CHECK IT OUT! Delaware Inclusion Conference March 2011...
Transcript of CHECK IT OUT! Delaware Inclusion Conference March 2011...
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Delaware Inclusion Conference
March 2011
Bree A. Jimenez, PhD
University of North Carolina at Charlotte
http://education.uncc.edu/access/
CHECK IT OUT!
There are sample
materials to look
at on the side wall
table. (Right of the
screen)
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http://education.uncc.edu/access/
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http://education.uncc.edu/access/
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Teaching to state standards
http://education.uncc.edu/access/
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Science density lesson
http://education.uncc.edu/access/
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For example, accessing
text through listening
comprehension & use of
pictures
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Anne Donnelan,
1984;
Cheryl Jorgensen,
2005
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Communication challenges
Math requires reading, writing, discussing
Strategy deficiencies
Not being able to perform basic operations
Lack of past instruction
Focus only on functional math like money
Memory challenges
Math facts, math concepts
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Components of Math National Council for Teachers of Mathematics
(NCTM)
Numbers and operations
Algebra
Geometry
Measurement
Data analysis/probability
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Teaching math symbols
Using > every day to
mean “more”
Using = to mean “is” or
“equals”
Pairing numerals in
everyday experiences of
numbers even for
presymbolic students
You had 2 ounces; look at
the “2” (or hold the “2”)
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Instructional prompts Example
Gesture prompts Nonverbal prompts
- pointing, head nods, hand motions
Verbal prompts
-Specific verbal prompts
-Nonspecific verbal prompts
Read the word restroom, pick up the
spoon
-Turn the page.
-How do we keep the story going?
Prerecorded auditory prompts
Pictorial prompts
-Words, symbols, signs
-Match to sample
Picture schedule of the events of the
day
-Picture and word instructions for a
task
-Six pencils= the number 6
Model prompts
Peer demonstrates turning a page
Teacher demonstrates using a paper
towel to dry hands
Physical prompts
-Partial
-Full
Physical assistance to complete a skill
-A tap to the elbow to encourage a
choice for lunch
-Hand over hand assistance for
writing the first letter of name
Mixed prompts
Pointing to the response options and
repeating the comprehension
http://education.uncc.edu/access/
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Error correction-instruction following an error in which the learner fails to self-correct
Remember, when students continuously practice errors they may learn the error
“Practice doesn’t make perfect. Practice makes permanent.”
When using a curriculum, the error correction procedures will be spelled out for you
Error correction should always be clear and immediate
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Give a brief amount of time for self-correction
Give a mild reprimand, ask student to try again Avoid “no” or “wrong” instead say “wait”
Give a minimal non specific prompt such as “what’s next”
Try to block, redirect to the correct response
Ignore, move to next level on prompt hierarchy
Model the correct response
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PROCESS OUTCOME
Begin with a problem that has real meaning to student’s life
Present it as a story
Use math symbols to represent the problem
Solve the problem using mathematics
Apply solution back to real life
To learn PROBLEM
SOLVING is the
ultimate goal for
mathematics
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Personally Relevant
Story
Graphic Organizer
Task Analysis
Math Lesson
http://education.uncc.edu/access/
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Bowling pins for an Algebra
equation solving for the unknown
(second throw).
CDs to represent the
music CD you will need
to make sure you have
enough money to buy.
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Today we are going to learn to
compare numbers and use the signs
< and >.
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Math Problem Story
• Handout stories
• Read the title of the story.
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What do you
think the story
about?
bowling
OR
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Text point to
title
Text point
to entire
story or
read aloud
Read specific
vocab.
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Finding the facts
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3 7X
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1 2 3 4
3 7X
4
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44
2
1
7Four
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Project MASTERY IES Grant # R324A080014 UNC at Charlotte
For permission to replicate or use please contact Dr. Diane Browder at
[email protected] http://education.uncc.edu/access http://education.uncc.edu/access/
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Let’s review the
“Quick Guide to Writing Story Based Math Lessons”
Project MASTERY IES Grant # R324A080014 UNC at Charlotte
For permission to replicate or use please contact Dr. Diane Browder at
[email protected] http://education.uncc.edu/access http://education.uncc.edu/access/
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What to do about the
rapidly changing
curriculum in general
education?
• Plan lessons to be
inclusive of all
students
Participation goal
Embed IEP objectives/
content learning
http://education.uncc.edu/access/
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Representation
Expression
Engagement
http://education.uncc.edu/access/
Cast (2008). Universal design for learning
guidelines version 1.0. Wakefield, MA: Author.
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• Say it: lecture, discuss, question, read
aloud, verbal descriptions
• Show it: pictures, graphics,
transparency, white board, video,
captions
• Model it: demonstrate, think aloud, act
out, build/ construct, manipulatives
• Media: video, audio, computer
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• Motivation
• Adaptations/modifications to involve students more in
the learning process
Examples:
High interest topic/materials
Hands-on learning experience
Oral report for Ss who is very social/may not be good
writer
Teacher uses Least to most prompt system
Self-monitoring system for learning objectives
http://education.uncc.edu/access/
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Multiple Means of Expression
• Computer software that helps student
make response (e.g., cowriter)
• Augmentative communication device
• Show in context of real life activity
http://education.uncc.edu/access/
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Distributed trials using systematic instruction
during general education lessons
http://education.uncc.edu/access/
Embedded Instruction Skill Systematic
Instruction
Pre-requisite Skill
Pivotal Skill
Common Core/ State
Standard – Checklist
skill
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Prerequisite: Number ID
(1-10)
Time Delay
Pivotal: Concept of
Whole
Time delay
(multiple
exemplar
training)
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A fraction with the same numerator and denominator represents the
whole object or an entire set.
