After reading chapter 13 you should have a good understanding of the INCLUDE strategy as well as other ways to plan instruction by analyzing classroom and student needs. For the online assignment you will plan accommodations in the instructional environment.
Vera is a student with a learning disability in your 4th grade class. You use whole-group instruction in math. This method is sometimes difficult for Vera, who is behind her peers in math. Vera is slow to answwer math facts, has trouble keeping numbers straight in columns, and sometimes forgets a step or two when she is computing a problem that requires several steps.
1. Identify the demands in your class that are likely to be challenging for Vera.
2. How can you use the remaining steps in the INCLUDE strategy to help Vera succeed in the whole group?
3. How can you use direct instruction to teach students to round numbers to the nearest 10?
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It will be challenging for Vera to learn math in a whole-group setting. Vera may also struggle with traditional instructional material if no additional helps such as manipulatives or other representations are used. Certain evaluation methods may be challenging for Vera as well. She will struggle with timed tests.
ReplyDeleteThe other steps will help me to note her strengths and needs, check for areas of success, and look for potential problem areas (the book calls these mis-matches…like asking a child who can’t speak fluently to give an oral presentation). I will then use that information to differentiate her instruction. Some of the ideas I have to accommodate Vera are to create a daily handout for the class as a guide to remind them of the basic ideas being presented that day. The handout can be placed in a math binder and kept as a reference tool. Some of the students may not use the tool; but, other like Vera may. It may be possible to keep the guide simple enough to only include basis steps used in the computation of the problem and allow students the option of using the guide during tests; giving Vera an accommodation for her problem of forgetfulness. If a guide isn’t used, it could also be a practice to ask Vera to write the steps (or help her write the steps) involved in solving problems on the top of the worksheet/test before problem solving begins. A song or poem may also be used to help Vera remember steps in solving problems. Vera should also be accommodated with the amount of time given during the testing process. She will need pauses in direct instruction to digest the information that has been presented. It would be helpful if the class could be allowed to work together in small groups (during the pauses) to use the concepts in computing problems at their seats. It would be most helpful if Vera was seated in a group with students that excelled in math and had an interest in helping others succeed. The teacher may need to provide her with graph paper to help her keep columns of numbers straight. Once accommodations have been made it is necessary to evaluate Vera’s progress and the effectiveness of the accommodations.
During direct instruction, I would use rhythm to teach students how to round to the nearest 10. My son’s teacher keeps a chart on the wall that has 100 squares in a 10x10 arrangement. Each day school is in session, they add another number to the chart with the goal of reaching “100 Day.” As the numbers accumulate, they practice counting out loud to that digit, then they count by 10s as high as the numbers go. They not only get to say the numbers out loud together in rhythm, but also see them in a straight line by 10. This helps build the concept of 10. The chart could be used to teach rounding. A key to this is to review, review, review until they students understand it. Leaving the chart up on a board will assist students who may need to see the concept visually.
1. Identify the demands in your class that are likely to be challenging for Vera.
ReplyDeleteVera will have trouble with many of what the class will be doing. Because Vera is behind with the rest of her peers, the class will continue to move forward while Vera struggles to catch up. Having group work may be difficult for the rest of the class will understand and continue with their work and Vera will not understand and maybe sit quietly trying to understand. Extra help for Vera will definitely be needed, for Vera will struggle with tests and activities.
2. How can you use the remaining steps in the INCLUDE strategy to help Vera succeed in the whole group?
You must keep an eye on Vera, for even though she may struggle with math, there may be other things that she is very strong at. Find her strengths and use that to help her. There is math in almost anything you do in a day and finding something Vera is strong at and understands can help her to understand math.
Find what Vera succeeds in for if math may be a struggle she can still boost confidence and be motivated to succeed in math as well.
Watch for where Vera really struggles. Finding the root to where her struggles are coming from can help to move Vera forward in understanding.
While observing Vera you may discover her weaknesses and her strengths. Using this you may be able to change your lesson in a way that helps not only Vera but the rest of the class to understand and enjoy the lesson more. Changing your lesson for better understanding is always an option as a teacher.
