UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdf
Book review of "Inclusion strategies for secondary classrooms".pptx
1. Summative Task 1: Peer Presentations
Week 9: Exploring Additional Supports
TESOL Standard:
3d. Candidates demonstrate understanding of how English language proficiency
assessment results are used for identification, placement, reclassification and
recommendation to investigate additional learning supports needed and how to
communicate this information with families and teams who work with ELs.
Presentation by Andreea Bell
CAELL Spring 2019
2. About the author and the book
• author is a special education teacher
(6th-12th grades) in USA with 15 years of
experience
• she herself has neurological
impairments
• a quick resource for research-supported
strategies for ELN (Exceptional Learning
Needs) students
• field-tested and teacher-friendly
• unlocks the doors to learning
• reauthorisation of IDEA 2004
Corwin 2010
3. Overview of presentation
• Chapter 1: The Letters Behind the Book
• Chapter 2: The Locks on the Doors to Learning
• Chapter 3: Keys to the Effectiveness of the Inclusion Strategies
• Chapter 4: Ensuring Students Understand Instructions
• Chapter 5: Teaching the Concepts and Vocabulary of Our Disciplines
• Chapter 6: Teaching Devices for Increasing Learning from Lectures
• [Chapters 7 – 10 and 12 are not included in this presentation]
• Chapter 11: Improving Higher-Order Thinking Skills
• Chapter 13: Future Keys
4. Why should content teachers worry about
inclusion strategies?
The teachers who ask this question are:
- neophytes OR/AND
- were educated in school systems where “those kids”
went somewhere else for their academic core classes
The answer to this central question is that every class has
struggling learners – some do receive special education
services, but most do not.
5. Chapter 1: The Letters Behind the Book
No Child Left Behind (NCLB)
demands:
- scientifically-based teaching
strategies
- teacher accountability
- every teacher must teach every
child
Response to Intervention (RtI)
- research-based instruction that
accommodates students’ needs
- an attempt to counteract the “wait
to fail” approach
- continuous assessment to
determine and monitor progress
6. Universal Design for Learning
(UDL) guidelines provide (for):
- multiple means of
representation
- multiple means of student
expression
- multiple means of student
engagement
http://www.cast.org/our-
work/about-udl.html#.XLcn547VLIU
7. Chapter 2: The Locks on the Doors to Learning
Teachers often don’t see the invisible locks that bar the ELN students
from entering the stronghold of jewels (i.e. the big ideas of our subjects)
8. The Locks on the Doors
The Input Locks are problems with:
- attention
- perception
- discrimination
- sequencing
They all involve difficulty in getting
information from the outside world
into the processing centres of the
brain.
9. The Locks on the Doors (cont.)
The Information Processing /
Retention Locks are problems with:
- confusion
- organisation
- reasoning
- memory
- metacognition
They all involve difficulty processing
and remembering the information that
entered the brain from the outside
world.
10. The Locks on the Doors (cont.)
The Affective Locks are problems
with:
- frustration
- motivation
These are the direct result of
Input and Information Processing /
Retention problems.
Only by helping students unlock the
previous locks can we help them
unlock these barriers.
11. The Locks on the Doors (cont.)
The Output Lock refers to:
- production
- persistence
Students’ problems with
persistence are most observable
when we have required them to
produce something.
12. Chapter 3: Keys to the Effectiveness of the Inclusion Strategies
The 3 master keys to effective
instruction for ELN students
are:
- explicitness in all phases
of instruction (modelling,
practice, feedback)
- structure (advanced
organisers)
- repetition (through
multisensory,
multirepresentational
input, and frequent
review)
13. Chapter 4: Ensuring Students Understand Instructions
Instructions should be: - explicit and concrete
- worded clearly and simply
The 5 keys to giving instructions successfully:
Key 1: Gain students’ full attention
Key 2: Provide written and oral instruction
Key 3: Repeat instructions
Key 4: Chunk instructions
Key 5: Solicit tell-backs and show mes
14. Chapter 5: Teaching the Concepts and Vocabulary of Our Disciplines
Graves & Penn (1986) – 3 levels at which a word is known:
- unknown
- acquainted
- established
The National Institute for Literacy (2007) – vocabulary typologies:
- oral (the words in a person’s lexicon)
- aural (the words that a person
understands in someone’s speech)
- print (the words that a person
understands in print & uses in writing)
- high-frequency, everyday words
- nonspecialised academic words
that are common across subject
matter areas
- specialised content-area words
15. 14 Multisensory Strategies
(keys that will unlock the doors to learning)
Key 12: Quick Sketching a Definition
Key 13: Total Physical Response and
Vocabulary Drama
Key 14: Keyword Mnemonic Strategy
Key 15: Teach Greek & Latin Morphemes
Key 16: Vocabulary Word Wall
Key 17: Learning Games
Key 18: Peer Tutoring
Key 19: Vocabulary Word Card Ring
Types of Graphic Organisers (GOs):
Key 6: Taxonomic Tree
Key 7: Semantic Feature Analysis Matrix
Key 8: Compare & Contrast Vocabulary
Matrix
Key 9: Typology
Key 10: Word Analysis Diagram
Key 11: Semantic Map
17. 10 Keys to help unlock the doors to Acquisition and Knowledge
Key 20: Simply Slow Down
Key 21: Pause Procedure
Key 22: Solicit Students’ Examples
Key 23: Cue Critical Points
Key 24: Explicitly Teach the Big Ideas
Key 25: Provide an Advanced Organiser
Key 26: Provide a Plethora of Examples
Key 27: Provide Nonexamples
Key 28: Teach Concrete / Abstract
Key 29: Role Play Difficult Content
18. Take a mini online survey on students’ learning from lectures
here:
https://www.surveymonkey.com/r/TCQ8L36
19. Chapter 11: Improving Higher-Order Thinking Skills (HOTS)
Analysis and Evaluation
Key 56: Campfire Metaphor for
Cause & Effect
Key 57: Evaluation by Elimination
by Aspects Matrix
Key 58: Evaluation by Addition
Matrix
Key 59: Reasoning by Metaphor
and Analogy
Key 51+52: Storyboards (Type I: text,
Type II: graphics)
Key 53: Flowcharts
Key 54: Venn-Euler Diagram
Key 55: Compare & Contrast Matrix
20. Chapter 13: Future Keys
What other keys can you think of?
