ECI 416 Group Presentation

Marcela Garza

Melissa Volpert

Baria Adams

Wuf’s High School

Wuf’s Classroom 10th Grade Geometry Class 25 Students in the class Class contains 3 IEP students

ID – Intellectual Disability BED – Behavior/Emotional Disorder LD – Learning Disability

Classroom is uncluttered and conducive to learning

David Smith Is a 16th year old 10th grader He is an only child His father is a doctor of psychology and his

mom is a home accountant He was diagnosed with Behavioral

Emotional Disability

David Smith’s characteristics He constantly taunts peers and talks out of

turn He refuses to do homework On tests, he often cheats He tends to take things from his classmates He expresses himself through artwork

David Smith’s need Attention Assignments that keep him busy Reminder of classroom rules

Sandy Jones 15th year old tenth grader Lives at home with both parent She likes to dance She likes to write and tells story She is a hard worker She has trouble in math and diagnose LD

in math

Sandy Jones’s characteristics She has difficulty remembering math facts

and formulas She has difficulty determining needed

information for word problems Her arithmetic is inconsistence

Sandy Jones’s needs Reminders of math facts and formulas Review of previous material before

beginning a new lesson Extra time for tests and exercises

Chris Williams 17th years old 10th grader Oldest child of Betsy and Tom Williams Has a little sister named Clarice Was diagnose with a mild metal retardation

at age 2 and later with Intellectual disability

Chris Williams’ Characteristics Chris enjoys spending time with his sister

who writes music Chris loves playing the drums His dream is to have a band with his sister

Chris Williams characteristics He is easily distracted by his environment He struggles to open up but he does In geometry class he struggles to

understand new concepts. Once he learns them he remembers them .

He has 7th grade reading level but understand what he reads

Chris Williams needs He needs extra time in test to process

directions He need extra time to complete

assignments He needs to be reminded of rules

Teaching Strategies Self Monitoring

Approach mathematical tasks in a logical manner

Promotes independence Increase time on task and accuracy of

answers Increases success in math

Other Teaching Strategies & Adaptations

Peer Tutoring Proximity Classroom tasks Adapted version of worksheets

Self Monitoring Checklists A checklist is a separate sheet that contains multiple line

items which directs the student while solving math problems

Each line has an area for student to check or note that the step was complete

Each line cues the student to use specific steps or strategies

Student refers to list and checks off each step as it is completed

Measuring Angles Checklist Think about what your teacher said: What materials do you need to complete the work?

Do you have those needed materials? If not, where do you find those materials?

What is the main point of your lesson? What are the important things to remember?

Each time you work out a problem or example you should ask yourself: What question needs to be answered? How do you get to that answer? Do I know the step to begin? If I don’t, who can I ask?

How to use a Protractor Checklist Put the center of the protractor at the vertex. Look at where the two rays of the angle are. Align the protractor with the sleeping ray. Which one of the rays is not sitting beside the zero?

Use the ray not in line with zero to find the measurement of the angle.

The point where the standing ray hits a number is the measurement.

Is the angle acute or obtuse? Do you use the big or small number? Write down the measurement in degrees.

Angle Addition Postulate ChecklistIf point S is in the interior of <PQR, then m<PQS + <SQR = m<PQR

Is there a point on the interior? Draw a line to the point from the vertex. The line will divide the angle into how many angles? Follow the guidelines for protractor use to determine angle

measurements. Find the sum of the 2 smaller angles. Use this number as your total measurement for the larger angle.

Differentiation Measuring Angles lesson plan contains 3

tiers Student with special needs

Simple worksheets with problems involving measuring angles using a protractor

Simple problems using the Angle Addition Postulate

Differentiation (Cont.) Average student

Worksheets with problems involving measuring and drawing angles using a protractor.

Problems requiring the Angle Addition Postulate as well as the Angle Congruence Postulate

Differentiation (Cont.) Above Average student

Worksheets with challenging problems involving measuring and drawing angles using a protractor.

Problems requiring the Angle Addition Postulate as well as the Angle Congruence Postulate

Each area of study will contain a “critical thinking” problem challenging the student to look beyond the material taught