After you have observed and changed classroom lessons and activities you are now given a chance to see if how you have changed things have helped improve how Vera learns. You can find fault in yourself as well and can thus improve for a better understanding.
3. How can you use direct instruction to teach students to round numbers to the nearest 10?
Using models is always a great way to introduce something new to students. Models are great for it helps students to understand better when they can see what is being taught to them.
Reviewing of previous work helps students connect to their assignments in class.
Presenting new material must be given in a short but clear way for students to understand and begin work.
Give students a chance to practice what they have learned and be quick to look for strengths and weaknesses for a way to help improve.
Provide feedback for them so that they know if they are doing something wrong and they can correct themselves.
Review their work constantly so that they can remember what is being taught to them and continue to use their knowledge of each lesson.
1.Identify the demands in your class that are likely to be challenging for Vera.
ReplyDeleteOne thing that will be challenging for Vera is that she will have trouble keeping up with the rest of her classmates. Since she does have a learning disability, she will struggle with group work. She will likely have difficulty understanding the instruction in math since she is farther behind. This might cause her to be frustrated and try harder so she can have a better understanding of what her peers are learning. When it comes to tests, she will struggle more. She needs to have other type of additional help such as manipulates or tools that will help her progress and learn her math facts more easily.
2. How can you use the remaining steps in the INCLUDE strategy to help Vera succeed in the whole group?
Check for potential areas of success—Vera might be strong in other subjects besides math. She might learn better by using other resources besides whole group work and worksheets. It will be necessary to give Vera choices of a variety of resources that will be beneficial to her. Also, it is important to check where she is struggling most. Once I are able to pinpoint exactly her potential problem areas, I can change instruction based on her individual needs. By observing and keeping notes of her strengths and weaknesses, I will be able to help Vera learn in ways that she will understand. By differentiation instruction, progress shall be made. For example, if she has trouble understanding math, provide tools such as worksheets with math steps to help her learn. If she likes to sing, come up with a song that will help her understand math facts. Since she has trouble keeping numbers straight in columns, provide graph paper. Also, I will place her with individuals that excel in math and would be willing to lend out a helping hand. Lastly, if she needs one-on-one-assistance, I will provide that for her and allow for more time to complete assignments.
3. How can you use direct instruction to teach students to round numbers to the nearest 10?
By display models of how to round numbers and place around room so students have the opportunity to refer to the chart as they solve the problem. Present material in small steps, using careful demonstrations that incorporate concrete examples. Also, it is important to provide guided student practice and check for understanding. According to the book, “at first student practice takes place under the direct guidance of the teacher, who frequently questions all students on material directly related to the new content or skill.” You can involve students in questioning by using unison oral responses or by having students answer questions by holding up answer cards.” By using unison oral responses, it gives students more practice but allows me, as the teacher, to monitor student learning more readily. Other ways to use direct instruction is provide feedback and correction ( reteach when necessary), provide independent student practice and review frequently.
1. Identify the demands in your class that are likely to be challenging for Vera.
ReplyDelete2. How can you use the remaining steps in the INCLUDE strategy to help Vera succeed in the whole group?
3. How can you use direct instruction to teach students to round numbers to the nearest 10?
1. The demands in my class that are likely to be challenging for Vera include the fact that we use whole-group instruction in math, the limited time we have for learning math, and the multiple steps involved in 4th grade math problems. Since whole-group instruction is used for this subject, once we cover something, we go onto the next thing. This would make Vera very behind of her peers. There are only so many hours in the school day, and during those hours so many things have to be covered, so if we only have 45 minutes a day to devote to math and Vera is slow to answer math facts, she is not even completing all her work, so that puts her even further behind the others. Finally, if she is forgetting steps in multi-step math problems, she will not learn how to solve that type of problem properly. Math builds on what was learned last, so she has to understand all the steps to a problem before she can go onto the next type of problem.
