Transcript Strategies for Improving Math Instruction for Students

Strategies for Improving Math
Instruction for Students with
Learning Difficulties
Serena Alderson
Manager of School Partnerships
Carnegie Learning, Inc
July 22, 2014
Goals for this session:
O Experience a lesson & discuss modifications
using the Math Accessibility Framework.
O Discuss and develop strategies for modifying a
lesson.
O Deepen knowledge about math accessibility.
O Leave with ideas that can be applied in your
classrooms.
Overarching Goal:
To help teachers make math instruction more
accessible for a
Range of
Learners
Pre-AP
ELPS
GT
On
grade
Level
to Improve
Student Learning
© 2011, EDC
3
How will we improve student learning?
Provide high-quality, accessible instruction that:
 Meets the needs of students with difficulties
while maintaining the integrity of the math
 Teaches math meaningfully to build students’
understanding
 Uses research-based strategies
 Sets high expectations for student learning
 Provides accommodations and support while
also helping to build student independence
4
How will we improve student
learning?
What might teachers need to help them
provide high-level, accessible math
instruction/tasks to their students?
Goals for Teachers
6
©
2011, EDC
Math Accessibility Framework
In this section, we will:
O Introduce a Math Accessibility Framework
O Analyze a mathematical task
O Align strategies with students’ strengths and
difficulties and the math goals of the task
O Discuss a variety of strategies
Math Accessibility Framework
Lesson 8.6 Get Growing!
Using the Math Accessibility
Framework:
• Complete the assigned part of the problem
individually
• Discuss with your table partner:
• How did you get started?
• What was your approach to solving the
problem?
Get Growing! cont.
What strategies did you use?
•
•
•
•
•
Make a table?
Construct a diagram?
Use manipulatives?
Write an expression?
Identify a pattern?
Analyze Math Problem from an
Accessibility Lens
Work with a partner to fill out the top left box on
Accessibility Planner.
O
What are the math goals?
O
What kinds of mathematical demands does the
problem place on students?
O
O
O
O
O
Conceptual?
Language?
Visual-Spatial?
Other?
What are the potential problem barriers for students?
Aligning for Students
1.
Divide into groups of 3 or 4.
2.
As a group, read your students’ information.
(this is found in the envelope on your table).
3.
Fill out the top right box on page 5 with the
students’ strengths & difficulties.
4.
What are your students’ strengths and
difficulties?
Align Accessibility Strategies
Goals
O Align strategies with students’ strengths and
difficulties and the math goals
O Consider a wide variety of strategies using
strategy cards.
Cautions for Accessibility Strategies
O Making adaptations that lose the integrity of the
mathematics
O Setting expectations too low for students
Strategy Cards
Goal: Find 2 strategies that are a particularly good match
to your student and the math problem.
1. Each person gets 4 strategy cards to start.
◦ Take new cards from the deck.
◦ Rejected cards go face up in the middle so others
can use them/see them.
◦ Trade with colleagues and work together so that
everyone finds 2 strong strategies.
2. Discuss the strategies.
•
•
What strategies did you pick?
Why are they a good match?
What if you had all these students?
You probably do!
O Many strategies are helpful for all students, not just
those with difficulties
O Many strategies are helpful throughout year
O Alignment is key!
© 2011, EDC
16
Activity Debrief:
 What stood out for you about the
process of aligning strategies?
 How might you use this activity with
teachers in your school?
17
Wrap Up & Evaluation
What is one idea that you will take back from
this session?
Credits
The course, Improving Math Learning for Students with Disabilities
was developed at Education Development Center, Inc (EDC).
The project was funded by the National Science Foundation, grant
# ESI-0455765.
Any opinions, findings, and conclusions or recommendations
expressed in this material are those of the authors and do not
necessarily reflect the views of the National Science Foundation.
© 2010, EDC
19
Contact Information
Serena Alderson
(888) 851-7094 x493 toll free
[email protected]