Workshop #6 Rachel Karlsen

1. Workshop #6Rachel Karlsen Learning goals and activities: Discuss and understand strategies for teaching and learning Reading Writing ‘Rithmetic

2. Approximate Schedule 6:00-7:00 Greeting, overview of class, reading discussion, assignments due, UDL 7:00-8:00 Math Trends/Concepts/Best Practices, Brainstorming with Pin Cards 8:00-8:20 Break 8:20-9:00 Reading Trends/info, Reciprocal Reading, CSR, books 9:00-9:20 Writing info, Round Robin 9:20-9:45 Classroom Management videos if time 9:45-10:00 Final Questions, wrap up

3. Focus Questions: Math • What are some of the current trends in math curriculum and instruction? • What are some reasons students with learning problems have difficulty with traditional mathematics curricula? • What teaching strategies are most important in helping all students acquire basic math skills? • How can teachers ensure students understand the meaning of mathematical operations? • How can teachers help students develop and use problem-solving strategies?

4. Focus Questions: Reading • What are current trend and issues in reading? • What are the components of reading instruction? • What are principles of effective reading instruction for struggling readers? • What are some activities you can use to help students become more fluent readers? • What strategies can you teach to improve students’ comprehension?

5. Focus Questions: Writing • What are the current trends in writing curriculum and instruction and how do they align with your beliefs about writing instruction? • What are advantages of teaching writing as a process and how does this process promote effective writing instruction? • What strategies can you implement: • To establish an environment that promotes writing? • For conducting effective writing workshops? • For students who have difficulties writing stories? • For students who have difficulties with narrative writing? • For students who have difficulties with informational writing? • To help students who have difficulties with persuasive writing? • To help all students develop handwriting skills?

6. Warm up activity Two truths and a lie • On a 3 X 5 notecard, write down two true things about yourself that people in here don’t know • Also write down one lie about yourself • Switch cards with a random person • Choose the truths and choose the lies

7. Toothpick Activity • Remove two toothpicks to create four squares, with four complete sides and no extra toothpicks.

8. Bible promise Galatians 6:9 (NIV) “Let us not become weary in doing good, for at the proper time we will reap a harvest if we do not give up.”

9. “Fish is Fish” • Quickwrite: • How does this story connect to teaching?

10. Fish is Fish Important Note: What we teach is sometimes different from what our students learn.

11. Comments from Class • Tell about something you are happy about and something you are celebrating • Share a thought about reading, writing and math from textbook (specific quote, page)

12. Assignments due tonight • Read chapters 12, 13 and 14 • Read one of the following: • McGrath, A. (2005) A new read on teen literacy. • Schroder, M. (2008) Reading is thinking, part 1. • Wadlington, E., and Wadlington, P.L. (2008) Helping students with mathematical disabilities to succeed. • Reflection journal, three pages • Learning team presentation: work will be done in class tonight

13. Assignments due next weekLast night of class • Final presentation/Final paper • Each class member will “present” • Each class member will turn in a “paper” • See Choices….next slides • Learning team evaluation (in file) • Instructor evaluation…next week? This week? On paper?

14. CHOICE #1: Final presentation (Case Study)Individual If this is your choice, please turn in a copy of your outline/notes/other • CHOOSE TOPIC TONIGHT, IF READY • About 10 minutes • Intro/Concl • Diagnosis/behavior/treatment • Teaching techniques • Annotated reference page for each person in class • Disability from any category • Physical • Psychological • Learning • developmental, • Other

15. CHOICE #2: Final paper (same topic as presentation)If this is your choice, be ready to discuss your paper • 8 to 10 pages, APA • Diagnostic criteria • Behaviors associated with criteria • School’s legal responsibility • Assessments that would aid student • Helpful teaching techniques and tips • Ideas to assist and educate parents of disabled children • Least Restrictive Environment • Create a hypothetical Case Study, which combines these components

