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Adapting the Curriculum for Students With Special Needs
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Adapting the Curriculum for Students With Special Needs
Exceptional Learners in the classroom environment
By: Derek Anzalone
Lesson Title:
Math Lesson
Simple Operations with Fractions (Addition and Subtraction)
Small group setting
Upper Elementary Montessori Classroom (4,5,6 grade levels)
Prior to this lesson the children were to establish the understanding of fraction concepts. This includes Unit or Whole, Fraction, Numerator, Denominator, Half, Third, Fourth, Fifth, Sixth, Seventh, Eighth, Ninth, and Tenth. As follow up to the first lesson the children were asked to explore environments making a list to identify and properly list fractions. Informal: Talk about the examples the children found confirming the Numerator and Denominator is documented correctly and review previously learned concepts
Formal/Informal
Assessment of Prior Learning or
Pre-assessment
(Sequence start)
Standards
4.NF 3a-d Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
To introduce Addition and Subtraction Operations of Fractions using a common Denominator
Central Focus
Academic Language
Fractions, Numerator, Denominator, Understanding the practice of Addition and Subtraction of Fractions.
Academic Language
Learning Target
Children will learn Addition and Subtraction operations in Fraction using common Denominators.
Learning Target
Materials Needed
Lesson Materials needed
• Iron Insets (Circle and Rectangle sets)
• Small white dry erase board
• Pencil and paper (For each child)
• Measuring tools (Teaspoon and Cup fractions for cooking)
Student materials:
• Math graph paper notebooks
• Small white dry erase board
• Pencil
Use concrete materials throughout the lesson for the learners lacking cognitive abilities. The explicit directions should be precise with the students sitting next to you the entire lesson time. For some students moving from the concrete to the abstract work will happen during the instruction earlier. A scaffold can be used for the students that have not had much exposure to the prerequisite to the lesson. In the Montessori classroom differentiation is important as students are grouped in lessons according to their learning paces.
Exceptional Learners and Differentiation
Use concrete materials throughout the lesson for the learners lacking cognitive abilities. The explicit directions should be precise with the students sitting next to you the entire lesson time. For some students moving from the concrete to the abstract work will happen during the instruction earlier. A scaffold can be used for the students that have not had much exposure to the prerequisite to the lesson. In the Montessori classroom differentiation is important as students are grouped in lessons according to their learning paces.
Differentiation
Informal Assessment
Informal Assessment
Fractions Deficiency: Once again pair the students together and have them come up with their own problems. Then solve. The Exceptional learners and middle learners can work with teacher led examples. Using the concrete materials and modeling the abstract writing.
Engagement Deficiency: All of the learning will take place at the lesson table. Teacher stays with the group at all time keeping them engaged.
Processing and Memory Deficiencies: Give the directions in multiple formats for each paired group.The exceptional learners are to do problems that are within the limitations of the inset material. (1/1-10/10)
Added challenges for the students: During the problem creations with the material, remove portions of the concrete insets. This will allow for the child to visual see what is needed and abstractly write together. The E.L. has an assessment exit of writing down the problem as the teacher models for them the same.
Closing Activity and Student Voice
Closure and Student Voice
Fractions Deficiency: This will be an activity in which students explore the environment. Differentiation will be made with the teacher partnering up with the E.L.
ADHD and SLD learners will be kept close as the environment is explored for Fraction examples. Venturing out of the room may even be an option to help with comforting and less stimulating settings.
Engagement Deficiency: The higher level learners can come back to the table when they have found examples and write a ticket with their findings. Then come find the EL and middle learners to offer support.
Processing and Memory Deficiencies: Part of the exit ticket for the students is to write in their math graph books the concepts learned today and show examples of problems worked out. For the EL students, this can be written in by the teacher or guided as it is done.
Added challenges for the students: Have the students continue to work on the real life applications list they started. For the EL students, schedule a meeting time later that afternoon to review and find more examples.
Introduction / Review
Differentiation
Introduction / Review:
Fractions Facts Deficiency: Mold the message to the exceptional learners so there can be multiple entry and exit points. This would allow exceptional learners to have a better opportunity to choose. Have insets created and at the E.L. hands as the lesson is started.
Attention and engagement Deficiency: Create multi-sensory aspects in the lesson to engage students with ADHD, behavioral, and SLD, and Hearing Impaired. Individual insets, labeled fraction pieces, Digital tools to assist in closed caption listening. Also, seating is positioned in closest proximity to the teacher at the lesson table.
Added challenges: During the lesson when problems are asked to solve, give students specified time to solve. For exceptional learners, the problems can be given or worked on prior to the lesson. The teacher will also write the problems down for the students in their math notebook.
Practice Activity or Support
Practice Activity and Support
Fractions Deficiency: We can scaffold the learning by creating paired learning in the small group lesson. Students with the highest learning ability will be paired together. The middle learners and E.L. can work together. This will allow for confidence building and collaboration between classmates.
Engagement Deficiency: All of the learning will take place at the lesson table. Follow up activities are suggested to allow for outside exploration. This allows for less distractions and full support time. using all the tools.
Processing and Memory Deficiencies: Give the directions in multiple formats for each paired group. This allows students to make visual and/or written references.
Added challenges for the students: Create a follow up that is an extension to the concepts learned. For the exceptional learners, the extension can be very similar to the examples done in the explicit instruction.
Reflection
In the Montessori classroom it seems to be advantageous to plan for differentiated learning. This is due to the small group learning style that is within the philosophy. Students within a Montessori classroom setting are expected to learn from each other (multi-grade levels and learning levels). The guide is there to offer the support and create the scaffolding to learning necessary.
Follow up support to the explicit instruction can always be offered in tier 2 interventions. Examples can include additional small group support, computerized practice support, and added supplemental activities.