Virtual Writing Lesson for an Inclusive Classroom

Reading Time: < 1 minute

This case study describes distance learning with an inclusive classroom for writing at the 2nd grade level. The strategies and approach described reflect the Universal Design for Learning approach to inclusive education design and were designed to explicitly build student knowledge, skills and engagement in navigating the new virtual classroom. The use of Book Creator, asynchronous explicit technical support, and google forms for peer-feedback are described.

Learning goals

  • Build competence and self-efficacy with publishing and feedback tech tools 
  • Publish stories 
  • Provide feedback (peer review) on stories

Resources

Web-based Content
Collaborative Teaching Virtual Instruction Tips
Florida Inclusion Network
Aliza underscores the importance of coordinating with learning specialists (special education teachers) during virtual learning. This resource offers suggestions on how to collaborate during the transition to online learning.
Web-based Content
Distance Learning Engagement
TIES Center
Aliza's writing activity included components where the students would interact with each other's writing. This resource from the TIES Center provides information about building engagement with distance learning for all students, including those with significant cognitive disabilities.
Web-based Content
Distance Learning: 6 UDL Best Practices for Online Learning
Understood
Aliza's lesson was designed with Universal Design for Learning (UDL) practices in mind. This resource from Understood provides tips for starting to lesson plan with UDL principles.
Web-based Content
5 Best Practices for Managing Virtual Breakout Rooms
EdTech
This case study focuses on a writing activity that Aliza Strassman did with her 2nd grade class. This resource contains writing supports in the form of videos, documents, and strategies that can be implemented as part of writing lessons.
Web-based Content
5 Best Practices for Managing Virtual Breakout Rooms
EdTech
Aliza reflects that she would integrate checkpoints throughout her writing activity so that she is better able to tell where students are in their practice. This resource provides various instructional strategies that can be utilized to provide student data to the teacher during writing assignments.

About The Author

 

Aliza has been teaching early elementary grades for 11 years in both inclusion and general education settings. She is passionate about teaching the whole child and supporting students’ academic, social, and emotional growth through engaging, hands on activities. Aliza believes in using technology to augment and enhance curriculum and as a tool for supporting students’ learning needs. Aliza holds a B.S. in Marketing from Yeshiva University’s Sy Syms School of Business and an MS.Ed in General and Special Education from the Bank Street College of Education. She is the 2019 recipient of the Northern New Jersey Grinspoon Award for Excellence in Jewish Education.

 

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