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2002 ISTE NETS Distinguished Achievement Award Winner
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2002 ISTE NETS Distinguished Achievement Award Winner
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Ed 225 - The Exceptional Child
225. The Exceptional Child - A study of the person who deviates markedly from the norm -- mentally, physically or socially -- and requires special attention in regard to his/her education, development or behavior. Special attention is directed toward the following persons: autistic, emotionally impaired, gifted, hearing impaired, learning disabled, mentally impaired, physically or otherwise health impaired, speech and language impaired, and visually impaired. Corequisite: Education 226. Three Credits.
226. The Exceptional Child Field Placement - This field placement component is corequisite with Education 225 and will provide opportunities for interaction with persons with sensory, emotional, physical and/or cognitive disabilities, or who are at-risk, as well as gifted and talented individuals. One Credit.
General Preparation Profile & Artifacts
| General
Preparation Performance Profile-NETS for Teachers Upon completion of the general preparation component of their program, prospective teachers will: |
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Artifact/Evidence
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Elementary
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Secondary
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Artifact/Evidence
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| 1. Demonstrate a sound understanding of the nature and operation of technology systems. (I.) | |||
| Group and Individual presentations using a variety of technology tools. |
X
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X
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Group and Individual presentations using a variety of technology tools. |
| 2. Demonstrate proficiency in the use of common input and output devices; solve routine hardware and software problems; and make informed choices about technology systems, resources, and services. (I) | |||
| Field Placement: PowerPoint,
Description,
Requirements,
Multimedia Presentation Information, Rubric for Prof, Revised rubric for prof, Rubric for Peers |
X
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X
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Field Placement: PowerPoint,
Description,
Requirements,
Multimedia Presentation Information, Rubric for Prof, Revised rubric for prof, Rubric for Peers |
| 3. Use technology tools and information resources to increase productivity, promote creativity, and facilitate academic learning. (I,III,IV,V) | |||
| Directions for group presentations. Sign-up for presentation using DISCUS (discussion board). Using a digital camera, internet, and PowerPoint for group presentations (Example 1, Example 2). Professor's rubric for group presentation. Collection of experiences: directions, professor's rubric, sample collection entry. |
X
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X
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Directions for group presentations. Sign-up for presentation using DISCUS (discussion board). Using a digital camera, internet, and PowerPoint for group presentations (Example 1, Example 2). Professor's rubric for group presentation.Collection of experiences: directions, professor's rubric, sample collection entry. |
| 5. Use technology resources to facilitate higher order and complex thinking skills, including problem solving, critical thinking, informed decision-making, knowledge construction, and creativity. (I, III,V) | |||
| Group & individual presentations |
X
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X
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Group & individual presentations |
| 6. Collaborate in constructing technology-enhanced models, preparing publications, and producing other creative works using productivity tools. (I,V) | |||
| Microsoft Publisher Newsletter used in group presentation. Newsletter 2 |
X
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X
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Microsoft Publisher Newsletter used in group presentation. Newsletter 2 |
| 7. Use technology to locate, evaluate, and collect information from a variety of sources. (I,IV,V) | |||
| Individual & group presentations Field Placement selection |
X
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X
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Individual & group presentations Field Placement selection |
| 9. Use technology in the development of strategies for solving problems in the real world. (I,III,V) | |||
| Discussion on technology to facilitate the learning and living for persons with disabilities & group presentation professor modeling use. Collection of Experiences |
X
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X
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Discussion on technology to facilitate the learning and living for persons with disabilities & group presentation professor modeling use. Collection of Experiences |
| 15. Exhibit positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. (V,VI) | |||
| Exit interviews and individual presentations |
X
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X
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Exit interviews and individual presentations |
Professional Preparation Profile & Artifacts
| Professional
Preparation Performance Profile-NETS for Teachers Prior to the culminating student teaching or internship experience, prospective teachers will: |
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Artifact/Evidence
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Elementary
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Secondary
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Artifact/Evidence
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| 6. Identify specific technology applications and resources that maximize student learning, address learner needs, and affirm diversity. (III,VI) | |||
| Individual and Group Presentations/Collection of Experiences Exit Interview |
X
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X
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Individual and Group Presentations/Collection of Experiences Exit Interview |
| 15. Develop a portfolio of technology-based products from coursework, including the related assessment tools. (IV,V) | |||
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Technology Team video on Electronic Learning Portfolios (requires QuickTime) Student Portfolio Sample Sample portfolio created by professor for Level I course. A rubric for the NETS and Entry Level Standards for Michigan Teachers (ELSMT) met in 225/226. Elementary portfolio template |
X
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X
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Technology Team video on Electronic Learning Portfolios (requires QuickTime) Student Portfolio Sample Sample portfolio created by professor for Level I course. A rubric for the NETS and Entry Level Standards for Michigan Teachers (ELSMT) met in 225/226. Elementary portfolio template |
| 18. Participate in online professional collaborations with peers and experts. | |||
| Ameritech Partnership Grant |
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X
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Ameritech Partnership Grant |
