Instructional Design Video Transcription
My name is Katelyn O'Quin and I teach dyslexia therapy in a large district north of Dallas out in the suburbs. My course is going to be a hybrid course of in-person dyslexia therapy and then combined with adding a SEL growth mindset component that will allow students to really have that COVA experience. Also, their homework and extra supplemental activities will be in the online course as well.
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Documents that are influencing are going to be:
The Texas Dyslexia Handbook
Our district non-negotiables
International Dyslexia Association
The Academic Language Therapy Association, which is also what does our credentialing and our required CEUs every year.
I'm going to be doing the Take Flight Scottish Rite program lends itself to competency-based, so that's pretty much what will be my main curriculum, but then that outcomes-based comes in with that SEL and growth mindset where students really get to have that choice, ownership, voice, and authentic learning through showing their growth mindset and SEL through getting to do some digital learning projects.
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And there's going to be lots of different kinds of assessment going on here with the of, for, and as learning. Obviously, we've got our of learning with those SPED goal checks, progress monitoring, and book checks. For learning would be like anecdotal notes, observations, exit tickets. I'm going to be doing some skill check-ins for those specific skills that we've taught in GT. Like, okay, we just learned the floss rule. How comfortable do you feel with that? Do you feel like you've got it? Do you not have it? And then as learning, we're going to be doing more reflecting. So it might be like a reflection question on a scale of 1 to 10 or like just a straight up journal prompt, like reflecting on learning behaviors. Are you using your accommodations? Are you advocating for yourself? Do you need more help? Just things like that.
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And then also students will be completing projects in connection to texts about the growth mindset and dyslexia. So to really encourage that deeper learning, it's just going to create them or have them be really introspective about their learning behaviors and reflecting on that and how they're taking what are they learning in dyslexia and then applying it back to the classroom. It'll be controlled by both because obviously the teacher is putting out the content and then there will also be opportunities for students to choose which activities they do.
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And then this is my three column table. I've just divided out, you know, the components of like the foundational and the application are really the components of our take flight program. And then in the learning activities, I've added different technology integrative things and then the different types of assessment. And then that human dimension and caring really bring in that SEL and growth mindset. Things that I've talked about and where students are keeping that learning journal and doing online projects and things like that.
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And then I kind of outlined here. I'm going to be using my book two group for this. We always work at the pace of the kiddos. So like we say we go as fast as we can, but as slow as we need to. So ideally we would be covering at least two lessons a week. However, sometimes those lessons take four days instead of two. And so, you know, like what I'm going to do is I'm going to put it in Google Classroom as draft and then have it ready to push out when they're ready to go. And then on Fridayswe do those goal checks and SEL and let them work on those projects. And then I've planned out the first two weeks. Out the first two weeks. And then I've planned out the texts for the rest of the semester.
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My references, I have multiple references about dyslexia and teaching dyslexia. I have references like this creating, or think, we know about that one. And then Dr. Hrabnik has had some for foreign as learning. And then improving learning quality through adding electronics. It's a really great article just about how integrating technology into coursework really helps students.
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And then this Thomas and Brown, just really about how the power of the collective and how when students work together. That's another thing I did not mention, is that students are going to be having discussions about their learning of the skills and like how do they feel about it and where are they with it. And they're going to get to choose whether that discussion is done online or it's done in person. So kind of the way that we get the choice of how we do our discussions.
So let me know if you have any questions.
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Oh, and then this is what I have built out so far for the Google classroom. So basically like if we're on lesson 16 and we cover letter R or letter L and that's all we get to, I would push that out. And then the deck practice would probably be pushed out pretty quickly. And then, you know, this would be pushed out towards the end.
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So thank you so much.