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Math Instructional Routines: Creating Opportunities for Students With Disabilities to Grapple with Grade-Level Math

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Math Instructional Routines: Creating Opportunities for Students With Disabilities to Grapple with Grade-Level Math

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https://achievethecore.org/aligned/math-instructional-routines-creating-opportunities-students-disabilities-grapple-grade-level-math/

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The importance of "Ask yourself" questions so students can jumpstart their own thinking.

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They say that breaking things into bite-sized pieces doesn't help, but what about the concept of 'chunking"?

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I didn't notice any assumptions

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I agree with the two commenters on the bottom of the article. For ICT, I've found that when I present too many strategies at once students will confuse the strategies even with detailed explanations from peers and tracking with exit slips. I feel like we need to make those choices sometimes on the spot that works for our students. We still must anticipate and do the work beforehand in the planning so we know how to present and it's not really "on the fly".

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I agree from the very beginning when it said that our students with disabilities aren't learning math because we aren't giving the material in a way that they can understand.

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The 4 R's are a great way to bring students back into the lesson if they seem to be zoning out or if there are only a few participating.

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The 4 R's are a great way to bring students back into the lesson if they seem to be zoning out or if there are only a few participating.

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I am going to use the ask yourself questions

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"break down content and procedures into bite-size pieces so that students will have short-term success in a given lesson or unit."

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"break down content and procedures into bite-size pieces so that students will have short-term success in a given lesson or unit."

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That the illusion of learning is short lived for students with disabilities when content is broken down

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I agree with multiple representations strategy. Students sometimes need visual representations.

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When a student comes to conclusion or way to solve a problem on their own or with their peers, they are more likely to master the skill.

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Perhaps that asking a student to repeat the idea will help students who did not hear/listen actually hear or listen (this was a successful technique I used in  overseas ESL but have had no luck in the U.S. as only the same handful of students listen and can repeat / rephrase - it ends up not being useful and taking up too much time).
More effective was to ivery quickly erasing notes or annotations before students can take expected notes so that they realize they have to pay attention to the conversation / presentation rather than wait without paying real attention to passively copy notes.

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Internal sense making strategy won't always work for the level 1 students. It may just create more confusion for them.

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Students should see multiple representations of work and decide which strategy or 2 works best for them

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I agree that students with disability struggle to engage in math level work. Some of the best method to help them is using the 4Rs. In addition, using drawing to make sense of problem will help to learners to understand the concept of the standard or lesson.

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I agree that multiple representations are a great way to support many different types of learners, including students with disabilities. This allows them to see content in their own way and make meaning of the abstract ideas we want them to learn.

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When content is broken down in to "bite size" pieces students will have short teem success

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Breaking information into bite size information for student to remember creates short lived learning

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I agree that discussion is important to increase and  learning in the classroom.

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I agree that discussion is important to increase and  learning in the classroom.

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Helping students connect what they are saying and hearing to a visual representation; along with the annotation of visuals.

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Supporting language development - using the 4R's

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To increase and support more internal sense making strategies for my SWDs.

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To increase and support more internal sense making strategies for my SWDs.

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Breaking down content & procedures into bite-size pieces so that students will have short-term success. Many of the SWDs & ENLs need "chunking" and scaffolding in order to help them make sense of material.

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The four "R"s is something I use with ELA and I never thought to use this in math and it totally makes sense. Vocabulary is the key and giving support with that skill will lead to more understanding.

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When taught vocab and passive voice sentence frames for practice and conversation ,  the math teacher was impressed by how mathematical understanding jumped .
Unfortunately,  he let me as esl coteacher prelate this lesson for a coteaching observation But would not give me that opportunity in the future due to curricular completion stress

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Use the 4R's more intensely

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Instructional strategies like 4Rs –Repeat, Rephrase, Reword, and Record–and Sentence Frames and Starters support students with learning disabilities to engage in critical conversations.

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When a student is not given the opportunity to make mistakes they never try.

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Creating Multiple Opportunities to Learn

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Creating Multiple Opportunities to Learn

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It takes time and multiple passes to develop understanding, so students need regular opportunities to think about, talk through, and refine ideas with a partner.  Implementing Turn and Talks is critical to providing students such opportunities regularly.

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The self-check questions were helpful for me and I will be applying them in practice

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I aspire to use the 4Rs since I already use most of the other strategies presented in the article.

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In order to develop and solidify ideas, students need to be able to connect what they are saying and hearing to a visual representation of the mathematics, so students need multiple representations available. Annotation of visuals–either by the student or teacher–allows students to track ideas and connect language and concepts.

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Have all students participate in these routines

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What about students whose disability involves language processing