Standard Four: Instructional Strategies
4K1: Evidence-based practices validated for specific characteristics of learners and settings:
According to Teaching Mathematics Meaningfully evidence-based practices include various teaching approaches such using the Conrete-Representational-Abstract (CRA) method. We had the opportunity to explore this method during class on week three and from this exploration my understanding of evidence-based practices expanded. I know understand this method as a means for students to show their knowledge and understanding at various levels of learning or expression. Because students can show their learning at these various levels it allows teachers to use the evidence on the various assessments to modify students future learning.
4S1: Use strategies to facilitate integration into various settings:
Co-teaching is a means of integrating learning in various settings. In GR-4 I had the opportunity to explore various article that explored the concept of co-teaching and after completing this assignment my understanding of integration in various settings. Particularly, there are a few students who are in the general education classroom for few subjects even though according to their IEP they are considered self contained students. The collaboration between the special education teacher, my mentor teacher, and myself fostered positive collaboration that is was explored more in depth during GR-4 and in articles such as, Magiera, et. al 2005 and Allsopp, et. al. 2007.
A link to my GR4 can be found here: GR4
4S2: Teach individuals to use self-assessment, problem solving, and other cognitive strategies to meet their needs:
Self assessment was a method that I utilized with my target student multiple times and in various forms. In particular on the first part of the case study assignment I utilized self assessment for my student to evaluate his feelings toward math. To gain more knowledge about my student and his feelings of math as a self-assessment so that I could find out his needs and alter lessons to meet his needs. Essentially, this self-assessment tool helped not only my student express his needs but for me to use this information to help my target student.
4S3: Select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptional learning needs:
According to the article, "The Role of Representation(s) In Developing Mathematical Understanding" the use of concrete manipulatives when working with students with exceptional learning needs can assist in making the transition between abstract to more concrete ideas. Because I noticed my target student's need to fidget or have something in his hand, I utilized manipulatives often in math to create the physical stimuli needed for him to remain focused. Using manipulatives in math often helped him to make the connection from one concept to the next.
4S4: Use strategies to facilitate maintenance and generalization of skills across learning environments:
Students understanding of bridging the gap between various subjects and environments require more than just an understanding, it requires students to fluently connect ideas and concepts in a concrete manner, (Allsop, et. al., p.54). After reading this I understood the need to create strategies and various means to foster this learning across environments. One method in particular that I think can be helpful is the use math games to reiterate concepts that students have already explored and learned.
4S5: Use procedures to increase the individual’s self-awareness, self-management, self-control, self-reliance, and self-esteem:
According to Allsop et. al., the concept of self monitoring and self evaluating in the classroom so they can see their progress and monitor their metacognitive awareness of their thinking and processing, (p. 137). Due to my reading this and desiring to utilize methods of self monitoring or self control in the classroom my mentor teacher and I implemented a behavior monitoring chart with my target student. So, this daily monitoring became a way of increasing his self awareness and self control related to his behavior.
According to Teaching Mathematics Meaningfully evidence-based practices include various teaching approaches such using the Conrete-Representational-Abstract (CRA) method. We had the opportunity to explore this method during class on week three and from this exploration my understanding of evidence-based practices expanded. I know understand this method as a means for students to show their knowledge and understanding at various levels of learning or expression. Because students can show their learning at these various levels it allows teachers to use the evidence on the various assessments to modify students future learning.
4S1: Use strategies to facilitate integration into various settings:
Co-teaching is a means of integrating learning in various settings. In GR-4 I had the opportunity to explore various article that explored the concept of co-teaching and after completing this assignment my understanding of integration in various settings. Particularly, there are a few students who are in the general education classroom for few subjects even though according to their IEP they are considered self contained students. The collaboration between the special education teacher, my mentor teacher, and myself fostered positive collaboration that is was explored more in depth during GR-4 and in articles such as, Magiera, et. al 2005 and Allsopp, et. al. 2007.
A link to my GR4 can be found here: GR4
4S2: Teach individuals to use self-assessment, problem solving, and other cognitive strategies to meet their needs:
Self assessment was a method that I utilized with my target student multiple times and in various forms. In particular on the first part of the case study assignment I utilized self assessment for my student to evaluate his feelings toward math. To gain more knowledge about my student and his feelings of math as a self-assessment so that I could find out his needs and alter lessons to meet his needs. Essentially, this self-assessment tool helped not only my student express his needs but for me to use this information to help my target student.
4S3: Select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptional learning needs:
According to the article, "The Role of Representation(s) In Developing Mathematical Understanding" the use of concrete manipulatives when working with students with exceptional learning needs can assist in making the transition between abstract to more concrete ideas. Because I noticed my target student's need to fidget or have something in his hand, I utilized manipulatives often in math to create the physical stimuli needed for him to remain focused. Using manipulatives in math often helped him to make the connection from one concept to the next.
4S4: Use strategies to facilitate maintenance and generalization of skills across learning environments:
Students understanding of bridging the gap between various subjects and environments require more than just an understanding, it requires students to fluently connect ideas and concepts in a concrete manner, (Allsop, et. al., p.54). After reading this I understood the need to create strategies and various means to foster this learning across environments. One method in particular that I think can be helpful is the use math games to reiterate concepts that students have already explored and learned.
4S5: Use procedures to increase the individual’s self-awareness, self-management, self-control, self-reliance, and self-esteem:
According to Allsop et. al., the concept of self monitoring and self evaluating in the classroom so they can see their progress and monitor their metacognitive awareness of their thinking and processing, (p. 137). Due to my reading this and desiring to utilize methods of self monitoring or self control in the classroom my mentor teacher and I implemented a behavior monitoring chart with my target student. So, this daily monitoring became a way of increasing his self awareness and self control related to his behavior.
4S6: Use strategies that promote successful transitions for individuals with exceptional learning needs:
To assist not only my students with IEP's but to provide all my students with a visual cue to know when we are moving from one subject to the next with ease and have their materials ready for each subject I utilize a visual schedule on the board that reflects what we are doing for the day. Additionally, after reading "Improving the Way We Think About Students with Emotional and/or Behavioral Disorders," my understanding of why using a schedule could be important for a student with a specific learning disability because the visual schedule so that students are playing an active role in their learning and understanding the expectations.