Designing, Developing, and Delivering Multimedia Courses for Hybrid Multicultural Special Education

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Designing, Developing, and Delivering Multimedia
Courses for Hybrid Multicultural Special
Education Programs March 6, 2006 Presented
by Clarissa E. Rosas, Ph.D. Yaping Gao,
Ed.D. Charter College of Education TEAM MSE
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• TEAM
• Teacher Education Apprenticeship Masters Program
  
• Multicultural Special Education(TEAM-MSE)

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Goals for TEAM-MSE

• Prepare intervention specialists with the
  knowledge, skills and dispositions to work in
  collaborative and consulting roles with general
  educators and other support personnel
• Be proficient in providing culturally appropriate
  practices within the special education framework

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Course Design Goals

• Develop a learning community that
• provides content material critical to meeting
  learning objectives for the specific course
• easily accessible to students
• promotes active engagement.

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Why Multicultural Special Education?

• Students from diverse backgrounds will increase
  more rapidly than any other student group
• At risk for not realizing their full potential
• Often inappropriately referred to Special Ed.
• When properly identified as having a disability,
  often not provided appropriate services due to
  lack of qualified personnel

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Why TEAM-MSE as Hybrid Online Program?

• Provide a program that is easily accessible to
  students
• To close the gap between the national shortage of
  intervention specialists and qualified
  intervention specialists.

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Program Focus

• Master of Arts in Education
• Multicultural Special Education
• Ohio Licensure in Special Education
• Partnership with Public Schools

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TEAM Format

• Theoretical and practical application
• Apprentice during the academic year and summer
• Full-time student with hybrid multimedia course
  delivery
• Accelerated format

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Multimedia Course Delivery

• Online Learning Communities (Discussions)
• PowerPoint Presentations
• Videos Video Clips
• Chapter Quizzes
• Projects
• Examinations
• Resources (i.e. AT Tool Boxes)
• Class Meetings - scheduled to accommodate the
  academic school calendar
• Apprenticeship

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Phases in Development of On-line

• Learning Targets
• Assessments
• Syllabus
• Calendar
• Learning Community Focus/Type
• Course Enhancements

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Multimedia Courses Include

• Hands-On Materials i.e. AT Tool Box
• Video Clips/Videos/DVDs
• Textbooks/Journals
• Articles/Handouts
• Web Resources

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Online Course Homepage (WebCT)
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Weekly Schedule
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Videos

• Video Clips of Best Practices
• Tutorials
• Modules on specific techniques
• Videos on Reserve
• CDs

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Video Clips of Best Practices
http//jabba.edb.utexas.edu/mainstep/ms/mi2-divisi
on-is-dp-step1.cfm
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Video - Tutorials
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Video - Modules
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Chapter Quizzes
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Calendar
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Class Album
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Assignments
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Scoring Rubric
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Learning Communities (Discussions)
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Online Learning Environments

• Results of numerous studies indicate that the key
  ingredient to be successful in constructing new
  roles, (teachers) need opportunities to
  participate in a professional community that
  discusses new teacher materials and strategies
  and that supports the risk-taking and struggle
  entailed in transforming practice. (Defour,
  2001)

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Online Learning Communities

• Provide opportunities for students to work
  together, engage in collective inquiry, and learn
  from one another.
• It is a learned behavior that requires specific
  steps in course development.

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Online Learning Communities

• Step One
• Design questions and require students to respond.
• Limit discussion groups to no more than five.
• Example - Question
• Often special education teachers are required to
  construct and implement, as part of the IEP for
  students with behavior problems, behavior
  intervention plans (BIPs) that include
  development of positive social skills. What
  social skills strategies would you include in a
  BIP for Nick? Provide a rationale for your
  choices.

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Online Learning Communities

• Example Student Response
• I would include several social skills strategies
  for Nick. Obviously Nick has difficulties
  controlling his anger when around other students,
  teachers and his mother when he disagrees with
  them. He also has difficulties with self control
  and aggression. The video illustrates that Nick
  is aware that he has a behavior problem and that
  he can control himself when he chooses to. He has
  been inconsistent in the past with periods of
  good behavior control and then bad behavior. This
  does illustrate that he probably has the
  capability to control his aggressions when he has
  direct instruction to help him focus on doing so.
  The 6th grade special education teacher pointed
  out that self-evaluation worked well with Nick in
  the past. I would include strategies in Nicks
  BIP that would help him learn skills to redirect
  himself when he gets angry. First, I would make
  him aware of the instances or events that his
  aggressive behaviors occur and choose those
  particular settings or situations to focus on
  (playground, hallway, teacher he is angry with).
  Next, I would give him alternate or substitute
  behaviors and strategies that he can implement
  when he is feeling angry or aggressive to replace
  the contrary ones. Following, I would have a
  teacher directly instruct him by role playing
  these behaviors in various settings and then
  having the teacher observe Nick implementing the
  behaviors in real situations. Next, I would
  provide positive or negative reinforcements for
  his behaviors on a daily basis. Finally, I would
  meet with the mother so she may implement the
  same strategies at home and include the
  reinforcements as well so that the behavior is
  generalized.

