M5 H5P Learning Objects
Interactive learning objects
These H5P learning objects require student input and offer knowledge and comprehension level learning opportunities for students in a formative manner.
5.1 Communication and Culture Basics
- Alignments: 1c, 8m, 10n, 10q
- Description: Pre- and post quiz about module content that provides self-testing opportunity.
M5 IEP Communication Bingo
- Alignments: 1c, 7e, 7m, 10d
- Description: Students watch a mock IEP video, marking communication and collaboration practices they observe on a bingo card. Once a student calls bingo, the class analyzes the practices observed. Also provided as an activity (see M5 Activities).
H5P-Based Visuals
These H5P are visual expressions of learning materials within each module. Because not all end users will have access to either host the .h5p file or embed a link to our version, we’ve also provided an alternate expression of the materials in each H5P in a Word document.
5.1 Self-Discrepancy Theory
- Alignments: 10n
- Description: Accordion. Explains how discrepancies between our (and other people’s) understandings of the actual, ideal, and ought self can affect our intrapersonal, and also our interpersonal, communication choices.
5.1 Ecological Systems Theory
- Alignments: 8m, 10n, 10q
- Description: Hotspot. Graphic representation of Bronfenbrenner’s Ecological Systems Theory.
5.1 Cultural Dimensions Theory
- Alignments: 8m, 10n, 10q
- Description: Hotspot. Graphic representation of Hofstede’s Cultural Dimensions Theory.
5.2 High-Leverage Practices for Students with Disabilities: Collaboration
- Alignments: 1c, 7e, 10d
- Description: Accordion. Lists three high-leverage collaboration practices identified by the Council for Exceptional Children and provides additional commentary for each practice.
Performance. The teacher collaborates with families, communities, colleagues, and other professionals to promote learner growth and development.
Knowledge. The teacher understands how multiple forms of communication (oral, written, nonverbal, digital, visual) convey ideas, foster self expression, and build relationships.
Knowledge. The teacher knows how to work with other adults and has developed skills in collaborative interaction appropriate for both face-to-face and virtual contexts.
Disposition. The teacher respects families’ beliefs, norms, and expectations and seeks to work collaboratively with learners and families in setting and meeting challenging goals.
Performance. The teacher plans collaboratively with professionals who have specialized expertise (e.g., special educators, related service providers, language learning specialists, librarians, media specialists) to design and jointly deliver as appropriate learning experiences to meet unique learning needs.
Knowledge. The teacher knows when and how to access resources and collaborate with others to support student learning (e.g., special educators, related service providers, language learner specialists, librarians, media specialists, community organizations).
Performance. The teacher works collaboratively with learners and their families to establish mutual expectations and ongoing communication to support learner development and achievement.