2. After identifying the demands that are challenging to Vera, I would note her strengths and needs by looking at her academics, social-emotional development, and physical development. If she is struggling with basic skills in math, we can bypass the struggle by allowing her to use a calculator when appropriate. Next, I need to check for potential areas of student success. Success enhances her self-image and motivation. By focusing on what she is successful in, she will be motivated to try more challenging things because her self-image is at a higher level than if I never mentioned her successes. The next step is looking for potential problem areas, and these problem areas can be resolved by using differentiated instruction. Using information to brainstorm ways to differentiate instruction is the next step. I can examine possible instructional accommodations to help her gain full access to class content and instruction. Next, I need to differentiate instruction. Maybe we can do whole-group instruction in math some days and small group instruction the other days. Whatever I decide to do to differentiate instruction, I need to select age-appropriate approaches, the easiest approach, modifications I agree with, and give her choices. Finally, I must evaluate her progress by assessments and teacher or student ratings.
3. I can use direct instruction to teach the students to round numbers to the nearest 10 by first explaining what it means to round numbers and then provide the students with plenty of examples of how to round to the nearest 10. I can work with a small group of students who struggle with this concept while the rest of the class is working on a worksheet or out of their math books after the direct instruction.
1) The demands that will be challenging for Vera is the whole-group instruction and also having math problems that have several steps. Since Vera is behind her peers, she won't be able to fully participate in the whole group instruction. And if she has trouble doing math problems that have more than a few steps, she will fall behind and ultimately not be able to go any farther.
ReplyDelete2)To help Vera succeed, I would have to focus on what she is good at. If she needs a different type of resource to help her better understand math, I would allow her to use it. I would have to see what the potential problem areas are for Vera. Where she struggles, I would have to find ways to help her and make sure she can flourish instead of fall behind.
3)I can use direct instruction in teaching students how to round to the nearest ten by having different models around the room that would help students to understand what it means to round to ten. Display models are good to have in the classroom so the students can reference them when needed. I would also make sure they had plenty of practice in rounding different numbers to the nearest ten. Perhaps I would take time to show them some time of game that they could remember and refer to while working.
1. Identify the demands in your class that are likely to be challenging for Vera.
ReplyDeleteVera might be challenged when my class does group work in math. She might feel like she does not belong or is not smart enough, because she is not that great with math. Also, when I am teaching any type of math that is new to our classroom, she may struggle because she has not seen that type of math problem before. Vera might also have a very hard time on time test. Vera would most likely get extremely nervous and just freeze; she is not good with math to begin with, so she should never be forced to rush through a test.
2. How can you use the remaining steps in the INCLUDE strategy to help Vera succeed in the whole group?
First I would see what Vera really needs help with and what I should work on with her on a daily bases. I would see what areas of math she is really struggling in and then I would change my intrusion techniques to better accommodate Vera. Some children love working in groups, so I might she if that is something she enjoys and then put her with a gifted math student; this way the two students are more on the same level and can help each other when struggling on certain parts of the math assignments. I would definitely make accommodation for Vera and also stay after school or during a quiet period and work one-on-one with her. I would love to see what Vera enjoys and what she is very successful at, and then we can pair her with a student that is struggling on that topic and Vera will feel very smart and helpful.
3. How can you use direct instruction to teach students to round numbers to the nearest 10?
I would do many lessons involved with rounding numbers, this way the children hear these daily and become very familiar with it. One thing that I would do is make math fun for the students. Children are more likely to learn when their lessons are fun and exciting for them. When I begin that lesson, I will go slow and be clear for my students to understand. This will not be a lesson that rushed just to get done; you have to slow so children have time to ask questions and time to process what they are learning. I would have models and objects my student could use to practice math throughout the day, this way when the math lesson comes, my students will know what is going on and be excited for me to teach!
1. The demand with Vera is that she is behind in math so doing a whole group instruction means that she will not be able to participate as a much as her peers. She may also begin to give up in math beacause she feels like she just can't do it. She also has a hard time doing problems that have multuiple steps.
ReplyDelete2. The first thing that I would do with Vera is show her what she is good at in math so that she doesn't feel bad about not doing well in other subjects. This will help her to keep trying and not give up because she is good at certain parts of math. I would have her answer questions that she knew the answer to during group instruction, also to build her confidence. I would let her use manipulatives if she wanted. I would try to find a way for her to remember the steps. They could be written on a note card on her desk. She may also need individual instruction.
3. I would have direct instruction, models, and individual and group practice. I would also have them play a game as a group, individually, or as a class. I could probably find a game online for rounding to help them to understand.
