t eaching s trategies for i nclusive g eneral e ducation a lgebra i c lassrooms shane smith, saili...
Post on 20-Dec-2015
214 views
TRANSCRIPT
TEACHING STRATEGIES FOR INCLUSIVE GENERAL EDUCATION ALGEBRA I CLASSROOMS
Shane Smith, Saili Kulkarni, Min Chi Yan
University of Wisconsin-Madison
LEAST RESTRICTIVE ENVIRONMENT
Least restrictive environment (LRE) under IDEA mandates that students with disabilities have access to general education curriculum among their peers without disabilities to the greatest extent possible.
Students with disabilities in general classrooms have access to high quality curriculum and instruction
Students with disabilities in general classrooms demonstrate improved performance compared to those in segregated settings.
MATH FACTS
Knowledge of math is important for future success
64% of students with disabilities perform below the basic level in math (NEAP, 2009)
Students with disabilities stand a greater risk of becoming resistant to math and eventually dropping out (National Longitudinal Transition Study 2 [NTLS2], 2006).
36% of 12th-graders scored below basic compared to 24% who scored at or above proficient
INSTRUCTIONAL CHALLENGES
Traditional drill work and computation:
1) may perpetuate the idea that students with learning disabilities are passive learners.
2) fails to fill the gaps in conceptual understanding of core concepts in mathematical thinking for students with disabilities (Baroody & Hume, 1991; Parmar et al., 1994; Torgesen, 1982; Woodward & Montague, 2000)
CHALLENGES
Research in reading instruction is well established, while instruction in math is still limited.
Many students with disabilities have language issues, which makes it difficult for them to learn from language intensive verbal instruction.
Math content is getting increasingly complex at earlier ages.
ADDRESSING CHALLENGES
Giving students opportunities to practice math terminology is helpful
Have students use visual representations (pictures, symbols, maps, or number lines)
SIX PRINCIPLES OF NCTMNATIONAL COUNCIL OF TEACHERS OF
MATHEMATICS Equity- all students should have access to
meaningful math instruction regardless of ability, socioeconomic status, race, culture, language, etc.
Curriculum- instruction follows a logical and orderly progression
Teaching- avoids one-size-fits-all approach, allows professional development content (math) and methods (teaching techniques)
Learning- moves beyond simple factual knowledge to include procedural and comprehensive knowledge
Assessment- should be authentic and informative for teachers and students
Technology- incorporate appropriate technology
INSTRUCTIONAL STRATEGIES-TEACHERS
Advanced organizer Cooperative learning Real life examples Guided practice Self monitoring/questioning Supplemental (Web-based)
ADVANCED ORGANIZER
Using familiar concepts to link what students already know to new information
Begin by describing the goal of the lesson Present the material Promote active receptive learning Elicit a critical approach to subject matter Clarify
COOPERATIVE LEARNING GROUPSWhat is it? Why use it? Elements Activities
Groups of students of all abilities working together
Promote learning and student achievement
Positive interdependence
Jigsaw
Share a common fate (sink or swim as a group)
Increases retention
Face to face interaction
Think pair share
Jointly celebrate success
Increases satisfaction with learning experiences
Individual and group accountability
Round robin brainstorming
Performance is mutual effort among all
Promotes positive race relations
Group Processing
Three minute review
REAL LIFE APPLICATION
RationaleMath can be connected to daily
lifeReal world examples make
algebra less abstractNumbers are everywhere!Connections between textbook
material and life
REAL LIFE EXAMPLES
How far can you get on a tank of gas Budgeting Guitar
http://www.thefutureschannel.com/dockets/realworld/building_guitars/
Loans/Financial InformationCredit Card StatementCell Phonehttp://imet.csus.edu/imet3/yee/portfolio/cell_phone_webquest/step3.htm
GUIDED PRACTICE
modeling procedures in steps and fading until independence Levels of guided practice
High: Verbalize the procedures and have students restate and/or apply
Medium: Have students verbalize each procedure and apply
Low: Have students verbalize all of the (chunk together) and apply
No prompts
SELF MONITORING Keeping track of one’s own work
Checklists cue students to specific steps Student checks off items Checklists can target individuals Encourages students to make fewer mistakes Students can respond consistently and accurately to
problems presented
Self Monitoring Checklist Example
SUPPLEMENTAL MATERIALS
Using technology to supplement classroom based instruction
Characteristics Educationally relevant Grade/age appropriate Meaningful/engaging/connects to student learning Builds on a continuum of learning Affords for interaction
EXAMPLES OF SUPPLEMENTARY MATERIAL
http://www.k8accesscenter.org/training_resources/MathWebResources.asp http://illuminations.nctm.org/LessonDetail.aspx?i
d=U157 http://thinkfinity.org/ http://www.aaastudy.com/alg.htm http://www.worldplenty.com/grade8.htm
DEMO
Please feel free to walk around and look at some of the examples of math materials
Traditional Process Oriented
(x+3)(x+2)
http://www.youtube.com/watch?v=8h_lHZgVq_8&feature=related
Jill’s bedroom will be enlarged. Her room is like a square. The length will be 3 feet longer and the width will be 2 feet longer. What is the area of the new room?
Solving Binomial Expressions: 2 Approaches
PROCESS ORIENTED APPROACH NCTM STANDARDS Learners will engage in problem solving and
representational processes to engage in an algebraic activity with distributed practice in the geometric concept of area.
Steps Curriculum based assessment and planning Advanced organizer Demonstration Maximize student engagement and monitor student
learning Guided practice Independent Practice Processing Extension
Process Oriented ApproachTo illustrate this example using tiles, fill in the binomials in the correct positions like it is shown below.
MODELTo illustrate this example using tiles, fill in the binomials in the correct positions like it is shown below.
Now you simply fill in the center. As a teacher, you already know that... x·x = x2, x·1 = x, and 1·1 = 1. By simply filling in the correct pieces of the rectangle, the students will see and feel these results. Take a look:
Drawing out the example
TRY IT OUT
(x+1)(x+1)(x+2) (x+2)(2x+1)(x+2)
STRUCTURAL ISSUES
http://www.youtube.com/watch?v=oBP5wuPf6f8
Can you think of structural issues to inclusion in your school(s)/district(s)?
Take a few moments to jot some down.
Professional Development Classroom Supports Resources
SCENARIOS Group 1: John has a learning disability and is in an 8th grade algebra
program with grade level peers of all abilities. He works well with others and enjoys math class. He has difficulty with abstract concepts. His class is learning about the least common multiple. Design a short lesson plan for this student and his peers. LCM: The least common multiple of two numbers is the smallest
(nonzero) number that is a multiple of both numbers. (LCM of 4 and 5 is 20)
Group 2: Franco is in high school algebra. He has just been placed in an inclusive 9th grade class. He reads at a 9th grade level, but has difficulty solving word problems. His teacher has never worked with a student with disabilities before, how can the teacher approach instruction for Franco?
Group 3: Ms. Celia uses has been using a curriculum with her 9th graders for algebra that has been effective for several years. This year, however, she has a new student in her class with emotional behavioral disabilities. The student shows little interest in the textbook material and individual work that were part of Ms. Celia’s math instruction. What might Ms. Celia do that would engage her new student?
