Strategy ScenarioStrategy ScenarioStrategy: Strategy: Frames, Type 2 Content:Content: Special Education Survey ClassTitle:Title: Mental RetardationTime RequiredTime Required: : 30 minutes Number of Participants: Number of Participants: 30Target AudienceTarget Audience: : College undergraduate studentsGoal of activityGoal of activity: : To identify the major characteristics, causes, prevalence, andeducational implications of the different levels of mental retardationPurpose of scriptPurpose of script: : To demonstrate the use of frames, type 2 as a means oflearning defined conceptsLearning Outcomes (s), Learning Outcomes (s), Gagne’s TaxonomyGagne’s Taxonomy: : Intellectual skills: Verbalinformation, defined concepts, rulesLearning Outcomes (s), Bloom’s TaxonomyLearning Outcomes (s), Bloom’s Taxonomy: : ComprehensionEntry SkillsEntry Skills: : Ability to follow oral and written directions, knowledge of specialeducation terms related to assignmentSetting: Setting: ClassroomMedia: Media: worksheet, overhead projector, textbook, writing utensilsProcess: Process: The instructor explains the principle of the frame- the various levels ofmental retardation and the implications for education. The students work alongwith the instructor to complete the frame together.Strategy AssessmentStrategy Assessment:: The students will be given a fill-in-the-blank test. Theteacher will assess the use of the strategy by asking the students how they recalledthe information about mental retardation.Author: Author: Marilyn Wilson McGowanReferences:References:• West, C.K., Farmer, J.A., & Wolff, P.M. (1991) Instructional Design:Implications from cognitive science. Englewood Cliffs, NJ: Prentice Hall• Hallahan, D.P., & Kauffman, J.M. (1994). Exceptional Learners:Introduction to special education (7th ed.). Massachusetts: Allyn and Bacon.Frames, Type 2Frames, Type 2Mental RetardationMental RetardationCausesCauses CharacteristicsCharacteristics PrevalencePrevalenceEducational ImplicationsEducational
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