16. Universal Design for Learning(Universal Strategies) Universal design for learning (UDL) • Set of principles for designing curriculum • Provides all individuals with equal opportunities to learn. • Research –based (learner differences and effective instructional settings)  UDL principles call for varied and flexible ways to • Present or access information, concepts, and ideas (the "what" of learning),    • Plan and execute learning tasks (the "how" of learning), and • Get engaged--and stay engaged--in learning (the "why" of learning) • Why is UDL necessary? Students come to classrooms with a variety of skills, abilities, needs, interests, backgrounds, and learning styles. This diversity is confirmed by brain research. Source URL:http://www.udlcenter.org/aboutudl/whatisudl

17. Universal Design for Learning (Universal Strategies) Curriculum includes the goals, methods, assessments and materials we use to teach and learn. Traditional curriculum • Often "fixed" and inflexible. • Individual differences become learning barriers • Individual styles, skills, and abilities often overlooked to fit the curriculum, at the expense of genuine learning Universal Design for Learning • Curriculum is made flexible and customizable so that individuals can learn in ways that work best for them. • Common aim of learning effectively and efficiently • High standards are reached through many different means Source URL:http://www.udlcenter.org/aboutudl/whatisudl

18. Instructional Guidelines for Universal Design planning • Use multiple means of representation • Use multiple means of expression • Use multiple means of engagement

19. Universal Design Articles • Using Universal Design to Unlock the Potential for Academic Achievement of At-Risk Learners (Cynthia Acrey, Christopher Johnstone, Carolyn Milligan) • This article discusses teaching at-risk students and gives specific ideas for study guides. • Accurate for All: Universal Design for Learning and Assessment of Students with Learning Disabilities. (David H. Rose, Tracey E. Hall, and Elizabeth Murray) • This article explains the three main principals of Universal Design: Representation, Expression and Engagement.

20. “Go Around All” protocolTime: 20 minute check 1. Divide into four approx. equal size groups (gr. #1, gr. #2, gr. #3, gr. #4) • Group #1 reads “Using Universal Design to unlock the Potential…” p. 22-26 • Group #2 reads “Using Universal Design to unlock the Potential…” p. 27-31 • Group #3 reads “Accurate for All…” p. 23-26 • Got a computer? Group #4 researches “Universal Design for Learning” online • While reading or researching, record/highlight important ideas • In small group, first person reports all of the information that she/he has recorded and is comfortable reporting. • While first person is reporting, other group members listen attentively, but don’t question, comment or give clues to agreement or disagreement (nodding is okay). • After first person is finished reporting, second person reports (repeat info is okay). Groupmates listen attentively as described above. • Repeat until all group members have reported. • Discuss and make a visual, using poster boards or other method to report to entire class.

21. Helping All Students Succeed in Mathematics Chapter 14

22. Developmental Arithmetic Disorder • Developmental arithmetic disorder • Students have difficulties learning arithmetic-difficulties that are unexpected given the students’ overall cognitive functioning and academic performance in other subject areas. • Nonverbal math difficulties • Students display good reading and verbal skills but have extreme difficulty in math. • Other problems include: social immaturity; disorientation; deficits in visual, motor, and self-help skills; and problems estimating distance and time

23. Favorite Math Websites • purplemath.com (explains algebra concepts) • mathisfun.com (useful, kid-friendly activities, great math dictionary in understandable terms) • khanacademy.org (short video clips of every imaginable math and many science topics)

24. Current Rock Stars of Math • (Professional Learning Communities) Boaler 2006; McLaughlin and Tolbert 2006; DuFour 2009 • (Mathematical Discourse) Leahy, Lyon, Thompson and Wiliam, 2005; Yackel and Cobb, 1996 • (Cognitive Demand) Stein, Smith et al 2000 • (Lesson Study) Stigler and Hiebert 1999; Lewis 2006; Watanabe 2003 • (Specialized Math Content Knowledge) Ball, Thames and Phelps 2008 • (High Yield/leverage Teaching) Franke 2008; Franke and Kazemi 2009; Ball 2008 • For newer teachers, especially: EDC Addressing Accessibility in Mathematics, Deborah Ball, Megan Franke, Mary Kay Stein, Marilyn Burns, E. Kazemi

