Jessica Hazel 1

Diverse Learners Final EDEE 606 Jessica Hazel College of Charleston

Jessica Hazel 2 (Chapter 7) Patsy is constantly out-of-seat when the teacher is working with reading groups. Her out-of-seat behavior is interfering with her work and the work of others. Describe how you would use four of the following self-managed systems to help Patsy learn to stay in her seat. Self-monitoring Self-reinforcement Self-managed free-token response Self-evaluation Self-instruction The self-evaluation strategy would be a good system to use to help Patsy learn to stay in her seat. After independent seat work was over, I would ask her to answer a series of questions about her behavior: how would you describe your behavior in class today? What positive behaviors did you use? What happened as a result of these behaviors? Which of your behaviors were problems? Why were these behaviors a problem? Once she answered those questions, I would have her rank her behavior on a scale from 0-5 (unacceptable to excellent). At the end of each week, I would ask Patsy total up the points on her behavior sheets. Once she reached 25 points, she would receive a reward. Self-reinforcement would also be a good strategy to use for Patsy. It ties in with the self-evaluation strategy by allowing Patsy to choose the rewards given to her after the desired behavior occurred. Once the 25 points were reached, Patsy would be able to pick which reward she would like. Allowing students a choice, will more likely cause them to exhibit the appropriate behavior. Self-managed free token response could also be used to help Patsy stay in her seat. I could give her a card with a symbol of a chair and a desk. Each time she got out of her seat, she would have to cross out one of the symbols. If there are any symbols left at the end of the period, she would receive the appropriate reinforcement. Self-instruction can be used before Patsy starts working independently. I would give her a series of questions to answer before she begins working independently: What am I being asked to do? What are the best ways I can accomplish these tasks? This allows the student to think about what she needs to do before she even starts her work. Its a reminder of how to maintain positive behavior in the class. Once she is finished she answers the rest of the questions: Did I do it? How did I do it? What can I do next time to improve my behavior? (Chapters 8 & 9 Differentiating Instruction) Follow link to IRIS website http://iris.peabody.vanderbilt.edu/udl/chalcycle.htm and review the entire module. READHow to Use a ModuleLink is on right side of homepage. BEGIN with the Challenge then review the other pages of the module.

Jessica Hazel 3 Select a core content area (either mathematics, ELA, or your primary middle school concentration) and respond to the items below. Respond to the items below. GO TO Page 8: UDL in Practice. Read the page and complete the chart below as it pertains your content area. Include a minimum of 10 multisensory strategies you plan to use. Learning Style 10 Examples - ELA Use a variety of printed materials: textbooks, authentic literature, digital texts, PowerPoint presentations, and other instructional materials Use videos to demonstrate ELA concepts Use images, illustrations, drawings, graphic organizers, outlines, study guides, anticipations guides Use whole-class lectures and discussions Use small-group discussions Use videos and audio recordings (directions to center activities, lecture notes) Use audio books Use music and singing to learn new concepts Use small-group center activities, where conduct activities that involve creating, drawing, or writing something. Use authentic artifacts and manipulatives that students can hold and look through. Have student create their own books Use dramatic plays to act out concepts and stories to increase reading comprehension Use dance and music to learn new concepts

Visual Learners

Auditory Learners

Tactile Learners

Kinesthetic Learners

GO TO Page 9 Implementation Issues. List two (2) potential implementation issues that you may face in your classroom. 3 Possible Implementation Issues Your Content Area