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Online Learning Communities

• Step Two
• Continue to reinforce discussion
• Encourage students to go beyond answering
  questions
• Apply a grading scale
• Example Question
• Do you think teachers communicate differently
  with children based on the schools geographic
  location? Why or why not? Do you think this has
  any significance on how children develop school
  language?

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Online Learning Communities

• Example Student Response
• Joe, I know what you are saying about
  differences geographically across the country,
  but I think that Shannon and I are saying that
  you dont have to look that far. It would be
  impossible to classify Ohio as having a dialect
  of it's own as a state. I live here and I dont
  have the dialect, neither does Shannon. If I look
  at the dialect that is spoken by inner city
  residents and compare that to residents 25
  minutes away living in Montgomery, those would be
  in general, very different. And then in other
  states across the country, such as Louisiana or
  New York, the dialect and culture can often be
  even more dramatic within 20 minute ranges. And
  we have to consider pockets of cultures that
  reside in certain regions. What about states that
  have large areas with Hispanics, inner city
  African-American populations and even rural
  areas. Cashawn, since you work in CPS and your
  children go to school in sycamore, can you
  compare the two school languages that you have
  observed? When I think of teaching students
  "school language" I also consider that to be
  preparing the children for using language that
  they will need to use outside of the home, in the
  real world. For example, I think school language
  is very similar to language that students would
  need to put to use when applying for a job, in
  the workforce and for dealing with more
  formalized situations. The use of school language
  can be generalized to other settings so I believe
  it is very important. I also think of what Dr.
  Skelton often told us about the importance of
  modeling the language-the I do it, we do it, you
  do it....... They need to be taught how to use it
  and when.

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Online Learning CommunitiesDiscussion Rubric -
SED 611
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Online Learning Communities

• Step Three
• Move toward dialogue journals
• Leave discussions open ended
• Carefully team students.
• Example Self Generated Topic
• The kind of reasoning I am currently working
  hard on with my students are analyze,
  compare/contrast, and infer/deduce. These seem to
  be so hard for many of my students. Many of these
  verbs are used in their IEPs under goals and
  objectives. I have been having the students read
  small passages (one or two small paragraphs) and
  then answering a few questions relative to the
  above verbs. I am trying to work them up to
  larger passages and more questions. I have used
  predicting a lot in my classroom too. It helps
  verify and revise their understanding. The
  students seem to enjoy it because they like to
  hear or go back to what their original
  predictions were and get a laugh or find out they
  were right..

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Online Learning Communities

• Example Student Response
• I have been surprised at how well many of my
  students are able to analyze. Most of them are
  able to do it better verbally, as opposed to in
  written essays or papers. Many of my students
  struggle with compare/contrast essay questions on
  tests in history, English and Biology. For many
  of them, simply seeing a piece of paper with one
  sentence on it asking them to "Compare and
  contrast......" and then the rest of the entire
  page left blank for them to write on freaks them
  out. They panic about having to write a lot. For
  these students, I have been modifying the test
  question and allowing them to create a Venn
  Diagram. When I do this, I have been amazed at
  how well they are able to compare/contrast. This
  allows them a format to write/express what they
  have learned. Finally, another way that I have
  had success with compare/contrast is to have the
  students read a book and then watch the movie. It
  is fun and beneficial to compare an contrast the
  book and the movie. Often, I have seen the
  general ed teachers have the students draw and
  describe the characters or settings in the book
  and then watch the movie. This is great for
  compare/contrast-the kids really love it.

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Dialogue Team Journals

• The discussion that occurs during cyber learning
  communities is a means to the end, and not the
  end itself.
• It is through active engagement that students
  interact with the learning.
• The structured environment provides diverse
  experience, interpretation, and viewpoint while
  allowing the student to have an opportunity to
  have a deeper understanding of the content
  covered.

