LEARNING SUPPORT Course Syllabus

LEARNING SUPPORT Course Syllabus
Instructor: Dolores (Dolly) Hoffman
Phone: 314-415-5681
Email: dhoffman1@pkwy.k12.mo.us
Course Description
The LEARNING SUPPORT course focuses on improving skills in organization/planning and
abilities in the content areas of Mathematics, Science, Communication Arts, and Social
Studies. The delivery of differentiated instruction provides the opportunity for students to
achieve the goals from their Individual Education Plans. This course incorporates systemized
instruction, teacher modeling, student-directed lessons, and researched-based teaching
practices. Students will be offered state-of-the-art learning and writing strategies to help
engage higher level thinking, questioning, and achievement at a greater intensity of
understanding. Students will be taught learning strategies such as the UbD model, Marzano
Instructional Strategies, KU Strategies, and various other college and university techniques.
Opportunities will be offered to use technology as the instrument to perform or exhibit the
evidence of their learning and knowledge. Students will learn various transforming uses of
technology by navigating to The Learning Support Blog at http://positizeit.blogspot.com
The LEARNING SUPPORT course Goals, Philosophy and Objectives, Components, Missouri
Show Me Standards, Grade Level Expectations, and Benchmarks are listed below.
Goals in LEARNING SUPPORT, students will:
1. Identify and create a personal planning, organization, and time management system
2. Comprehend, analyze, and utilize various learning and organizational strategies
3. Generalize the real-life applications of the learning strategies and techniques
4. Self-monitor, record assignments/tests/projects, and maintain calendar/planner
5. Develop a positive self-concept through successful learning experiences
Philosophy and Objectives
Due to the fact that some students enter with histories of difficulties in learning, motivational
components will be offered. Research shows that students are more willing to learn when
stimulating topics are offered; topics that the students feel are purposeful and interesting.
Students will be offered various text and Web surveys pertaining to multiple intelligences,
personality tests, learning styles, IEP self-advocacy, self-determination, self-monitoring,
transition (career/vocational and educational), current event topics, character development,
resistance skills, responsible decision-making, and how to formulate personal behavior
contracts, etc. Relationship skills, both intrapersonal and interpersonal will also be offered to
positively impact their academic life. To address issues that motivate students, the
curriculum consists of particular components that may affect the students’ overall academic
success. Five components in the LEARNING SUPPORT curriculum are Systemized/Direct
Instruction, Relationships, Communication, Change, and Character Education. Additionally,
students will learn a way to perceive the self through the Physical, Intellectual, Emotional,
Social, and Ethical parts of the person.
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Five Components addressed in the Course
1. The first component is Systemized Instruction. Systemized instruction entails the direct
teaching of decoding, reading comprehension, listening, speaking, and writing via the
curriculum. A variety of instructional modalities are employed which encourage positive
interaction and learning by teaching students through their particular learning style and
instructional level. Outcomes regarding the Physical, Intellectual, Emotional, Social, and
Ethical areas of the personhood are investigated. High Quality Instruction Lesson Plans are
implemented in order to comply with the Special School District’s mandate to provide
effective teaching and learning to all students.
Show-Me Standards: CA1, CA3, CA4, CA5, CA7, HP5, HP6
Communication Arts GLEs: Grade 9-12 R 1A, 2A, 3A; Grade 9-12 W 1A-C, 2A, 3A; Grade
9-12 S/L 1A-C, 2A-C; Grade 9-12 IL 1A-C, 2A-C
2. The second component is Communication. Communication is the basis of all relationships and
change. Students are offered systemized instruction about how to communicate their needs in a
socially appropriate manner. In addition, students learn about emotions, the anatomy of anger, and
how anger leads to violence and poor decision-making. Consequences are identified pertaining to the
Physical, Intellectual, Emotional, Social, and Ethical parts of the person.
Show-Me Standards: CA1, CA3, CA4, CA5, CA7, SS6, SS7
Communication Arts GLEs: Grade 9-12 R 1A, 2A, 3A; Grade 9-12 W 1A-C, 2A, 3A; Grade
9-12 S/L 1A-C, 2A-C; Grade 9-12 IL 1A-C, 2A-C
3. The third component is Change. Students become aware that change is a lifestyle choice.
Constructive change requires an awareness and ownership of patterns of behavior, which
only the individual has the power to change. Structured lessons on replacement behaviors,
conflict management, positive psychology, positive self-talk, visualization, goal setting, and
coping skills are stressed. Overall health skills and strategies are covered in the Physical,
Intellectual, Emotional, Social, and Ethical areas.
Show-Me Standards: SS6, SS7, HP 2, HP3, HP5, HP6, SC7, SC8
Communication Arts GLEs: Grade 9-12 R 1A, 2A, 3A; Grade 9-12 W 1A-C, 2A, 3A; Grade
9-12 S/L 1A-C, 2A-C; Grade 9-12 IL 1A-C, 2A-C
4. The fourth component is Relationships. Students receive instruction about the major types of
relationships, dynamics of healthy relationships, and the implications of being defined as a deviant in a
larger social system. Students are provided information that allows them to evaluate their own
relational strengths and weaknesses and are taught strategies for making relational changes in each of
the Physical, Intellectual, Emotional, Social, and Ethical parts of the person.
Show-Me Standards: HP1, HP2, HP 3, HP5, HP6
Communication Arts GLEs: Grade 9 - 12 W 1A, 2A - F, 3A - E; Grade 9 - 12 S/L 1A - B, 2A
- B; Grade 9 - 12 IL 1A-D, 2A
5. The fifth component is Character Education. Character Education is an important
component of the LEARNING SUPPORT curriculum. Students are counseled and helped to
improve their ethical values, discover their multiple intelligences and the strength of their
character, which enhances their development into valuable, involved members of the
community. Effects of good habits on the Physical, Intellectual, Emotional, Social, and
Ethical parts of the person are discovered.
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Show-Me Standards: SS6, SS7, SC7, SC8
Communication Arts GLEs: Grade 9-12 R 1A, 2A, 3A; Grade 9-12 W 1A-C, 2A, 3A; Grade
9-12 S/L 1A-C, 2A-C; Grade 9-12 IL 1A-C, 2A-C
Benchmarks for Grades 9-12:
Grading Criteria
Goal 1.2, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10
Goal 2.1, 2.2, 2.3, 2.7
Goal 3.1, 3.2, 3.3, 3.4, 3.5, 3.8
Goal 4.1, 4.3, 4.4, 4.5, 4.7, 4.8
Students are required to complete a Learning Log for each class to promote self-monitoring.
Daily grades are based on the following criteria with 20 points credited for each:
Scoring Guide/Rubric for Learning Strategies
Bring a calendar/planner and have assignments recorded in it
Complete assignments/homework and/or learning strategy
Possess all materials needed
Promptness - be on time
Display on-task behavior at all times
The student is able to…
Recognize and identify the lesson’s main idea, important facts, and supporting details.
Distinguish and define associated vocabulary words.
List and summarize what was learned in the lesson.
Explain and evaluate the impact of the lesson on student life.
Create or formulate an essay, journal, map, chart, oral presentation, or picture of learning.
Grading Scale
Successful: Grade A = 90% – 100%
Partially Successful: Grade B = 80% – 89%
Trying to be Successful : Grade C = 70% – 79%
Not Yet Successful: Grade D = 60% – 69%
Refusal to be Successful: F = 59% and below
Credit
One-half of one Elective credit per semester
Learning Support Pre Test
http://www.surveymonkey.com/s/KQ8L76L
Learning Support Post Test
http://www.surveymonkey.com/s/KC5H3V9
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