25. How Students Learn Math (also see poster) • Research based requirements for meaningful, enduring student learning • Mathematically productive classroom norms and relationships • Mathematical discourse that involves students’ mathematical reasoning • Sense-making, representations, justifications, and generalizations • Students’ reflection and metacognition about their own mathematical thinking • Relentless attention to understanding students’ mathematical thinking about important mathematical concepts and processes • Productive disequilibrium (not frustration) about mathematical ideas and relationships • High cognitive student engagement in high cognitive mathematical tasks

26. Lesson Planning Framework (also see poster) • Do the Math • Lesson Goals and Flow • Anticipate Students’ Strategies and Conceptions • Set up the Task • Monitor and Support Student Thinking • Select and Sequence • Connect and Extend • Collect artifacts and look ahead

27. What Research Says About Effective Classrooms (also see poster) • Activity centers on mathematical understanding, inventing, reasoning, and sense making by all students • The culture is one in which inquiry, incorrect answers, personal challenge, collaboration and disequilibrium provide opportunities for mathematics learning by all students • The tasks in which students engage are mathematically worthwhile for all students • A teacher’s deep knowledge of the mathematics content she/he teaches and the trajectory of that content enables the teacher to support important, long-lasting student understanding.

28. Mathematically Productive Teaching Routines(also see poster) • Fostering mathematical habits of mind and interaction (see green and blue mini-posters on wall) • Structuring Student Math talk (see handout in folder) • Listen and compare • Interpret and compare • Revoice and compare • Selecting and sequencing Student math ideas for discussion • Using public records of students’ mathematical thinking • Conferring with student mathematicians • Connecting multiple representations of students’ mathematical thinking • Math seminar

29. Operation: Division(Learning goal: Practice and be aware of mathematically productive teaching routines) • Also see pink posters on wall. • Work through the problem using visual, numerical/symbolic, verbal and everyday life examples • Choose one: sharing method, grouping method or area method. If you are adept at one method, try another. • Here’s the problem: 1 ÷ 2/3=

30. Process/reflection time… • Take sticky notes to write down thoughts • Wander, read through… • Place sticky notes on areas where you have thoughts, ideas, questions… • Discuss….

31. Math Overview • To me, math problem solving is three things • the mathematics (skills and correct answers) • the process (strategies) • the explanation (the why and how).

32. Math Overview • Process, or the strategies, that students can use (All of these are not used with every problem, obviously): • Work Backwards: start with data at the end of the problem and work toward the beginning of the problem • Organized List, Table or Chart: recording work in a list format allows a student to number and check work easily • Guess and Check: useful if there are large numbers or many pieces of data. Guess the answer, test it and choose another reasonable guess. • Making it Simpler: reduce complex problems • Use Objects or Act it Out: Moving objects around can be useful • Making a Picture or Diagram: Useful especially with mapping, geometry or graphing • Look for a Pattern: Useful when identifying and predicting “what comes next” • Logical Reasoning: Sort through for the useful pieces of information in a logical, organized fashion

33. Math Overview • Here is a four step problem solving technique to work through and explain the “why” and “how.” • Understanding the problem: Circle the question and rewrite it as a statement, leaving a blank for the correct answer. Write or highlight the important facts. Identify what skills you need to know and use. • Devise a plan: What is your strategy? Organize it and explain it. • Carry out the plan. Solve the problem, using a picture, table or numbers to show what you are doing. Your work should prove your solution. Number the steps and label everything. Use the words first, next, then and finally to tell what and why you solved the problem in this way. • Look back. consider the reasonableness of your results. Does it make sense? Is it a good explanation?

