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edu 309 presentation

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alyssa adayan

on 1 February 2013

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Transcript of edu 309 presentation

"All students, regardless of their personal characteristics, backgrounds, or physical challenges must have opportunities to study--and support to learn --mathematics" Goal is to get all students to achieve a higher level of academic performance
Prevention Model
Monitors student's progress through variety of assessments assigning more of the same work
giving free time to early finishers
assigning students to help strugglers
independent enrichment on the computer Teaching Mathematics Equitably to All Children Response to Intervention This law guarantees students with disabilities the same access to
the general education curriculum Teaching Equitably to ALL Strategies to Avoid IDEA EQUITY! High expectations for all students is KEY
use these strategies into your class you can help to support students and their diversity: RTI Tiers Tier 1: 80%-90% of students
Tier 2: 5%-10% of students
Tier 3: 1%-5% of students Students with Mild Disabilities The strategies that will follow are interventions for use with the small subset of students for whom the initial interventions were ineffective. Explicit Strategy Instruction Highly structured
Teacher-led instruction on a specific strategy
Modeling; model prompt-practice-sequence
Highly organized
Manipulatives Possible drawbacks:

Possible prolonged dependency
Less opportunity for experimental learning and depth of understanding Concrete, Semi-Concrete, Abstract Sequence (CSA) A teaching sequence that moves from an instructional focus on concrete representation and models (manipulatives) to semi-concrete representations (drawings or pictures) to abstraction (only using numerals or mentally solving problems). Peer-Assisted Learning student is placed with another students and acts as a apprentice Think-Alouds Verbalize thinking process
Moderate/ Severe Disabilities R-E-S-P-E-C-T= E-Q-U-A-L-I-T-Y Gender –Friendly Math Classrooms Research states…….. No difference in scores for grades 2-11 However, once in college females
tend to not major in STEM ( science,
technology, engineering and math)
areas Possible Causes of Gender differences Belief System- math is a male activity

absence of female in math and science
careers Teacher interaction- Observations indicate that males get more and different kinds of attention

Female students tend to go un-noticed but are “quiet achievers” What we can do….. Number & types of questions you ask Topics of projects & activities assigned Discussions of STEM ( Science, technology, engineering & math) careers Involve ALL students Students with Low Motivation give students choices that capitalize on their strengths
foster social competence, problem-solving skills, autonomy, and sense of purpose and failure
make math irresistible: games, brainteasers, mysteries Mathematically Gifted focus on implementing and extending ideas rather than collecting facts
acceleration - individual pace
enrichment - extension of original content
sophistication - more complex problems
novelty - different material Individuals with Disabilities Education Act RTI • Students often need extensive modifications and individualized supports to understand the mathematics curriculum.
• NCLB shifted emphasis to require evidence that students learn content
Numeracy through real-world representations
• NOT all basic facts need to be mastered before students with moderate or sever disabilities can move forward in the curriculum. Students who are
culturally and ethnically diverse Misconception: Mathematics is a universal language Use a student's "fund of knowledge" Culturally relevant mathematics is for ALL students. Focus on important mathematics
Make content relevant
Incorporate students' identities
Ensure shared power Students who are ELLs Seven years to learn academic language ELLs need to use English (and their native language) to read, write, listen, and speak as they learn appropriate content Honor use of native language Code switching
Support to learning English Write and state content and language objectives Begin with telling students what they will be learning
Language expectations Build background Prior knowledge + native language, culture
Sensitivity to challenging aspects of English and mathematics Use comprehensible input Modifications
Variety of tools (visualizations, gestures, modeling, etc.) Explicitly teach vocabulary Plan cooperative/interdependent groups to support language Use discourse that reflects language needs -identify children's current knowledge base and build instructions with that in mind -recognize, value,explore, and incorporate the home culture -use a multicultural approach -maintain high expectations for all -push all students to high level-thinking -use alternative assessments -measure progress over time rather than short snapshots of student work promote the importance of effort and resilience -teaching for equity means equal outcomes for all students by being sensitive to individual differences -achievement gaps= instructional/expectation gaps -low expectations for: students with special needs, students of color, ELLs, females, and low SES students What can WE do? Get your "strategy" provide access for students: tool box! identified as struggling or have a disability students from different cultural backgrounds ELLs mathematically gifted unmotivated or need to build resilience
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