Designing Lessons for Learners with Special Needs in Numeracy - 4 Jun 2014 -

1. Special Education Branch, MOE APSN Katong School APSN Tanglin School AWWA School Grace Orchard School Designing Lessons for Learners with Special Needs in Numeracy - 4 Jun 2014 -

2. Special Education Schools • AWWA School • APSN Katong School • APSN Tanglin School • Grace Orchard School TEAM COMPOSITION Special Education Branch • Chong Suet Ling • Lee Yim Ping • Liu Shu Zhen • Yee Cai Ying • Yeo Xiuting, Valerie

3. Part 1 (10 min) • Background • Literature Review • Methodology Part 2 (40 min) • Findings • Conclusion Outline

4. Part 1: Background, literature review & methodology

5. 2012: Launch of Curriculum Framework for SPED • 2013: Numeracy Prototyping Project • Participation through invitation • 5 schools • Spanned Feb–Sep 2013 • Learning by doing approach • Structured as Professional Learning Teams Numeracy Project in Brief

6. Manipulativeswere used to make learning concrete (Kennedy & Barblett, 2010) • A diverse profile of learners requires differentiated learning and customised learning aides (Fuchs, Fuchs, Compton, Powell & Seethaler, Capizzi, Schatschneider & Flectcher, 2006, 2006; Montague, 2007) Literature Review: Learning of Maths

7. Teachers' direct instruction was an important approach to role model the learning (Kroesbergen & Van Luit, 2003) • A safe and inclusive learning environment was essential (Kavale & Forness, 2000) • Assessment activities encourage students' demonstration of learning (Vaughn, 2003). Literature Review: Learning of Maths

8. What are the pedagogical considerations that guided teachers’ planning and design of learning and teaching? What are the supports that facilitated the prototyping efforts? Project Questions

9. Participants: 5 schools Approach • Training-cum-consultation: 6 workshops and 2 consultations • Opportunity for participants to Learn : Do : Share Project Outcomes • Teacher-constructed resources • Lesson try-out Methodology

10. Part 2: What sped teachers do in a numeracy lesson?(findings)

11. Students’ demonstration of learning, as part of assessment of and for learning • Teacher-directed instruction, has strong evidence in developing basic numeracy in children with special needs • Association learning activated through the use of multi-sensory manipulatives, songs, role play, etc. • Relationship to peers as part of a safe and predictable environment for learning together • Task differentiation to accommodate diverse learners’ profiles through resource development Findings (S.T.A.R.T.)

12. Number sensibility as the foundation for functional and practical daily living by AWWA School • Designing lessons to teach grouping and place value in a sped classroom by Grace Orchard School • Igniting Counting in SPED students for 1 to 5 by APSN Katong School • Problem solving in Functional Contexts for SPED Students by APSN Tanglin School Findings

13. NUMBER SENSIBILITY AS THE FOUNDATION FOR FUNCTIONAL AND PRACTICAL DAILY LIVING AWWA School

14. Background • Professional Learning Team formation • Teachers from Numeracy Department • Team Composition • Ms Thain Lee Ping (Subject Head, Numeracy) • Ms Ong Zeng Zi(Teacher) • Ms Tan Li Siang (Teacher)

15. Objective & Student Profile Team Objective: • To develop teachers’ pedagogical and content knowledge in teaching mathematical concepts and skills Student Profile: • 9 students (6 male, 3 female)with moderate to low support needs, with a range of disabilities including Global Developmental Delay, Intellectual Disabilities, William’s Syndrome • Ability level:2 groups (MS-Moderate Support; LS-Low Support) • Age: Between 9 and 11 years old

16. Why Number Sensibility? • Necessary to prepare students for functional and practical daily living • Focus on two concepts of number sensibility: • Counting up to 9 in ones • Addition of single-digit numbers within 9

17. Sequencing the Learning

18. Differentiating the Learning • Consistency in key vocabulary • More guided instructions for some students • Different materials used for different groups according to their needs • Different mode of expressing answers

19. Use of Multimedia / ICT • Use of computer, visualiser and projector for teaching • Use of iPad for games as reinforcement • Use of camera to video lesson for evaluation (lesson study)

20. Project Takeaways • Professional Growth • Peer observation and feedback • Mutual trust and close collaboration • Hands-on exploration & experimentation • Generate ideas for customisation/ modifications • ‘Multiplier’ effect on peers