Record your answers onto this
Padlet:
https://padlet.com/andreeab2/afyi
43kpcpf1
Keys from technology:
- Virtual Reality
- Video podcasts
- Videogame-based learning
- Videoconference tutoring
21. Conclusion and recommendations
This book contains strategies that most experienced teachers have used
before but what is interesting about it, is the way the author organised
these “keys” according to the kind of “doors” they open.
I enjoyed reading it as it has clarified some of the concepts for me, and I
will definitely use some of these keys with my EAL students.
I would strongly recommend this book to all novice teachers and to
those who are struggling with opening certain doors – it’s a quick guide
to choosing the best keys.
Thank you!
Editor's Notes
Mildred C. Gore is a special education teacher who taught 6th through 12th graders with learning problems for 15 years. She describes her book as “a quick resource for research-supported strategies” that she and her students “had field tested and found teacher-friendly”. The second edition includes information on Response to Intervention and No Child Left Behind, updated research, and new strategies. It is a book that “unlocks the doors to learning”.
The first edition of the book appeared in 2004, so clearly these concepts are not new to the experienced teacher, and even the second edition (2010) is now already dated. However, the book provides clear examples of field-tested, teacher-friendly approaches that support struggling students at various stages of academic development.
The author argues that new teachers need strong reasons for having to learn how to teach struggling learners. And this is why NCLB and RtI (the requirement of the reauthorisation of IDEA – Individuals with Disabilities Education Act) are so important.
There is plenty of literature on inclusion strategies but the purpose of this book is to provide middle and high school teachers with scientifically based UDL strategies (keys to the locks on the doors to learning) for whole-class instruction. The book is full of research-based strategies that have been proven to work well in diverse international school classrooms. The fact that it is presented as a set of “keys” (strategies) to unlock students’ “doors” (problems), makes it easy for teachers to choose and pick the right strategy for the problem they are struggling with in class.
M. C. Gore recreates Bloom’s taxonomy in the shape of a stronghold full of jewels (the big ideas of content teachers’ subjects) to which ELN students have no access unless teachers provide them with the right keys to the five rooms (Acquisition, Proficiency & Fluency, Maintenance, Generalisation & Transfer, and Adaptation) that correspond to each level of learning (Knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation). Students must have full access to the first room before they can enter the second one.
Attention problems: sustained attention and selective attention (lack of focus or mindwandering).
Perception problems: the image or sound has a difficult time finding the right place in the brain so that the brain can make sense of it.
Discrimination problems: the ability to differentiate between two or more entities.
Sequencing problems: the ability to put various items in order.
Confusion problems: linguistic, cognitive, confusion about how to execute a task, confusion about their confusion.
Organisation problems: difficulty organising bits of information to consolidate them into concepts.
Reasoning problems or dysrationalia – the inability to think rationally despite adequate intelligence.
Memory problems: affect students’ performance across the curriculum.
Metacognition problems: thinking about thinking and controlling thinking.
Frustration problems: low frustration tolerance is evident in both academic and social arenas of ELNs.
Motivation problems: or the ”learned helplessness lock” contributes to ELNs’ low achievement motivation.
Students with ELN experience difficulty persisting in and completing classroom assignments and homework.
The author argues that when we use the master keys of explicitness, structure, and repetition and we employ those keys through multisensory and multirepresentational means (i.e. multiple examples or multiple types of experiences of a concept), we will be able to help our ELN students unlock the doors that block their way to the jewels in our stronghold. She adds that these master keys are the basis for the individual keys presented in this book.
M. C. Gore states that instructions have received insufficient attention from researchers. She relies on research done in the fields of law and medicine in order to provide a set of keys for successful instruction.
Mastery of the vocabulary concepts of a discipline provides the basic building blocks for comprehension and all higher-order thinking skills in that discipline. Our goal as content teachers is to help students move words from the unknown to the established, from high-frequency to specialised content-area.
M. C. Gore argues that when we teach new vocabulary, we need to use explicit instruction and multisensory strategies. These help us increase explicitness because they help students see, hear, feel and move to experience a word. She adds that while most of these strategies are used at elementary level, very few are present at secondary level. For example, she says that “interactive Word Walls can be an important part of the vocabulary development of secondary students” (p.60).
Research (Putnam, Deshler and Schumaker, 1993) found that teachers still lecture half the time in junior high and high schools. Brown and Bakhtar (1987) found that students did not dislike lectures – they disliked poor-quality lectures (e.g. teachers who were inaudible, talked too much, tried to cram in too much information, were incoherent or used visual aids poorly).
Students with ELN do not learn well from traditional lectures and need accommodations. These are 10 keys that help unlock the doors to acquisition and knowledge.
M. C. Gore argues that teaching students strategies and heuristics for analysing, synthesising and evaluating is possible and not difficult. GOs are excellent tools for teaching HOTS to students with ELN.
The author believes that many of the future keys will come from the field of technology.