1. Identify the demands in your class that are likely to be challenging for Vera.
ReplyDeleteVera has difficulty with whole-class lessons which are causing her to fall behind her peers in math. She may have difficulty with problems that involve multiple steps because she sometimes forgets the steps. She has a difficult time with math facts and keeping her numbers in columns. She will have difficulty taking tests since she jumbles up the steps in math problems. Timed tests will be especially difficult since she struggles with the facts themselves and is farther behind the rest of the class.
2. How can I use the remaining steps in the INCLUDE strategy to help Vera succeed in the group setting?
After identifying the classroom demands, the next things to do are note the student's strengths and needs and check for potential areas of success. I will have to find out if Vera is struggling with academic, social-emotional, or physical development. It seems as though she is struggling with academics. I will have to find out which areas Vera does well at, and develop her skills from there. After finding what she does well, I will have to know where she struggles and where there are potential problem areas. This is the time that I find any mismatches, and solve the problem with differentiated instruction. After the mismatches are identified, I must use that information to identify possible ways to eliminate or minimize their effects with instructional accommodations and modifications. For example, since I have already noticed that Vera does not always remember the steps in problem solving, I could allow her to use the steps on tests, and help her to eventually memorize and make the content meaningful. Also, if she has difficulty with her facts, she may need extra practice or more one on one instruction. She may also want to work in smaller groups with students of a higher math ability. The next step is to select appropriate accommodations or modifications to try. The books says to select age appropriate strategies, use the easiest approaches first, and determine whether you are dealing with a "can't" or "won't" problem. I think it will be important to give Vera as many math resources available, like the problem solving sheet, the use of technology, models and manipulatives, and more one-on-one instruction. The final thing I must do is evaluate Vera and see if there are signs of progression after the differentiated instruction.
3. How can I use direct instruction to teach students to round to the nearest 10.
I would do the lesson on the board and provide many examples. I would show different ways of solving the problem. I would also want to have many models around the room. I would also want to show the students how rounding to the nearest 10 is used in real life.
1. Indentify the demands in your class that are likely to be challenging for Vera?
ReplyDeleteUsing the whole group instruction to teach math might be challenging for Vera. My classroom management skills might also create a somewhat challenging atmosphere for Vera. Some of these might include physical organization or keeping things in order so Vera can understand. The use of time for instruction might also pose a problem for Vera.
2. How can you use the remaining steps in the INCLUDE strategy to help Vera succeed in the whole group? I could keep track by keeping notes on Vera’s learning strengths and her needs in math. Having these notes will give me a better idea on how to address Vera’s learning disability. Learning her strengths in math might help create a positive set up towards helping her in math. Checking for Vera’s potential areas of success and encouraging that success will create a better atmosphere for Vera. If I keep my eyes open for her problem areas in math and look for them, I can have a better understanding of her issues in Math and know how to correctly address them. I can use this information and other ideas to brainstorm for different ways to set apart different instructions when needed. Having differentiated instructions will have a major influence on Vera and will also benefit my other students as well. Some students learn better by having a help guide others are better at having hands on learning experience, while others might benefit from peer group work. Some students might need all of these helping ways to succeed. I think Vera will benefit from more hands on instruction and help in math, I also think having a study guide will help her stay more organized with numbers. Evaluating Vera’s progress will allow me to assess what she has learned or is learning and what she might still need help with. It will help to assess another game plan that will better accommodate her learning disability in math.
3. How can you use direct instruction to teach students to round numbers to the nearest 10? I will give them a review of previous math learned and the concept of 10. After I review some previous math concepts they have learned in the past. I will do some research on how to present rounding. I will then develop a plan using previously taught information, the new concept (rounding) and feedback from evaluations I have done. Then I can tie the rounding in with the some of the review we did previously. I will present the new idea of rounding to them in a way they can relate it to our review. I can use guides, activities, and manipulations to help with the rounding concept.
