University of Hawaii Math RTI Team presentation

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University of Hawaii Math RTI Team presentation

  1. 1. A  Mathematics  &  Special   Education  Collaboration:     Strategies  For  Inclusive   Mathematics  Instruction   University   o f   H awai’i   Team:     Mathematics   E ducation   Hannah   S lovin,   F ay   Z enigami   Special   E ducation   Kavita   R ao,   R honda   B lack  
  2. 2. Overview  of  project   • Conducted  classroom   observations  of  1st  grade   and  6th  grade  classes  at   the  University  Laboratory   School  (ULS)   • Examined  how  needs  of   struggling  learners  are   addressed  within  the   instructional  approaches  
  3. 3. Curriculum  &  Instructional  Approach   1st  grade:     Measure  Up  (MU)     6th  grade:     Reshaping  Mathematics  for   Understanding  (RMU)    • have  a  discovery-­‐  and  problem-­‐based  approach  to   mathematics  • concepts  are  not  explicitly  explained  but  emerge  from   problem-­‐solving  and  discussion  
  4. 4. Research  Question:   The  curricula  are  centered  on  the  construction   and  negotiation  of  shared  meanings.   In  such  an  environment,  what  are  the  needs   and  challenges  of  the  struggling  learner?  
  5. 5. Timeline   Phase  I:  April-­‐May  2011  •   Whole  class  observations  to  determine  RQ   Phase  II:  August-­‐Dec  2011  •  Whole  class  observations  with  specific  questions  •  Discussed  observation  data  as  a  team  •  Developed  categories  based  on  observation  data  •  Selected  individual  target  students  to  observe   Phase  III:  Jan-­‐March  2012  •  Observed  target  students  •  Analyzed  data  and  discussed  as  a  team  •  Identified  Tier  1  and  Tier  2  supports  to  assist  struggling   learners  
  6. 6. Phase  I   • Trying  to  find  shared  protocols  for  observation   • Started  with  UDL  Educator’s  Checklist  for  coding   observation  notes  
  7. 7. Info  from  the  following  slides  can  be  found  at:      www.bit.ly/mathhandout  
  8. 8. Phase  II:  Based  on  observations  in  first  phase,  derived  themes  and  categories  Identified  “Dilemmas”:  1.  Conceptual  development  2.  Rich  content  3.  Verbalization  skills  4.  Multiple  points  of  view  5.  Fluid  protocol  6.  Learning  goal  
  9. 9. Phase  II:  Came  up  with  categories  for  instructional  events,  related  Dilemmas,  and  potential  challenges/supports  
  10. 10. Phase  III:  Data  Collection  &  Analysis  • Observed  target  students  on  consecutive  days  for   two  cycles  (3-­‐4  days  each)  • Categorized  data  from  observations  by  mapping   them  with  Dilemmas,  Supports  and  Challenges  that   had  been  discussed  as  a  team  • Discussed  emerging  ideas  with  classroom  teachers    
  11. 11. Analysis  -­‐  Emerging  Ideas  Measure  Up  (MU):  1st  grade:  •   Several  ideas  for  Tier  2  supports  emerged  during   observation  and  analysis  • Gaps  in  content  understanding  are  minimal,  but   students  need  to  learn  “how  to  learn”  and  “how  to   ask  questions”  • Tier  2  will  need  behavioral  and  social  strategy   instruction  in  addition  to  academic  support      
  12. 12. Analysis-­‐  Emerging  Ideas   Reshaping  Mathematics  for  Understanding  (RMU):   6th  grade:     • Several  ideas  for  Tier  1  supports  emerged  during   observation  and  analysis  phases   • Some  students  needed  supports  with  instructional   strategies  to  access  the  method  of  learning   • Several  questions  emerged  from  observation  of   whole  class  instruction  and  interaction.     • See  handout  at  www.bit.ly/mathhandout  (for   specific  questions)      
  13. 13. Next  Steps   1st  grade  Measure  Up   •  Code  data  according  to  themes   6th  grade  Reshaping  Mathematical  Understanding   •  Discuss  additional  strategies  to  support  struggling  learners   for  Tier  1  whole  class     •  Discuss  feasibility  of  implementing  strategies  with  teacher    
  14. 14.  Question  and  Comments   at   roundtable  discussion  

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