Can Special Be Common?
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Can Special Be Common?

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Practical techniques for special educators to use in their math classrooms. The most recent developments in math assessments from SBAC will also be shared. (Presented by Dr. Julie Jones, USC Upstate. ...

Practical techniques for special educators to use in their math classrooms. The most recent developments in math assessments from SBAC will also be shared. (Presented by Dr. Julie Jones, USC Upstate. - uploaded here with permission from Dr. Jones).

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  • Review board
  • 1) Math operates within a binary framework- you can only work on 2 numbers at a time - task seems easier - lessens anxiety 2) Order of operations- the order math is written in is not necessarily the order in which it is performed 3) Variations to the language are always popping up (telephone numbers with decimals, gas station prices)
  • Spatial relationships- how many without counting Part-whole: 5 is made up of 2 and 3 This foundation is necessary before students can read a word problem and know if they are putting numbers together, or taking them apart. Is the answer a bigger number/ smaller number- what does that mean (+ - x ÷)
  • Other words that are tricky : volume, graduated, product, net, ruler, plot, yard, mass, cubed, count, face, fair, range

Can Special Be Common? Can Special Be Common? Presentation Transcript

  • Can special become common? Offering math support in the common core classroom Julie P. Jones, PhD University of South Carolina Upstate JJones3@uscupstate.edu
  • What are schools doing to increase performance and motivate learners?• Early numeracy development (e.g. number sense)• Improved math curriculum• Formative assessment systems• Summer programs• Increasing after school tutoring programs• Improved parental involvement• After school tutoring or during school tutoring• Extrinsic rewards for improved performance• Variability in scheduling• Choice of instructional model
  • Siegfried Engelmann (2005)“We cant lead with our chin or our hearts. Itmust be a cerebral battle, governed by dataand the understanding that if we try hardenough, we can design effective practicesthat will accelerate the performance of at-risk kids. And if we dont try hard enough,the hell with us.”
  • NCTM suggests strategies for math aligned to the CCSS1. Create worthwhile problems as a foundation for daily instruction.2. Use real data and current events to make mathematics more engaging and more relevant.3. Ask quality questions that promote tion discourse. duca ? ial e egies spec trat can se s How rt the s uppo
  • 3 levels of instructional supports: 1) Task analysis for each skill 2) Vocabulary instruction 3) Journaling in math
  • Level 1: Task Analysis• Task analysis is a process by which a task is broken down into its component parts.• Each skill we teach must have steps. Even the seemingly small skills.• Students must demonstrate a comfort with these steps before they can attempt problem solving.
  • Task Analysis: How does it work? 1. Determine what task you want the student to perform 2. Figure out what steps will be required to complete the task. 3. Decide what order to teach the steps in 4. Teach the student one step until the student displays mastery of it. 5. As each part of the process is learned, add it to the chain until the task can be completed independently.http://www.brighthubeducation.com/special-ed-learning-disorders/25800-how-task-analysis-works-for-students-with-special-needs/
  • Practice• Write out the steps essential for finding the median of a data set.
  • Level 2: Math Vocabulary and Number SenseMathematics is a language of order with its own particular set of rules that must be learned and followed systematically (Adams, 2003). 78 3 x (5 + 2) = 265.0111 $1.599 x 64 Consider: What do you do first? Which direction do you go?
  • Many students who have a disability in math alsoexperience reading difficulties that interfere with theirability to solve problems (Miller & Mercer, 1997). The boys’ arrows were nearly gone. They started with 32 arrows each. After a minute but rapid examination of their weapons, they heard a noise. Does were standing at the edge of the lake. They now had 3arrows each. How many arrows did they use before they saw the does?
  • Number SensePrerequisites to problem solving:• Spatial relationships• One more, two more• One less, two less• Part- whole relationships Sood & Jitendra, 2007
  • Keyword Mnemonic1. Select key vocabulary2. Create keyword mnemonics a. Recode b. Relate c. Retrieve3. Incorporate into math instruction4. Plan for systematic and spaced review
  • Systematic review• Word wall of math vocabulary• Large flashcard review• Incorporation into journaling activities
  • Level 3: Journaling Activities• Students practice reading and using the language of math• Students practice using number sense.• Students demonstrate comfort with skills/steps.• Students justify and support answers with factual information.
  • Studies show…• Students who study news and current events in school do better on standardized tests and develop and improve reading, vocabulary, math, and social studies skills. s tion w p er enta w ho spa ta. pres sho new f da le re ta to give the ce o ultip da ions Use sour Use m same sentat as a the t repre ation. of ren fe dif rent in form diffe
  • Ideas for journaling• Oil spill: percents, proportionality, domain, discrete vs. continuous data sets• Population growth in your city: predictions based on trend data• Sports: calculate batting averages, determine which is the better player given statistics• Weather: graphs, trends, predictions, measures of central tendency
  • How can I prepare my students for the new assessments?• Who is creating SC’s new test? – http://www.smarterbalanced.org• Where can I get up-to-date information on CCSS? – Bill McCallum, University of Arizona – http://commoncoretools.me
  • Questions???