1. Identify the demands in your class that are likely to be challenging for Vera.
ReplyDeleteTo better help Vera learn math there needs to be a variety of manipulatives used. These visuals usually help kids like Vera see the problem and help them come to an understanding. It will be very hard for Vera to learn in a whole group setting because she doesn’t have the confidence. She knows she is behind other students her age and is slower than other students when finding the answer to math questions. For Vera to catch up she will defiantly need extra help from the teacher. The teacher needs to find out how Vera best learns and make math a fun learning experience for her. I think if she stays behind her peers she will tend to strongly dislike math. So as a teacher, Vera will need extra help and special adaptations to fit her learning style.
2) 2. How can you use the remaining steps in the INCLUDE strategy to help Vera succeed in the whole group?
I think as a teacher it is always important to find our students weakness and their strengths. We need to focus on what she is good at and how she best learns and try and incorporate that in what she is struggling in. Keep anecdotal notes while doing this to make sure that Vera is improving. Like I said before special adaptations will need to be made for Vera. Such adaptations may be extra practice sheet to one on one time with the teacher. There the teacher can try and help her with keeping her numbers straight so she can find the correct answer. Graph paper could be used to keep her numbers in order as well as self made charts.
3. How can you use direct instruction to teach students to round numbers to the nearest 10?
Using models and self made manipulatives are always a great way to introduce something new to students. Students tend to learn better when they have models. Models can show something that may be difficult to explain if the child hasn’t seen or heard of it before; therefore, models help students to understand better when they can see what is being taught to them.
Presenting new material must be given in a short but clear way for students to understand and begin work. Using work that has been taught previously in the classroom tends to help students learn when they can add steps to what they know. This is where students actually connect to their assignments and makes learning happen. Give students a chance to practice what they have learned and be quick to look for strengths and weaknesses for a way to help improve. Make anecdotal notes for each student to be able to give feedback for them so that they know if they are doing something wrong and they can correct themselves.
1) Identify the demands in your classroom the might be challenging for Vera.
ReplyDeleteThe whole group instruction in my classroom will be challenging for Vera as she is behind her peers. I have only so much time alotted in the day to devote to math instruction and her classmates will be able to learn more quickly and be ready to move on to the next lesson which will place Vera even farther behind. Also, multi-step math problems will be difficult for Vera to master if she is having difficulty in math. If she continually misses or doesn't understand a step it will make it difficult for her to move on.
2. How can you use the remaining steps in the INCLUDE strategy to help Vera succeed in the whole group?
The first step in the INCLUDE strategy is to identify her strenghts and weakness and make accommodations accordingly. Vera may not have grasped the concept of ten a basic fundamental of math that would assist her. I could use math websites that target her weaknesses. Next, I would look for areas where Vera succeeds. Success creates a greater self-image and could provide motivation for Vera to try more difficult tasks. The next steps are to focus on the problem areas and provide differentiated instruction to help reach academic success; manipulatives, math websites, small group or one-on-one instruction. I must stay current in my assessment of her progress and make the necessary modifications as needed.
3. How can you use direct instruction to teach students to round numbers to the nearest 10?
I can use direct instruction to teach students to round number by first explaining the concept of rounding to the nearest ten. I can then have a whole group discussion; asking questions, encouraging participation and providing many examples. For students having difficulty with the concept, I could provide further manipulatives or examples and work in a small group to help them meet the goal.
1. Vera will have trouble with the whole group instructions because she doesnt quite compute math as quickly as the other students. This will keep her from participating in the whole group instruction because all the other students will come up with the answers faster than her. Also, students might learn a lesson much faster than Vera which could lead to going on to another lesson while Vera is still trying to figure out the last lesson. Finally, in 4th grade, many multi step problems are introduced in this age. This could be a very challenging task for Vera. She has trouble with these mutli task problems.
ReplyDelete2. Once you have figured out Vera's strengths and weaknesses, you need to find a way to teach her in the best fashion for her strengths and weaknesses. She might need that special one on one each day, or maybe a different teaching style is needed to improve her learning. It is also important to reevaluate every so often. Make sure the new teaching style is imporving her knowledge. It is very important for a student with a learning disability to try different learning styles to try and recieve the best amount of efficiency in teaching from their teacher.