Jessica Hazel 4 1. One issue I may face in the classroom is lack of technology. I may not be able to show videos, use audio recording, and develop PowerPoint presentations. 2. When planning lessons for the kinesthetic learners, I need to be aware of the physical abilities of the students in my classroom. Some students may not be able to get up and dance or act out a play. I need to make sure that I include every student in my lessons GO TO Pages 10 References. From the list and from resources shared throughout the course, identify at least three resources that you plan to use in the future and explain your rationale for the selection. Differentiated Instruction Resources & Rationale for Use 1. National Center for Learning Disabilities. (n.d.). Universal design Q&A for educators and administrators. Retrieved on October 18, 2011, from http://www.ncld.org/at-school/especially-for-teachers/universaldesign-for-learning/universal-design-qaa-for-educators-andadministrators This resource provides excellent information on how to implement universal design in the classroom. It discusses how universal design can help both students and teachers in the classroom. Not only would I use this article, but the entire website. The website provides insight into all learning disabilities. It gives research based suggestions on how to teach students with learning disabilities and provides effective teaching practices and strategies. There is a section on the website that is Just for Teachers, and it provides great information for working with students with learning disabilities. 2. ldonline.org This website provides information on learning disabilities and how teachers can effectively teach these students in an inclusive classroom. I will use this is as a resource in my classroom because it gives facts on the basics of LD, tips on differentiating instruction, how to accommodate students with LD, and how to teach these students in the core subject areas. The website is packed with useful information for teachers. 3. http://www.readingrockets.org/audience/teachers/ This website focuses on teaching children how to read and helping children who struggle with reading. There is separate section for teachers, and it provides classroom strategies, videos of teacher

Jessica Hazel 5 implementing those strategies, information about literacy-rich classrooms, childrens books and interviews with the authors. There is a How to section that provides information on how to do an effective read-aloud, find the right book level, find great informational books, set up a classroom library, and find free or low-cost books. I will use this resource because I want to have a literacy rich classroom, where all students feel they are successful readers. (Chapter 11) Several of your students are experiencing difficulty learning mathematics. Discuss six principles related to using a problem-solving approach that you could employ to help them improve their mathematical understanding. Give examples of these principles. The first principle is to focus instruction and use a problem-solving approach. I would use the NCTM established guidelines to promote five general mathematical goals for all students: learning to value mathematics; developing confidence in ones mathematical ability; becoming mathematical problem solvers; learning to communicate mathematically; and learning to reason mathematically. I will use these goals to develop a basic understanding of mathematic skills for all students to become confident mathematical problem solvers. An example of teaching students to value mathematics would be to list a series of professions that use mathematics on a day to day basis. This will help the students realize the importance of mathematics in the real world. The second principle is to help students develop their math facts and computation skills, Understanding and knowing these facts and skills are crucial for students to learn in order to move on to more complex mathematical concepts. A demonstration plus model is helpful for students with learning problems develop computational skills. I could also teach them to use mental calculation shortcuts. I think that its important to use real-life applications in authentic situations not just for students with disabilities but for all students. For example, when teaching unit on time, use the students school schedule to demonstrate the various times and duration of classes. Teachers need to vary the instructional sequence of math facts and computation skills. This will make is easier to remember them. Teachers need to promote mastery and automaticity. This can be done by playing computations games with small groups. Its also important to match instruction to students error types. The third principle is to present mathematics appropriately. This can be done by following a developmental instruction sequence. First you introduce the concept by using concrete manipulatives and aids for students to practice new skills and concepts. Second, you need to use semiconcrete aids like demonstrations or illustrations to represent concepts and create other learning activities to help them understand the concepts and skills. The

