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Thank you for inviting us to collaborate with you here. LOVE the background and visuals you included. Wonderful work on this flowchart.

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Thank you for inviting us to collaborate with you here. LOVE the background and visuals you included. Wonderful work on this flowchart.

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Catherine

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Learning support center have assessments with Mia,they decide to notice parents and advise them to send Mia to come to support center.They will tutor her individually,starting from simple math questions.

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Allow use of fingers and scratch paper.

Use diagrams and draw math concepts.

Present activities that involve all sensory modalities – auditory, visual, tactile, and kinesthetic.

Arrange peer assistance and tutoring opportunities.

Have graph paper available so students can align numbers in math problems.

Use colored pencils to differentiate problems.

Offer manipulatives throughout instruction.

Teach students to draw pictures of word problems.

Use mnemonic devices to teach steps of a math concept (e.g. order of operations: “Please Excuse My Dear Aunt Sally”).

Use rhythm and music to teach math facts and to set steps to a beat.

Schedule computer time for drill and practice with math facts.

Practice new strategies until students are comfortable with them.

Explain why learning math strategies are important while teaching, and match strategies with the material.

Encourage and monitor use of strategies to ensure correct usage and generalization.

Teach students to understand the problem, develop a plan to solve the problem, carry out the plan, and look back to be sure the answer solves the problem.

Use materials such as games for practice, which are interactive and motivational.

Use distributed practice, meaning practice in small increments (e.g. two 15-minute sessions per day, rather than an hour session three times a week).

Use small numbers of math facts per group for mastery, and frequently practice with mixed groups.

Emphasize "reverses," or "turnarounds" (e.g., 1+ 2/2 + 1, 1x2/2x1) in vertical, horizontal, and oral formats.

Have students self-chart progress by keeping track of how many and which facts are mastered, and how many more there are to go within a unit.

Cite:https://do2learn.com/disabilities/CharacteristicsAndStrategies/SpecificLearningDisability_Strategies.html

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Academics & Organization of teaching strategies 

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Academics & Organization of teaching strategies 

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Break learning tasks into small steps.

Probe regularly to check understanding.

Provide regular quality feedback.

Present information visually and verbally.

Use diagrams, graphics and pictures to support instruction.

Provide independent practice.

Model what you want students to do.

Clearly define and post classroom expectations for work and behavior.

Explicitly teach study and organizational skills.

Teach student how to use planner or agenda to record assignments and due dates.

Provide prompts of strategies to use and when to use them.

Ask process-type questions such as “How is that strategy working?

Use Direct Instruction.

Provide simple instructions (preferably one at a time).

Sequence slowly, using examples.

Speak clearly and turn so students can see your face.

Allow time for students to process requests and allow them to ask questions.

Use graphic organizers to support understanding of relationships between ideas.

Use adaptive equipment if appropriate (books on tape, laptop computers, etc.).

Ask questions in a clarifying manner, then have student describe understanding of the questions.

Use an overhead projector with an outline of the lesson or unit of the day.

Reduce course load.

Provide clear photocopies of notes and overhead transparencies.

Provide a detailed course outline before class begins.

Keep oral instructions logical and concise and reinforce them with brief cue words.

Repeat or re-word complicated directions.

Frequently verbalize what is being written on the board.

At the end of class, summarize the important segments of each presentation.

Eliminate classroom distractions (e.g. excessive noise, flickering lights, etc.).

Give assignments both in written and oral form.

Have more complex lessons recorded and available to the students.

Have practice exercises available for lessons, in case the student has problems.

Have student underline key words or directions on activity sheets (then review the sheets with them).

Provide and teach memory strategies, such as mnemonic strategies and elaborative rehearsal.

Write legibly, use large type, and do not clutter the board.

Assist the student in borrowing notes from a peer if necessary.

Clearly label equipment, tools, and materials, and use color-coding.

Consider alternate activities/exercises that can be utilized with less difficulty for the student, while maintaining the same or similar learning objectives.

Review relevant material, preview the material to be presented, present the new material, and then summarize the material just presented.

Provide a peer tutor or assign the student to a study group.

Allow the student to use a tape recorder.

Use specific language and state expectations.

Cite:https://do2learn.com/disabilities/CharacteristicsAndStrategies/SpecificLearningDisability_Strategies.html

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Learning support center summerize that Mia doesn't have special support,the reason is that she is just not interested in the content of class.I will reflect my lesson plan.

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During meeting with teachers,we discuss which learning support center she should go? There are assessments for Mia.

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Mia acts perfect in other subject class.I reflect my lesson plan or teaching method and arrange immediately. I will keep following her performance.

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other teacher have the same opinion with me,I start to report head teacher and ask to organize a kit chat,that invite our principal,head teacher and other teachers to have a meeting for Mia's performance.

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If I found that her performance hasn't improved..

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If I found that her performance hasn't improved..

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report to head teacher and start to inquire other subject teacher if they also found this phenomenon .

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Keep observing for a period of time and then find proper time to chat with her.

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Is Mia not attentive in math class? Or does she refuse to show their homework ?