3. I would use direct instruction to teach students how to round numbers to the nearest 10 by first using a number line. But first, I would have to reevaluate their concepts of base tens. Then, I would create a number line and then pick a number on the line. Then, I would physically show them how close the number was to the nearest 10 above or below the number. Like my number line was 10 to 20 and the number I picked was 16. So I would have them count from 16 to 20 and from 10 to 16, and whichever has the least amount of numbers between the two would be the nearest 10. I would then allow time for students to perform this task with a few numbers. I would also try to explain a real life example of why we need to try and round to the nearest 10s.
1. Identify the demands in your class that are likely to be challenging for Vera.
ReplyDeleteThe demands of the class that will be challenging for Vera may be moving on to higher levels when she has not effectively learned the prior contents of Math. Vera may also be having troubles with group work because of the arrangement of her group. If she is the only one who is behind in Math in her group, she will most likely be put aside by the other students as they proceed through the group work, and may not participate because she does not want to be made fun of.
2. How can you use the remaining steps in the INCLUDE strategy to help Vera succeed in the whole group?
By using the INCLUDE strategy, I would first decide if the environment of the classroom was helping Vera, or holding her back. I would also see if my classroom management strategies, instructional materials, instructional methods, and classroom grouping was in effective. The grouping of students would include students of different interests and abilities. This may help with peer tutoring and cooperative problem solving. I would also note her learning strengths and needs. Pointing out her strengths and potential areas may bring in a stronger self-confidence that may help her to enjoy Math. This may also help with classroom conduct, interpersonal skills, and personal-psychological adjustment. Another thing that needs to be found is the different kinds of instruction for Math that Vera would be able to more effectively understand. She may also benefit from having instructional accommodations before the whole group work. I will try to find the age-appropriate strategies, decide if she is using “can’t” or “why”, select the easiest approach, and find the modifications and strategies that I agree with. I would then finally evaluate her progress.
3. How can you use direct instruction to teach students to round numbers to the nearest 10?
To teach students to round numbers to the nearest 10, I can use direct instruction by making it a routine to go over the rounding of numbers. We would review the prior days work and check the previous day’s work. When we are done going over the prior day’s work, we would go over new and short steps that may help. The students would then practice rounding numbers to the nearest 10 by using unison oral responses, holding up answer cards, or simply raising their hand if they feel they know the answer. With their answers, I would make sure that I included correction and feedback instead of just saying if they were right or wrong. By each student’s self, I would have them practice independently, and be held accountable for their work. The subject of rounding to the nearest 10 would continue to be systematically reviewed after the tests and homework.
1. There are a few different things that may give her some problems. First may be that since she has issues with lining her numbers up, she may not be able to move up with the rest of her peers with multiplying, dividing, adding and subtracting. I think something else that would need to be changed is the type of instruction that I give. I may think about giving one on one or small group instruction to help her.
ReplyDelete2. The environment of the classroom is something that may be giving Vera problems with her math. I would take a close look at all aspects of my teaching from my grouping methods, instructional strategies, and materials. I would group her with students that have similar interests. Putting her in small groups will herlp her with her communication skills as well as help her in math.
3. For helping children round to the nearest 10, my direct instruction technique may be to keep it routine to go over it every single day. We would constantly be reviewing and maybe playing interactive games with flashcards. I would also offer feedback and note all the progress.
1. The classroom environment for Vera is difficult because she is behind her peers. Group work is very difficult for Vera because she has a learning disability and gets easily frustrated. Since she has such a hard time learning she is unable to move on to the next steps. Mathematics compounds previously learned of material. With Vera, not being able to understand previous work hinders on her ability to learn new material. She also has a hard time when it comes to taking tests.
ReplyDelete2. Praising Vera's other strengths can help boost her self esteem to help her feel like she is on the same level as the rest of her peers. Finding something that is math related that Vera likes to do, such as grocery shopping with her parents, could make math see more relatable. She could be able to use a calculator or different manipulatives during activities or during the tests. She also could work one on one with a peer who excels. Also looking ahead to future lessons to see if there be any problems in differentiating any instruction before hand will also help her chances to succeed.
3. There are many different ways to teach children about rounding to 10. Using different models, having plenty of practice time, reviewing any previous assignments, giving direct instruction while also having independent student practice and review sessions, are all different ideas.