Chapter 11:Differentiating Math, Science and Social Studies Instruction
Resources:
1)www.myedlab.com
2) http://www.georgetownisd.org/ccorner/socstudies/InstructionalStrategiesforSocialStudies.asp
Great social studies strategies
Great for teaching math strategies
Summary:
· 5 general math goals for ALL STUDENTS
o 1) teach them to value math
o 2)develop their confidence in their math ability
o 3)help them become mathematical problem solvers
o 4)teach them to communicate mathematically
o 5)tech them to learn to reason mathematically
· Help students develop computation skills through the “ demonstration plus model”
o Steps to this include: 1) Demonstrate the procedures for solving a specific type of computation problem while presenting the key words for each step
§ 2) Students view your example and perform the steps in the computation while giving the key words for each step.
§ 3) Students complete additional problems, referring to your example as necessary
o You can also help them with math shortcuts
· For students with moderate to significant intellectual disabilities you should supplement your math instruction by providing them with systematic and repetitive instruction that focuses on real life applications.
· Vary the instructional sequence
· Promote mastery and automaticity- an important goal in math instruction of basic facts is to have them get to a point where they can respond quickly and accurately
o Offer kids a variety of activities to promote accuracy
· The types of instruction you choose will often depend on the types of errors the students make.
o Use the principle of least error correction in which you analyze the students’ performance on items between the last correct item and the first item failed , and then plan instruction to address the common abd significant errors. You can also ask students to think aloud by verbalizing how they approached the task.
· Present math appropriately
o Organize instruction to follow a developmental instructional sequence: 3 stages
§ 1)concrete- introduce new concepts by using 3D objects such as concrete aids and manipulatives , and then allow students to use these materials to practice with
§ 2) semi-concrete or representational- semi concrete aides such as demonstrations or illustrations via drawings, technology, or textbooks are presented to students to represent concepts and to offer additional learning activities to develop their proficiency
§ 3) Abstract and teacher modeling followed by student practice- promote understanding, speed, and accuracy by using abstract strategies such as math symbols and oral and written language rather than manipulatives and pictorials. Following this developmental approach, foster generalization through a graduated word problems sequence in which students first work on word problems without irrelevant info, then progress to word problems with irrelevant info, and finally create their own word problems.
o Introduce concepts and present problems through everyday situations
§ Connect math problems to situations that are familiar and meaningful to students. A good way to introduce math concepts and to connect to students’ lives is by using literature
§ Also connect math to students’ cultural backgrounds and world cultures. This is known as ethnomathematics.
o Teach the language of math
§ Learning the language (vocab and symbols) of math can promote mathematical literacy and proficiency, communication, and reasoning and give students a frame work for solving problems. This is important to do for students w/ disabilities and ELL students
§ Teach technical math vocabulary (refers to terms that have one meaning ex. square or rational number), sub technical math vocabulary (refers to terms that have multiple meanings across different contexts and content areas ex. area, degrees, value etc.), General math vocabulary( includes those words that have different meanings outside of the world of mathematics ex. negative numbers), and symbolic math vocabulary (relates to abstract numbers and abbreviations that are hard to define and understand ex. infinity).
· Use a Variety of Teaching Aids
o Teach students to use manipulatives and concrete teaching aids
§ These tools offer students opportunities to explore concepts before learning standard math terms and notations.
§ Manipulatives are particularly valuable in helping ELLs and students with language difficulties lean math concepts.
§ Steps to using manipulatives and concrete teaching aides to help teach math concepts:
· At first, introduce them by modeling their use and explaining the concepts illustrated
· Next allow students to experiment with the manipulatives to solve problems independently and in groups, and to describe their actions. You can structure students use of materials by asking them questions that guide their experimentation. To promote generalization, give students opportunities to use a variety of manipulatives.
o Use visuals to illustrate Concepts, Problems, Solutions, and interrelationships
§ Oral and textbook math instruction can be supplemented by the use of visuals and graphics.
§ Drawings, diagrams, and graphic organizers of new concepts, patterns, equations, and interrelationships can help students discuss and visualize mathematical computations, ideas, concepts, and solutions.
§ When offering depictions of math concepts and problem solving techniques, you can discuss patterns and relationships, highlight essential information, and focus students attention by using colored chalk, marking pens, or technology-based graphics.
o Use instructional technology and teach students to use it.
§ Using teach to teach math can make it fun and come alive for students.
§ Via technology, students and teachers can access applets, brief online interactive demonstrations and manipulatives that offer animated and visual presentations of a range of mathematical content.
§ Tech can also provide students w/ numerous opportunities to practice math facts and receive prompt corrective feedback
§ Tech can also provide the teacher with numerous ways to differentiate math instruction for a wide range of students
o Provide and teach students to use calculators
§ Calculators can help students develop their mathematical literacy and solve problems. There are talking calculators available that will help students who may have difficulty with using calculators.
