Learning Goals
At the end of the leaning period, the student is expected to demonstrate improved participation in class activities such as answering class questions and group work.
At the end of the learning period, the student is expected to show an enhanced understanding and analysis of concepts taught in class, which will be determined through an improved performance in answering open-ended questions. The level of proficiency demonstrated in responding to multiple choice questions should be at par with the level in responding to open-ended questions.
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When verbally instructed to perform a certain task, solve a problem or answer a particular question, the student will be expected to show that he understands the given instructions and correctly respond to the instructions.
When given a task, student A will be able to complete the task within the scheduled time and switch between tasks following a provided schedule without causing a change in focus.
Given sample items e.g. school supplies, the student should be able to organize the items in any required order or sort them following a particular organizational order with precision and using little effort.
Materials and Resources
Alarm notifications and countdown timers that will be used to indicate when a task is scheduled to start and the duration remaining to the completion of the task or the beginning of the next task.
Games and exercise that enhance focus and concentration especially to verbal instructions (Odom & Wong, 2015). These include thinking games such as crossword puzzles, sequencing, and the Rubik’s cube
Providing rewards and gift for improved performance.
Scaffolding checklist to determine development and proficiency in a skill, art, or interest. According to Smith (2017), the scaffolding checklist will be used by the student’s teacher to determine which areas to focus on more and which in which areas the student shows improvement in.
Learning Strategies
During the entire teaching period, the student’ teacher will information through observation and interviews on the type and levels of student performance in different areas. The student will be required to complete learning prompts, questionnaire, and practical skills that will assess his learning outcomes. During the re-evaluation period, the teacher will share his findings with the student’s parent and other relevant educators for deliberation and determination of the next course of action (Smith, 2017).
Bloom’s Taxonomy of Cognitive Skills Level to comprehension will be used to determine the student’s progress (Odom & Wong, 2015). Based on the performance on the assessment scale, the questions and practical activities used may slightly be readjusted to enhance the maximum effectiveness of the teaching strategy.
Time Needed to Implement Plan
The learning plan will be implemented one week after notifying the student’s parents and getting their approval. The plan will be implemented over a six months period during which the student will be closely monitored to determine the student’s progress and the need for a change of the plan.
Re-evaluation of Learning Goals
The learning goals will be re-evaluated after every three months of implementation of the plan.
Time Needed To Transition
The learning plan strategies will be to be transitioned following re-evaluation after six months of implementation. The plan will be re-evaluated based on the effectiveness and meeting of the intended plan goals.
Method of Communicating the Plan
Before the implementation of the plan, the student’s parents will be asked to meet his teacher regarding the evaluation of their child’s positive learning plan. The meeting will be requested via email without disclosing the actual plan or the proposed learning strategies. The student’s parents will have a sit-down discussion with the student’s teacher to discuss the plan.
References
Odom, S. L., & Wong, C. (2015). Connecting the Dots: Supporting Students with Autism Spectrum Disorder. American Educator , 39 (2), 12.
Smith, C. (2017). Plan A is for Autism: Using the Affects Model to Promote Positive Behaviour . Routledge.