34. Math Ideas • Base ten pieces (bits, skinnies and flats) • Used to help students gain number sense • For example, • 234 is two flats, 3 skinnies and 4 bits • OR 23 skinnies and 4 bits • OR 234 bits

35. Use music to cement concepts Improper Fractions When the numerator’s Larger than the denominator, When the top number’s Larger than the one below, It’s an improper fraction. An improper fraction, It has more pieces and parts Than a whole. 5/4 9/8 6/3 improper That’s how these fractions go. 4/3 6/5 3/2 improper The top number’s larger than the one below. When the numerator’s Larger than the denominator, When the top number’s Larger than the one below, It’s an improper fraction. An improper fraction, When the numerator’s larger Than the denominator below. They’re so improper!

36. Math Ideas • Pattern blocks • Show 2 divided by ½ • Show 2 times ½ • White boards • Quick way of checking understanding • Fun for the kids • Practice multiplication, etc.

37. Facilitating Reading Chapter 12

38. Current Trends in Reading and Reading Instruction • Two national reports on reading stress: • Importance of a balanced approach to teaching early reading • Importance of phonological awareness and phonics instruction • Critical role of repeated readings in development of reading fluency • Importance of teaching reading comprehension strategies, vocabulary, and text structure

39. Three Key Concepts for Effective Reading Instruction • Reading is a skilled and strategic process. • Decoding and word identification • Alphabetic principle • Phonological awareness skills • Fluency • Reading entails understanding and constructing meaning from texts. • Reading comprehension • Comprehension monitoring • Reading is a socially mediated language-learning activity.

40. Effective Reading Instruction for Struggling Readers • Features of effective reading instruction include: • Establishing an environment to promote reading • Using appropriate and ongoing assessment so that you know students’ reading levels and what skills and strategies your students have mastered and need to develop • Providing intensive instruction • Obtaining early intervention when needed

41. Types of Assessments • Critical aspects to choosing a test include: • The purpose of the test • The specific information needed about the student’s reading • The number of students being tested • The examiner’s qualifications • Types of assessments: • Diagnostic • Norm-based • Curriculum-based (CBM) • Informal reading inventories (IRI)

42. Providing Intensive Instruction • Reading instruction is appropriate and intensive when:

43. Strategies for Teaching Phonological Awareness and Phonics Phonological Awareness Skills Phonological Awareness Activity Guidelines Consider students’ level of development Model each activity Use manipulatives and movement Move from less to more difficult tasks Provide feedback Make learning FUN! • Rhyming • Alliteration • Blending • Segmenting • Manipulating

44. Instructional Features of Most Phonics Programs • Teach a core set of frequently used consonants and short vowel sounds • Begin immediately to blend and segment the sounds • Separate the introduction of letter sounds with similar auditory and visual features • Use consistent key words to assist students in hearing and remembering the sound • Teach that some letters can represent more than one sound • Teach that different letters can make the same sound • Teach that sounds can be represented by a single letter or combination of letters • Color-code consonant and vowels • Add a kinesthetic component • Have students use mirrors and feel their mouths

45. Strategies for Teaching Word Identification • Teaching sight words • Automaticity • High-frequency words • Teaching decoding strategies • Phonic analysis • Onset-Rime • Structural analysis • Syllabication • Syntax and semantics

46. Strategies for Helping Students Develop Fluency • Using RTI to promote fluency • Oral reading fluency • Reading aloud • Big books • Repeated readings • Peer tutoring • Peer-assisted learning • Classwide peer tutoring

47. Strategies for Improving Reading Comprehension • K-W-L Strategy • Question-Answer Relationships Strategy (QAR) • Questioning the author • Collaborative strategic reading

48. Effective Comprehension Instruction • Effective comprehension instruction includes: • Activating background knowledge • Predicting • Generating and answering questions • Clarifying • Summarizing • Using text structures • Monitoring comprehension • Engaging text and conversations about reading

49. Collaborative Strategic Reading(CSR) • Read text… • Each group of two to three people speaks briefly on one of the following • Key Ideas • “Clicks” and “clunks”? • “Getting the gist” • Wrap up

50. Reciprocal Reading/teaching • A method of teaching reading in all areas, using the skills of predicting, questioning, clarifying, and summarizing. • Can be used in elementary/middle school/high school • Can be modified • Can be used in small groups, with student leaders