Positive Learning Plan and Technology Tools

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Table of Contents

Learning Goals
Relevant Materials and Resources
Timeline
Method for Communicating the Plan
Considerations for Other Children
Plan Discussion
Reflection
References

Learning Goals

To comprehend basic English language skills.
To motivate proactive socialization skills.
To encourage individual participation skills.
To engage critical thinking skills.

The positive learning plan will be declared successful when the learner scores an average of 70% in the feedback assessment for each goal.

Relevant Materials and Resources

The relevant materials include flashcards, pictures, a whiteboard, tablets, a worksheet, marker pen, digital display board, and a projector. Other resources include relevant textbooks and exercise books. The tablet should come with preinstalled content for the learner. The instructor will use the digital display aid to magnify the content from the tablet (Kimberly, Mack, Tara, Cole, & Denise, 2011).

Timeline

The positive learning plan is estimated to take an hour to execute. The timeline is divided into three sections.

Recap and Topic Synopsis

The first part will last for 15 minutes and dwells on the synopsis of the topic and any previous knowledge.

Actual Learning

The second part is the actual learning process and is estimated to take 35 minutes. This section will involve the planned delivery and topic exploration to meet different goals and objectives (Kimberly et al., 2011). In order to ensure that the second part is well-executed, the instructor will subdivide it into two subsections. The first subsection targets individual learning skills that are based on the personal development milestones as suggested within the CDC early childhood development process (CDC, 2018).

The second subsection dwells on exploring the aspects of developmental-behavioral, self-care/adaptive/ independence, social development, speech/language/communication, and pre-academic and cognitive learning (Kimberly et al., 2011). At this stage, the instructor will ensure that content and different learning skills are merged into a simple and easy-to-follow module for the young learner. It is also important to understand that the stage of this particular learner is characterized by excessive imagination and easy distraction (Kivunja, 2015). Therefore, the instructor should use humor and a simple content delivery method to keep the learner captivated and engaged during learning plan delivery.

Assessment (Goal Achievement Re-evaluation) and Transition off the Plan

The last stage is the assessment and is estimated to last for 10 minutes. The assessment will involve studying the learner’s skill set before and at the end of the learning plan. At this stage, the instructor will review the goals against the score of the learner before declaring the plan as a success or not. When the average score is below 70%, the instructor should consider subjecting the learner to the same process at another date. However, this is subjected to the availability of time and effectiveness of the assessment process (Kimberly et al., 2011). In the ideal, the assessment process should be free of biases such as generalization.

Method for Communicating the Plan

The plan will be communicated to the family, resource teacher, and administrators through a one-on-one meeting that is open to discussion. This approach will enable the instructor to explain and address different questions raised during this session (Kivunja, 2015).

Considerations for Other Children

The main considerations are learning disabilities, physical ability, and cultural diversity. For instance, a bilingual learner cannot be treated in the same way as a native English speaker. Moreover, a slow learner should be accommodated (Kivunja, 2015).

Plan Discussion

The plan can be modified to fit in different classroom environments. The plan also has quality content and an easy implementation module. For instance, the plan provides a teacher with the opportunity for illustration using digital aids to improve on content grasping (Kivunja, 2015). Moreover, the plan encourages interactive learning.

Reflection

The experience was an eye-opener on the significance of proactive planning for the ultimate positive learning outcome. The process of developing the goals that can be achieved with a 3 to 5 years old child was the most difficult part. These goals were measured through a proactive assessment module that allocates value on the expected and actual results. The assessment gauged individual and content grasping skills. The assessment also examined the learner’s response to short questions to gain an insight into its applicability and duplicability.

The evaluation process reviewed the effectiveness of the learning materials, content, and general classroom environment. However, it is important to note that the assessment process should be adjustable, depending on the topic being taught. For instance, I had to reflect on the CDC suggestions on the development stage of this elementary learner and abilities to avoid unreachable expectations (CDC, 2018). Moreover, the process of allocating time for each section of the plan was challenging, considering its implication on content delivery and eventual assessment. However, since I incorporated the best practice model, it was possible to balance the time allocation for review, actual execution, and follow-up (Kivunja, 2015).

The feedback I received from the teacher was positive, especially on the content and relevance of my suggested goals. However, the class teacher was of the opinion that the proposed plan should be adjusted to integrate group learning activities. Some of the suggestions included cueing, remodeling the objectives, and adjusting the assessment to assimilate the concept of group interdependence.

References

CDC. (2018). Development milestones. Web.

Kimberly, V., Mack, B., Tara, P., Cole, D., & Denise, S. (2011). Electronic progress monitoring of IEP goals and objectives. Teaching Exceptional Children, 43(5), 40-51.

Kivunja, C. (2015). Teaching, learning and assessment: Steps towards creative practice. South Melbourne, Australia: Oxford University Press.

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