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Teaching Teenagers

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Handout for Training Session
The principal requires a handout for the professional development training session. The faculty can then use this handout as future reference for compliance.

You must use the following headings for your handout:
1. Contextual Framework
- Include demographics, community background, district or work setting environment, student characteristics, etc.
2. Needs Assessment
- When and how the last needs assessment was administered, findings, etc.
- Are there implications for present and future curriculum development?
3. Lesson Development
- How should staff develop lessons?
- Are they web-based?
- How are lessons evaluated and monitored?
4. Expectations on quality curriculum and instructional design
My handout should be at least seven pages (title page, five-page handout, reference page[s]).

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Solution Summary

The expert examines teaching teenage sessions. The principles required for professional development training are provided.

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1. Contextual Framework
YOU must determine the student demographics, community background, district or work setting environment, student characteristics, for YOUR project.

The contextual framework will be predicated upon the universal design for learning (UDL) serving as the blueprint for curriculum design addressing the diverse needs of all teenage learners. This framework enables educators to create curricula that include instructional goals, methods, materials, and assessments that because of their flexibility can accommodate all teenage learners and leave no child behind. The framework acknowledges the differences in learning styles of teenage students and attempts to break the barriers to learning that occur in curriculum design that is not flexible.

The contextual framework UDL identifies and removes barriers in curriculum while building scaffolds, supports, and alternatives that meet the learning needs of a wide range of students. The focus is primarily on three different tenets that include 1. multiple or flexible representations of information and concepts (the "what" of learning), 2. multiple or flexible options in expression and performance (the "how" of learning), and 3. multiple or flexible ways to engage learners in the curriculum (the "why" of learning.

2. Needs Assessment

To establish a credible needs assessment, teachers must determine how their students learn. Different students learn through different interpretations of content including visual, auditory, and kinesthetic learners. The teacher must determine which way their students learn and develop curriculum that accentuates the student's learning style whether it be visual, auditory, or kinesthetic. Teachers must consider what will be included in their lesson plans and how to best relay this information to the students when creating their needs assessment.

Needs assessment is predicated upon how a student learns and focusing on their strengths and weaknesses. When a weakness is discovered through the assessment, teachers must attempt to develop lesson plans that accentuate the student's strengths by focusing on how they individually learn. Visual learners like to see what they are being taught while the teacher explains what they are seeing and doing while auditory learners prefer lectures that tell users in words what is being taught through lectures and discussion. Kinesthetic learners need to have a hands-on role in their learning that could combine both the visual ...

Solution provided by:
  • Associates of Arts , Lone Star Community College
  • Bachelor of Science , Sam Houston State University
  • Masters of Science, Kaplan University
  • Masters of Science , Kaplan University
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