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Resources
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AT Tool Box - Sample of Materials Checked Out -

• Assistive Technology Wheel
• Alpha Smart
• CoWriter
• Cheap Talk 4
• Step by Step Communicator
• Big Mac
• National Center to Improve CD

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AT Tool Box- Sample of Materials Student Keeps -

• Inspiration Software
• Kurzweil 3000 Software Demo
• IntelliTools Software Demo
• Attainment CD
• Infogrip catalog
• Zoom Text CD Demo
• Text Help CD
• RJ Cooper Associate Catalog

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Student Grades
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Learning Modules
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Assessment
Course Objectives The general goal of the
course is to manage and communicate the
assessment of learning and assessment for
learning for all children. Through a variety of
activities the teacher candidate will
Objectives
Measure
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Four Types of Assessment Included in Each Hybrid
Online Course

• Selected Response Assessment
• Weekly Quizzes (multiple choice)
• Extended Written Response Assessment
• Short Writes
• Online Essays
• Performance Assessment
• Clinical Experience
• Presentations (online i.e. Talking Book class
  meetings i.e. demonstration of a technique
• Personal Communication as Assessment
• Online Learning Communities
• Class Discussions
• Private Mail

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Lessons Learned(Students)

• Requires students to
• have effective time management skills
• be highly organized
• be self-motivated self-disciplined
• be willing to commit to 6 -10 hours per week/per
  course
• be comfortable in expressing themselves in
  writing
• Most adult learners appreciate the flexibility of
  online courses
• Online learning is not for every student

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Lesson Learned(Instructors)

• Paradigm shift for instructors role
• Instructor functions as a facilitator providing a
  virtual learning environment
• Instructor values facilitated learning as equal
  to that of traditional learning
• Student-centered with emphasis on life-long
  learning
• Instructor must be comfortable communicating in
  writing
• Instructors should be experienced and well
  trained in online course delivery

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Lesson Learned(Instructors - continued)

• Instructor should provide a learning environment
  that allows students to translate theory into
  practice
• Instructor must plan and develop the entire
  course ahead of time
• Instructor must be highly organized and manage
  time effectively
• Instructor must be available online daily
• Instructor must carefully plan class meetings for
  clarification and hands-on experiences

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Challenges

• How do you compensate instructors who design
  courses?
• Loads issues for teaching online versus
  traditional class format

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Students Comments on TEAM MSE

• Since the beginning in January, I have
  learned a wealth of information that I am
  confident will prepare me for working with
  multicultural, ESL and special education
  students. The program enhances our learning
  by combining readings and assignments using the
  WebCT online instruction, class lectures and
  discussions. 
• -- Charlise Carr

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Students Comments on TEAM MSE

• The TEAM-MSE program is excellent. I can
  honestly say that I have never felt as
  challenged, as supported, as valued in an
  educational setting as I do at the Mount The
  program is truly addressing a need, and doing so
  in a way that is as dynamic as it is innovative.
  The TEAM concept is one that should be embraced,
  and I believe that the Mount's program will be
  the standard by which all new programs should be
  judged.  
• -- Joe Dumont

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Questions or Comments? Please contact Dr
Clarissa Rosas at 513-244-4858 clarissa_rosas_at_mail
.msj.edu or Dr Yaping Gao at 513-244-4544 yaping_
gao_at_mail.msj.edu
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Graduate Coursework
- Understanding the Learner Core -

• SED 515 Human Exceptionalities Across Lifespan
• EDU 701 Educational Psychology
• SED 521 Communication Development and Theories
  for Multicultural Environments
• EDU 616 Cognition Across Cultures

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- Reading Core -

• EDU 617 Multisensory Approach in Teaching
  Reading
• SED 610 Literacy Development for Multicultural
  Special Education
• EDU 330 Phonics and Linguistics
• EDU 338 Diagnosis and Remediation of Reading
  Problems

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- Special Education Concentration -

• Mild to Moderate
• SED 631 Collaborative Practices for Working with
  Home, School and Community Agencies.
• SED 522 Formal and Informal Assessment for
  Multicultural Special Education
• SED 611 Curriculum and Methods for Multicultural
  Special Education Mild to Moderate
• SED 612 Culturally Appropriate Practices for
  Managing Classroom and Behaviors in Multicultural
  Special Education
• EDU 601 Differentiated Instruction for Inclusive
  Settings

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Moderate to Intense

• SED 631 Collaborative Practices for Working with
  Home, School and Community Agencies.
• SED 522 Formal and Informal Assessment for
  Multicultural Special Education
• SED 532 Nature and Needs of Multicultural Special
  Education Moderate/Intense
• SED 531 Curriculum and Methods for Multicultural
  Special Education Moderate to Intense
• SED 612 Culturally Appropriate Practices for
  Managing Classroom and Behaviors in Multicultural
  Special Education

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• - Apprenticeship -
• SED 533 I Multicultural Special Education
  Practicum Level I
• SED 533 II Multicultural Special Education
  Practicum Level II
• SED 533 III Multicultural Special Education
  Practicum Level III

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• - Additional Graduate Core -
• EDU 700 Statistics and Research
• SED 650 Research Project for Multicultural
  Special Education