planning math lessons that reach all learners. facilitated by: cynthia santosuosso
TRANSCRIPT
NCTM Standards“All students, regardless of their personal characteristics, backgrounds, or physical challenges, must have opportunities to study—and support to learn—mathematics. Equity does not mean that every student should receive identical instruction; instead, it demands that reasonable and appropriate accommodations be made as needed to promote access and attainment for all students.”
NCTM, 2000
Common Core Standards
All students, including those
with disabilities, “must have
the opportunity to learn and
meet the same high
standards if they are to
access the knowledge and
skills necessary in their post
school lives.”
CCSSI, 2010
Key Competencies for Effective Inclusion Practice in Math
• Understanding of mathematics
• Understanding of the strengths and needs of individual learners
• Understanding of alternative instructional strategies and designs
• Skill in applying this knowledge flexibly in the classroom
Mathematics
Learners
Teaching
Classroom Practice
Planning & Decision Making
Today’s Goals
• Deepen your understanding of the math of specific lessons
• Deepen your understanding of individual students’ strengths and needs
• Deepen your understanding of instructional strategies for teaching math
• Enhance your skill in planning accessible math lessons
• Foster collaboration among all the educators who work with a child
The Teachers
• 1 special education teacher with 11 years of experience
• 1 general education teacher with 21 years of experience
• 1 paraprofessional with 15 years of experience
Math of the Lesson• Everyday Mathematics
curriculum• Studied addition and
subtraction throughout the year
• Worked on renaming numbers and representing number stories before this lesson
• Were briefly introduced to fact triangles and number-naming boxes before this lesson
Composing and Decomposing Numbers
The following ideas are integral to the lesson:• putting a set of objects together and breaking
them apart• recording what they have done using a variety of
symbols• organizing their ideas• using the language of mathematics to discuss
what they are doing
Composing and Decomposing Numbers
• The experiences of manipulating objects, and recording and discussing the process and results are essential in children’s understanding and memorizing of addition and subtraction facts.
• This kind of experience also allows children to grasp basic principles of mathematics, such as the commutative principle (“turnaround facts,” i.e., 3 + 4 = 4 + 3), which is a feature of this lesson.
Links to Common Core Standards
Grade 1
Operations and Algebraic Thinking
• Represent and solve problems involving addition and subtraction.
• Understand and apply properties of operations and the relationship between
addition and subtraction.
• Add and subtract within 20.
• Work with addition and subtraction equations.
Standards of Mathematical Practice• Model with mathematics.• Use appropriate tools strategically.• Attend to precision.• Look for and make use of structure.• Look for and express regularity in repeated reasoning.• Construct viable arguments and critique the reasoning of others.
Explore the Demands of the Activity
•At your tables, discuss the demands of the task: What skills and knowledge do you need to bring to the activity as a learner?
Count off!
• 1-8 of Neurodevelopmental Framework– 1: Higher Order Thinking– 2: Language– 3: Spatial Ordering– 4: Sequential Ordering– 5: Memory– 6: Attention– 7: Psychosocial– 8: Motor coordination
How Does Gabby Handle the Various Demands of the
Activity?• Recall your one neurodevelopmental
construct to focus on • Watch the video and observe Gabby work
on the Fact Triangles activity
• Use the Accessible Lesson Planning chart to record your observations
Discussion
• How did Gabby meet the demands of the task? What might be her strengths?
• In what ways did she not meet the demands of the task? What might be her weaknesses?
Teachers’ Description of Gabby as a Learner
• Has difficulty connecting separate bodies of information (e.g., understanding how numerals relate to quantities)
• Struggles in reading and math• Has difficulty using materials
independently• Can get frustrated if she is
struggling
Teachers’ Description of Jorge as a Learner
• Is able to count• Can use tools effectively• Struggles with language
Teacher’s Description of Eliza and Peter as Learners
Eliza• Strong literacy skills• Has difficulty working with
a partner• Has weak grapho-motor
skills
Peter• Is unsure of himself in math and other areas• May refuse to undertake tasks that he is not sure of• Tends to compare himself to other children• Has difficulty working with a partner• Has speech and language issues
Teacher’s Description of Sam and Lucas as Learners
Sam• Average student• Tends to be quiet
Lucas• Has speech and language issues
Why Goals Are Important
Four important steps in planning accessible
Lessons:
• Consider the goals and demands of the lessons
• Think carefully about students’ strengths and weaknesses
• Adapt lessons to build on students’ strengths (“Accommodations”)
• Adapt lessons to improve areas of weaknesses (“Interventions”)
Adaptations vs. Modifications
• Adaptations: Changes in the way the curriculum is presented to facilitate students’ access to the information offered.
• Modifications: Changes in the content and goals of the curriculum. These should only be made if adaptations do not work.
Understanding the Goals of the Lesson
• Work in small groups to review the curriculum materials for the lesson
• Complete the goals worksheet
Goals of the Lesson
• To help students develop automaticity with basic addition facts
• To practice counting
Adapting the Lesson
• View video of the teachers to identify what teaching strategies they used
• Note your observations in the third column of the Accessible Lesson Planning chart
Adapting the Lesson• How would you change the lesson? What teaching practices
would you use?• View video of the teachers to identify what strategies they
used. View two or three of the following clips:
- Gabby Small-Group Work: The special education teacher working with Gabby and Jorge
- Teacher Working With Lucas and Sam: The paraprofessional working with Lucas and Sam- Teacher Working With Peter and Eliza: The general education teacher
working with Lucas and Sam- Lesson Wrap-Up: The teachers wrapping up the lesson
Discussion
• How did Steve Quester and Mead Johnson change the lesson, and what instructional strategies do they use to support Gabby’s strengths and needs?
• What additional changes would you make?
Discussion• What did you learn about planning accessible
math lessons?
• What implications does the work we did today have for your work in your own classroom?
Preparing for Your Assignment
1. Together with the members of your team, select a math lesson that you will teach before the next workshop in
which you will observe your focal child.
2. Explore the mathematics of this lesson hands-on with your teaching team. With your team, analyze the
demands of the lesson or a specific task within that lesson. Take notes in the second column of the Accessible Lesson Planning chart.
3. Discuss the logistics for conducting the observation(s).
Assignments
• Implement the lesson you analyzed, and observe your focal student. If possible, have the members of your team join you to conduct the observation. Help your team members observe their focal children.
• In preparation for the next workshop:
- read about language functions
- read the curriculum guide for the “Sorting Shapes” lesson