· Use a variety of instructional approaches
o Use peer mediated instruction- allows students to work in groups to ask questions, share ideas, clarify thoughts, experiment, brainstorm, and present solutions with their classmates
o Offer students specialized instruction in solving word problems.
§ Specialized instruction can be tailored to address the individual needs of students by examining student’s error patterns when solving word problems with respect to the following:
· Problem recognition: Does the students recognize a representation of a mathematical question in word problems?
· Problem definition: Does the student know what mathematical processes to use to solve word problems
· Problem comprehension: Does the student understand the mathematical language in word problems?
§ Improve students’ problem solving abilities by :
· Simplifying the syntax
· Using vocab that students understand
· Deleting irrelevant or ambiguous info
limit number of ideas presented
· Rearrange info and present it in a way students can follow in solving the problem
· Use word problems that depict situations that relate to students’ lives.
§ Four types of diagrams that can be used to graphically represent math problems: networks (line diagrams which are most appropriate for word problems that ask students to put objects in order), matrices/tables ( good to use when word problems require students to combine info and compare relationships b/t more than one set of info), hierarchies ( used to represent problems that contain similar and different info) , and part-whole diagrams (depict relationships b/t the part and the whole).
§ Teach students to use story grammars to help them solve different types of word problems. Pg.424-425
o Teach students to use self-management techniques and learning strategies
§ By teaching students these, they can help students follow sequential steps and solve problems involving a variety of mathematical procedures. It can also help students remember the steps they need to take to do multistep problems.
§ Look at p427 for Sample mathematics learning strategies
o Give students models, cues, prompts p.428
· Provide Practice and Feedback, and Use Assessment to Guide Future Teaching
o Provide practice and offer prompt feedback
o Involve students in the assessment process to help them gain insight into their knowledge of math and the ways in which they think about math.
o Assess mastery and progress overtime
Differentiating Science and Social Studies Instruction
· Choose and Use Appropriate Instructional Materials
o Choose textbooks and other text based materials carefully
§ Important to determine the readability of text books and text based materials and to use teacher and student directed text comprehension strategies to help students gain info from text books. Choose textbooks and texts based instruction materials carefully based upon their structure, organization, coherence, content, ongoing and interspersed opportunities for review and practice, and audience appropriateness.
o Teach students how to use text books and instructional materials
§ Note taking from text books is an invaluable way to learn from textbooks
§ Use Study guides to help students identify critical info in assignments and provide activities to help students master it.
· Study guides can take the form of a framed outline an ordered list of the chapter’s main points with key words blanked out
o 5 types of study guides: point of view reading guide- uses an interview format to prompt students to see events and material from multiple viewpoints; interactive reading guide- asks students to predict, develop associations, write chart, outline, or retell info in their own words to a partner or peer group; learning-from-text guide- students’ progress by answering questions about the text book that proceed from a literal view ( What is erosion?) to an inferential level ( How does erosion effect people?) to a generalization or evaluative level ( “If you were on a committee to minimize the effects of erosion in your community, what things would you want the committee to do?); textbook activity guide- prompts students to use self-monitoring and metacognitive strategies as they read the text book; reading roadmap- gives students a time frame for adjusting their reading rate based on the importance of the text book material p.436
· Use adapted textbooks and a parallel alternative curriculum
o Adapted textbooks can be used to help students who may have trouble reading on grade science and social studies textbooks. These books present the same material but at a lower readability level.
o Parallel alternative curriculum materials (PAC) have been developed to address students’ unique strengths and challenges. These materials supplement the text book by providing students with alternative ways to master critical info.
· Use Content Enhancements- these are strategies that help students identify, organize, understand, and remember important content and generalize their learning to a range if situations.
o Advance and Post Organizers- are written or oral statements, activities, technology-based tasks, and/or illustrations that offer students a framework for determining and understanding the essential information in a learning activity. Advance organizers used in the beginning of a lesson to orient students to the content being presented. Post organizers are used at the end of a lesson to help students review and remember the content that has been presented.
o Semantic Webs- also called semantic maps can be used to introduce, review and clarify concepts p.439
o Anticipation Guides- an advanced organizer that introduces students to new content by having them respond to several teacher generated oral or written statements or questions concerning the material
o Concept Mastery Routines- a set of instructional strategies for fostering student learning of content based info and concepts. P.440
· Use a Varity of Instructional Approaches and Practices
o Use activities – oriented approaches p.440
o Use problem based learning to relate instruction to Student’s lives and generate societal issues p. 443
o Use effective questioning techniques
o Use specially designed programs and curricula
o Enhance students memory
o Mental Visualization
o Visual associations
o Stories
o Loci
o Categorizing
o Rhyming and Music
o Games
o Use instructional technology and multimedia
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