was

great, the students provided some great ideas and insights into community needs and how to

achieve these. The students did struggle a little with the independent writing activity, but did

complete the activity and submitted it. The students were motivated to type the persuasive

writing activity, as they were aware that it would be shared with others, which was a great

authentic learning activity for the students. The only concern that I still have upon reflecting on

the lesson is not incorporating more opportunities for students to interact, as this could have

reduced off-task behaviors in the classroom and increased motivation and engagement within the

classroom (Fortney & et al., 2001).

Instruction

The students did grasp the big ideas of the lesson, using their persuasion maps to create a

persuasion paper using facts and relevant information to make improvements to the local

community. The evidence that I have for this is in the feedback that students provided during the

lesson and questions that I asked them throughout the lesson. I also have the completed

persuasive writing papers to be submitted to the school board to determine which projects that

we can spearhead within the local community. I believe that the students saw this activity as

relevant and authentic, which is one of several reasons why they were engaged and motivated to

complete the assignment. Balancing and implementing education, authentic, and relevant

activities is essential for students to learn these skills and put them into usage in situations in and

out of school (Diggs, 2012).

Planning and Preparation

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The use of technology in the form of the computer to write the final persuasive product

went well, as the students were motivated to complete the activity and have it look professional.

The use of the completed persuasion outlines was great, as these contained the information that

the students highlighted in their writings. To improve upon the usage of these resources in the

future, I will provide the students with an option to complete these on paper or in a digital format

and digital copies of their persuasion maps as well. I believe that the lesson did a good job of

catering to the learning styles of each student, which is an essential element in providing each

student with the best environment for academic success (Roberts, 2010).

Professional Responsibilities

There were several opportunities in the lesson to promote Universal Design for Learning

(UDL). The use of fostering collaboration and community in the whole group discussion

provided multiple means of engagement. The use of feedback and observation helped the

students to activate and supply background knowledge by providing multiple means of

representation. Using the completed persuasion map supported persuasive writing development

and allowed for support planning and strategy development using multiple means of action and

expression. While there were other times during the lesson that UDL was used, these three

examples provide some of the strongest evidence UDL usage in the lesson and activity (National

Center on Universal Design for Learning, 2017).

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References

Diggs, R. (2012). Decision support instruction-Education and training. The Air Force

Comptroller, 45(2), p. 11-12.

Fortney, S.D., Johnson, D.I. & Long, K.M. (2001). The impact of compulsive communicators on

the self-perceived competence of classroom peers: An investigation and test of

instructional strategies. Communication Education, 50(4), p. 358-359.

National Center on Universal Design for Learning. (2017). Retrieved from:

http://www.udlcenter.org/aboutudl/udlguidelines_theorypractice

Roberts, K.D. (2010). Topic areas to consider when planning transition from high school to

postsecondary education for students with Autism Spectrum Disorders. Focus on Autism

and Other Developmental Disabilities, 25(3), p. 160-161.