Jessica Hazel 6 last thing you need to abstract strategies like symbols and oral and written language rather than manipulatives or pictorials. This is the most difficult stage in the mathematical learning process, so its important to spend a sufficient amount of time on this stage. Its important to also introduce concepts and present problems through everyday situations. This will help students get a better grasp on the concepts when they can apply it to something meaningful and concrete. Teachers must also teach the language of mathematics. Mathematics is like a total different language and its important to teach technical math vocabulary, subtechnical math vocabulary, general math vocabulary, and symbolic math vocabulary. One way a teacher can help students learn math vocabulary, is to have each student maintain a math notebook. Students should create a separate section of vocabulary words, their definitions, and how they are used in math. This could be used as a reference guide for students when they learn new concepts. The fourth principle is to use a variety of teaching aids. Teachers need to teach students how to use manipulatives and other teaching aids. Some students really need tactile learning strategies for them to fully grasp the concepts. Others may need to use visuals to illustrate concepts, problems, solutions, and interrelationships. Using diagrams, graphic organizers, and drawings may help some students to fully understand the concepts. Instructional technology may also be a useful tool to help students understand new mathematical skills and concepts. Software programs, spreadsheets, databases, technology-based academic games, simulations, drill-and-practice programs, tutorials, graphics programs, and graphing calculators may help students develop number sense, math facts, math language, and to solve math problems. For example, students can use various art computer programs to create tessellations and other patterns. The fifth principle is to use a variety of instructional approaches. Not every student is going to learn the same way. Some instructional approaches may work better for others, so its important to use a variety of instructional approaches in your teaching. Teachers can use peer-mediated instruction or peer tutoring. Students may be able to relay information better to other students. Teachers may need to offer students specialized instruction in solving word problems. Instruction can be tailored to meet students specific needs. Teacher may also need to teach students to use self-management techniques and learning strategies. Students need to ask themselves: does my answer make sense? Are my numbers lined up correctly? Are my computations correct? Did I use appropriate symbols? Did I use correct signs? For example, these questions are essential when working problems with several steps like long division. Teachers need to teacher students to check their work by answering those questions. The sixth principle is to provide practice and feedback and use assessment to guide future teaching. Providing practice and feedback allows the student to master the mathematical skills. Teachers must provide corrective feedback that tell students what is correct or incorrect, which part

Jessica Hazel 7 was incorrect and offer a strategy that will help them get to the correct answer. Students must also be involved in the assessment process. This will get them thinking about each step in the process that needs to be solved. They will be able to see which section was incorrect and determine ways to fix it to get the correct answer. One of the ways I would use assessment to help students with mastery, would be to have them re-work problems they missed on tests or quizzes. They must give a written explanation as to why they got it wrong in the first place and how they fixed it to get the correct answer. (Chapter 11) Several students are having difficulty obtaining information from textbooks. Identify and discuss four strategies teachers could employ to help them improve their ability to gain information from textbooks and instructional materials. Textbooks can often be difficult to read and obtain information you are looking for because there is so much content, so its important to teach your student how to use textbooks and find information from them. One of the first strategies you can use is going over the format of a textbook. Look at the table of contents, chapter headings, section headings, bold faced vocabulary, index, glossary, and appendices. On chart paper, the teacher and students can work together defining each of the components and their usefulness in the textbook. The teacher will need to explain what the components are and how they can help you find information. Allow students to practice finding these components within the text with a partner. For example, the teacher could say, With a partner, look up the term photosynthesis in the glossary, find the chapter, section, and page number the term is found on. A second strategy you could use is to review the organization of the textbook and other instructional materials. Because each chapter is similar in structure and organization, students can develop of a sense of familiarity of textbooks, making it easier to navigate and find information. The teacher can explain the relationships among the different components (table of contents, text, glossary, index, appendices) and the elements of the books chapters (title, objectives, abstract, headings, summary, study guides, follow-up questions, references, alternative learning activities). Because each component and element gives you different kinds of information, you can teach the students to use them to find specific information instead of them having to read the entire chapter. A third strategy you can use is to help students use learning strategies to access and evaluate information from textbooks and instructional materials. The SCROL strategy is helpful when using a particular component of a textbook to instructional material to enhance learning and find specific information. The SCROL strategies stand for Survey, Connect, Read, Outline, and Look Back. Survey involves reading through the headings and subheadings to activate prior knowledge and determine what information will

Jessica Hazel 8 be presented in the section. Connect involves determining the connection between the headings and subheadings and list key words make connections. Read involves outline major ideas from just reading the headings and subheadings. Outline involves writing down the headings and outlining the main ideas without looking back at the text. Look Back involves checking to see if your outline is correct by look through the information in the text. A fourth strategy you can use is to teach students how to evaluate the information presented in the text and other instructional materials. First you need to identify the authors purpose for writing the information. Next, examine the whether the information makes sense. Then, determine if the authors information is bias. Once you have used the strategies, you can feel more prepared to find correct and accurate information. When doing research, its important to find out if the text is biased. If it is, its the students responsibility to use other instructional materials to get information from all sides.