Using Public Transportation
In this unit, a variety of in-class assignments, role-playing activities and real-life experiences will be used to assess the students mastery of the standards. The tasks in this unit will be used along with the chapter on utilizing public transportation in the Life School 2000: Community Resources curriculum published by Globe Fearon. The assignments and criteria are written in language so the students can use them.
Standard 1: The student will be able to arrange public transportation on Dial-a-Ride
Task A: Calling Sheet
On the computer, type a list of what you need to do and the words you would say when calling Dial-a-Ride. Your list will be graded on the following criteria:
Task B: Role Playing
Use the calling list you made to practice your Dial-a-Ride call with
a partner. When you feel ready, role play a call without using your calling
list. Your partner will check off the information you do and dont
include. Your partner will also score you on if you are speaking loudly
and clearly enough.
Task C: Real-life Application: How my partner sounded
The student makes an actual call to Dial-a-Ride and is assessed by a teacher or aide using the same rubrics for Task B. The second rubric on how the student sounded includes two unmarked columns for teacher/aide use: Usually (after Always) and Rarely (after Sometimes).
Standard 2: The student will ride a Dial-a-Ride bus to a desired
Task A: Right Place and Time?
After completion of the Bus Schedules worksheet in the Community
Task B:Teacher Role Play
After completion of the Boarding the Right Bus and Riding
the Bus worksheets
Task C:Student Modeling
After observing and critiquing several role plays by the
teacher and aide, the
Task D:Real-life Application
The student takes a Dial-a-Ride bus to a community location,
accompanied by a
Standard 3: Given a schedule, the student will determine which Metra train to take to a given location.
Task A: Create a Checklist Rubric
In order to teach the students how to use a Metra train schedule, the
teacher will ask them what questions they will need to ask themselves
when trying to find the train they need to take for a particular trip.
Through teacher prompting and the asking leading questions, the resulting
list should look something like this:
Task B: Structured Practice
The teacher will assign a variety of proposed trips. The students will
be given copies of their checklists to find the best train to take and
to record their answers as they go through the
Task C: Student Assessment
The students will work in pairs and assign each other a trip to take. They will use their checklists to record their answers, and check their partners answers.
Standard 4: The student will ride a Metra train to a desired destination.
Task A: Create a Checklist
The teacher will present the steps to riding the train, and will create
a list with the class. Buying tickets at the station and the on the train
will be discussed. Polite rider behavior outlined in the bus
riding exercises will also be reviewed. The resulting list/rubric will
look like this:
Task B: Teacher Role Play
The teacher will hang signs in room with areas designated Ticket Window (with an OPEN or CLOSED sign), Platform (with a taped line on the floor) and Train. The teacher and aide will role play different ticket-buying and train-riding situations. The students will use the rubric to evaluate teacher/aide performance, and suggest correction where necessary.
Task C: Student Modeling
Using the same arrangement as Task B, the students will now model the steps to buying a ticket and riding the train. Teacher and other students will evaluate and offer suggestions if needed.
Task D: Real Life Application
The student(s) will use the schedule to plan a train trip to a given location. The student(s) will go through the ticket buying process and ride the train to the appointed location accompanied by a teacher or aide. Student performance will be evaluated using the rubric from Task A, and the teacher/aide will review their performance with them.
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Copyright 2018, Jon Mueller. Professor of Psychology, North Central College, Naperville, IL. Comments, questions or suggestions about this website should be sent to the author, Jon Mueller, at email@example.com.