Use a variety of manipulative models to represent fractions and
mixed numbers, and label the parts with words and fraction
symbols (i.e., half, , three-fourths, one and two-thirds, 1 2/3 )
Essence: Represent fractions in a variety of ways.
Using manipulatives, indicate the fraction in a series of examples
(e.g., four blocks divided into two sets of 2 blocks, six blocks
divided into two sets of 3 blocks, etc.)
Using manipulatives, demonstrate that a whole can be divided into
two equal parts.
Indicate that a fraction is less than a whole when a model of a
whole and a fractional part are presented (1/2, 1/3, 1/4).
Common Core/
State Standards
Demonstrate a whole can
be divided into two equal
parts.
Least Intrusive Prompts
(Independent . . . Verbal
(make 2 equal parts) . ..
(Model, like this ). . .
Physical )
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Graphic Organizers (pivotal skill)
Math Problem Story (Personal Relevance,
Engagement)
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It’s Lunch Time!
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Content Standards
Grades K-12
http://www.nap.edu/readingroom/books/nses/
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1. Unifying Concepts
2. Science as inquiry
3. Physical science
4. Life science
5. Earth and space science
6. Science and technology
7. Science in personal and social
perspectives
8. History and nature of science
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Wonder Story
Experiment KWHL ChartScience Inquiry Lesson
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Present materials from experiment
Test prior knowledge of materials
Student can answer
“I know”
“I don’t know”
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It is wet
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Pose Question
I want to know . . . . .
What are rocks made of?
Why does it rain?
What will happen when I
mix these two materials
together?
What will happen to
flower?
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Project MASTERY IES Grant # R324A080014 UNC at Charlotte
For permission to replicate or use please contact Dr. Diane Browder at [email protected]
http://education.uncc.edu/access
Why does it
rain?
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Explain experiment to be
conducted, then ask . . .
What do you think will
happen in the
experiment?
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Add Self-Determination (Preference)
Wait for students to initiate
response with materials
Stir
Mix
Shake
Give time for exploration!
Guide towards preferred
mode to conduct
experiment.
Would you like to stir the
materials with the
Spoon
Blender
Pencil (non example)
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StirMix
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http://education.uncc.edu/access/
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http://education.uncc.edu/access/
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Project MASTERY IES Grant # R324A080014 UNC at Charlotte
For permission to replicate or use please contact Dr. Diane Browder at [email protected]
http://education.uncc.edu/access
Water changed
to red
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http://education.uncc.edu/access/
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http://education.uncc.edu/access/
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Earth & Space science
Lesson
http://education.uncc.edu/access/
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http://education.uncc.edu/access/
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Planning for UDL using a General Education Lesson
http://education.uncc.edu/access/
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http://education.uncc.edu/access/
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http://education.uncc.edu/access/
Science Power Point Adapted Power Point
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http://education.uncc.edu/access/
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UDL My ideas
Representation
Expression
Engagement
Embedded Instruction Skill Systematic
Instruction
Pre-requisite Skill
Pivotal Skill
Common Core/ State
Standard – Checklist
skill
http://education.uncc.edu/access/
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http://education.uncc.edu/access/
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Peer Supports in Inclusion
http://education.uncc.edu/access/
Downing & Eichlinger, 2003;
Carter, Cushing, Clark, & Kennedy, 2005;
Maroney, Finson, Beaver, & Jensen, 2003
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Browder, D.M., & Spooner, F.H. (2006). Teaching reading, math, and science to students with significant cognitive disabilities. Baltimore: Paul H. Brookes.
Courtade, G. (2006). The Effects of Inquiry-Based Science Instruction Training on Teachers of Students with Significant Disabilities. Doctoral Dissertation, UNC Charlotte.
Courtade, G., Jimenez, B., Trela, K., & Browder, D. M. (2008). Teaching to science standards: An inquiry based approach for middle and high school students with moderate and severe disabilities. Verona, WI: Attainment Company.
National Council of Teachers of Mathematics http://www.nctm.org/
National Science Education Standards http://www.nap.edu/readingroom/books/nses
Reading, Writing, Math,& Science for students with Significant Cognitive Disabilities, OSEP Dept of Ed. Grant # H324M030003, UNC Charlotte.
Trela, K., Jimenez, B., & Browder, D. M. (Spring 2008). Teaching to the standards in mathematics: A literacy-based approach for students with moderate and severe disabilities. Verona, WI: Attainment Company.
Acknowledgement:
Slides used in this presentation were developed by the staff of the General Curriculum Access Projects, University of North Carolina at Charlotte.
http://education.uncc.edu/access/
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A teacher affects eternity; he can never tell where his influence stops.
~Henry Adams
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