SUBDOMAIN 602.3 - INSTRUCTIONAL PRESENTATION & FOLLOW-UP Competency 602.3.7: Materials/Resources for Instruction - The graduate knows how to use instructional curriculum, materials, and resources to meet instructional objectives and improve learning. Objective 602.3.7-04: Evaluate instructional materials for a diverse student population. -------------------------------------------------------------------------------- If you are pursuing a K8 certificate, please complete the following task in the context of a third-grade classroom. If you are pursuing a secondary certificate, please complete the following task in the context of your chosen grade level and subject. Note: Be sure to specify which level you are addressing at the beginning of your assignment. Given: `Regardless of where you position the entry level of a lesson, some students will be above it and other students will be below it. Much of the work of unit and lesson planning is playing a game of averages in which you attempt to provide most of the instruction at the current level of understanding of most of the learners. Unless an entire course of study is individualized (sometimes the case with programmed and computer-assisted instruction curricula), most instruction must be directed at the average learner in your classroom while attempting to meet the needs of special learners` (Borich, 2006). Task: A.Identify at least five different educational resources that are appropriate for a diverse student population. Choose one resource from five of the following eight categories: 1.Multi-media files (e.g., software programs, multi-media kits) 2.Audio (e.g., CD, podcast, cassette) 3.Video (e.g., DVD, video clips) 4.Textbook 5.Graphical representations (e.g., charts, graphs, diagrams) 6.Maps 7.Visuals (e.g., photos, illustrations, cartoons, artifacts, models) 8.Real-time communication ( e.g., live TV broadcast, guest presenter) You are to find five real educational resources that might be used in a third-grade or secondary subject-specific classroom and provide source or reference information. B.Create a matrix (refer to the note and attached framework matrix below) which provides an evaluation of the effectiveness of the resources you selected for each of the following categories: 1.Early childhood* 2.Learning disabled 3.Hearing impaired 4.Gifted and talented 5.Visually impaired 6.Behaviorally challenged 7.English Language Learner *Note: Early childhood refers to elementary-aged children who are still in the Early Childhood stage of development. If you are pursuing a secondary teaching certificate, please omit the early childhood category from your assignment. Note: The matrix should identify the appropriateness of learning materials by category. List the material categories and names of specific resources down the left side of the matrix and the categories across the top. In the column under each category, mark an X for those that are recommended for classroom use and an O for those that are not recommended. (See the attached framework matrix below.) C.Write a rationale (suggested length of 23 paragraphs per resource) justifying why each resource is or is not appropriate to support a diverse student population. D.When you use sources, include all in-text citations and references in APA format. Note: For definitions of terms commonly used in the rubric, see the attached Rubric Terms. Note: When using sources to support ideas and elements in a paper or project, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the paper or project. Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout web link included in the General Instructions section. Reference List: Note: This reference list refers only to direct citations in the task above and may be different than those you need to complete the task. Consult your Course of Study for a list of suggested learning resources. Borich, G. D. (2006). Effective teaching methods. Upper Saddle River, NJ: Pearson Education.