21. Teacher-constructed Materials Self-check Template Counting Bead Stairs Connecting Cubes

22. DESIGNING LESSONS TO TEACH GROUPING & PLACE VALUE IN A SPED CLASSROOM

23. PROFESSIONAL LEARNING TEAM OF GRACE ORCHARD SCHOOL

24. OBJECTIVE & STUDENT PROFILE Team Objective: • To develop teachers’ pedagogical and content knowledge in teaching mathematical concepts and skills. • To teach students to solve two-digit addition and subtraction with regrouping and able to generalise it to real life situations. • To develop students’ independence in self-learning and assessment Student Profile: • 10 students (5 males, 5 females), behavioural issue (1 male), chronic eczema (1 female), physical disability which causes speech difficulty and mobility issue (1 female) • Diagnosis: Mild Intellectual Disability (8 students) & Down syndrome (2 students) • Ability level: 3 groups (HS- High Support, MS- Medium Support, LS-Low Support) • Age: 15 and 16yrs old

25. THE APIE APPROACH TO TEACH MATH

27. SEQUENCING THE LEARNING

28. INSTRUCTIONAL METHOD

29. STAGE 1 Lesson Objective: Students will be to • understand the concept of grouping and counting in twos, fives and tens 5 groups of fives is 25. Altogether 25

30. EXPLICIT DIRECT TEACHING Self-checking template

31. STAGE 2 Prerequisites of students: Students are able to • Understand value of 1 to 20 • Recognize numerals 1 to 50 • Count in groups of 10 Lesson Objective: Students are able to • compose and decompose numbers (11 to 15) using place value - tens and ones

32. EXPLICIT DIRECT TEACHING We do (Guided Practice) I do (Modelling) Teacher selects student to do the task to check student’s understanding Teacher gives every student the same resources and do the task together

33. EXPLICIT DIRECT TEACHING You do ( Independent Practice) Task 1- Pair Work Must be SAME type of problems as used in ‘We do’.

34. EXPLICIT DIRECT TEACHING Task 2- Individual Work To generalise it in real life situations

35. TEMPLATES FOR STUDENTS TO PRACTISE AT HOME

36. STAGE 3 • Lesson Objective: • Students will be to • Perform two-digit addition and subtraction with regrouping tens and ones

37. EVALUATION • Informal Assessment • Formal Assessment • Post-lesson reflection

38. PROJECT OUTCOME / LEARNING • Collective responsibility for changing pedagogical practices through post-lesson observation discussion and feedback • Sharing of good practices with other teacherswho are teaching the school’s Numeracy Curriculum • Development of broader mathematical skills in problem-solving, reasoning and generalizing to real life situation • Improvement in students’ ability in self-assessment

39. Designing Lessons to Teach Grouping & Place Value in a SPED Classroom Grace Orchard School

40. Professional Learning Team • Team Composition • Ms Chua Poh Keng (Programme Head: Mathematics Subject Group in charge) • Ms Shanice Liang (Mathematics Subject Group Team Leader) • Ms Tamil Selvi (Mathematics Subject Group member) • Ms Kho Chiew Peng (Mathematics Subject Group member)

41. Objectives Team Objective: • To develop teachers’ pedagogical and content knowledge in teaching mathematical concepts and skills • To teach students to solve two-digit addition and subtract with regrouping and be able to generalise it to real life situations • To develop students’ independence in self-learning and assessment

42. Student profile Student Profile: • 10 students (5 males, 5 females), behavioural issue (1 male), chronic eczema (1 female), physical disability which causes speech difficulty and mobility issue (1 female) • Diagnosis: Mild Intellectual Disability (8 students) & Down syndrome (2 students) • Ability level: 3 groups (High Support, Medium Support, Low Support) • Age: 15 and 16yrs old

43. Sequencing the Learning • Based on APIE approach, we planned and designed the content

44. Instructional Method

45. Stage 1 • Lesson objective: Students will be able to understand the concept of grouping and counting in twos, fives and tens

47. Stage 2 (Lesson Observed) Lesson Objective: • Bythe end of the lesson, students will be able to compose and decompose numbers (11 to 15) using place value, tens and ones Competencies of pre-requisites of students: Students are able to: • Understand value of 1 to 20, • Recognise numerals 1 to 50, and • Count in groups of 10

48. Explicit Direct Teaching

49. Explicit Direct Teaching Task 1: Pair Work

50. Explicit Direct Teaching Task 2: Individual Work