Transcript AHEAD 2016 Math Redesign learning strategies course subs

Math Redesigns, Learning strategies,
Accommodations and Substitutions for
LD/TBI/ADHD/PTSD Students
AHEAD - 2016
7-15-16
Dr. Paul Nolting, Learning
Specialist
Hillsborough Community
College, Tampa FL
[email protected]
Copy right 2016
www.academicsuccess.com
Workshop Agenda
Research on success variables
Types of disabilities and problems affecting learning
National models and National Math Summits
Research on integrating math study strategies into
the classroom, labs, courses, workshops, ODS
How learning math is different - Group discussion
Assessment of math study skills & test anxiety
Understanding and reducing test anxiety
Math study strategies for individuals, workshops and
courses – using My Math Success Plan workbook
Workshop Agenda
Processing Deficits and Their Effects on Math
Learning
Educational Accommodations Examples and App
Testing Accommodations – Examples
Individual College Math Success Plan- Example
Course Substitutions – States and Courses
Course Substitution Process
Collaboration with departments for math success
Variables Contributing to Student
Academic Achievement (Bloom, 1976)
Placement
Aptitude
Grades
Math history
Learning styles
24/7 Web accesses
Tutor training
On line vs. classroom
Emporium Model
Cognitive Entry Level Skill
+
IQ
(Ability to Learn)
50%
Quality of
Instruction
25%
Learning speed
TBI
LD
ADHD
Self-concept
Locus of
Control 25%/ Attitudes 41%
Anxiety
Math study skills –
Study Habits classroom and online
PTSD
Productive Persistence
My Math Success Plan
Definitions of Math and Other
Disabilities
Acalculia – inability to read or write numbers in that individuals
can not perform calculations or having impaired spatial
organization
Dyscalculia – failure to develop math (arithmetic) competences
that is not due to a brain injury or mental impairment
Dysalgebria – students with average to above average IQ can
master calculations but can not master algebra (Nolting, 2000).
Dyslexia – is not a math learning disability but may cause math
learning problems due to misreading or miscopying numbers
and letters.
Dysgraphia – is not a math disability but may cause math learning
problems due to poor hand writing and copying from the board.
Learning Problems Affecting Math Grades
Incorrect course placement
Mismatch of teaching styles and course design
Lack of math study skills
Math and test anxiety
Posttraumatic Stress Disorder (PTSD) - a life-threatening
event like military combat, natural disasters, terrorist
incidents, serious accidents
Learning Disability (LD) – neurological cognitive processing
deficits in STM, WM, LTM or Fluid Reasoning (FR)
Traumatic Brain Injury (TBI)- STM, executive function, FR
Attention Deficit Disorder (ADHD) - STM, executive
function attention/concentration problems/co-morbidity
Not having a math success plan – Start plan now
Stages of Memory
Hand out
• Sensory input is when an
individual physically takes in the
information. TBI, PTSD
• Sensory register is when the
mind neurologically accepts the
information. TBI, PTSD
• Short-term Memory is when
the brain receives information
and stores it for a brief time. TBI,
LD?
Forgetting =
Information not input or
registered.
Stages of Memory
Working Memory is like RAM in a
computer that can send or recall
information and is part of executive
function. TBI, PTSD, LD?
Long-term memory is a
storehouse of material that is
retained for long periods of time.
LD?
Abstract Reasoning uses recalled
concepts to make new meaning
and understanding without using
language. TBI, LD?
Memory Output is recall learned
facts and/or concepts. TBI, PTSD,
LD?
Forgetting =
Information not
Understood
National Math Designs, Models
and Interventions
Contextualized Learning-Two courses together
Modularized & Emporium Model – Self paced
Co-curricular/paired classes/co-requisite- Two
courses together: Math and study skills courses
Accelerated/Compressed-Twice as fast
Curriculum Reform for Pathways – Stat, Quant
Online/Hybrid – The highest class failure rate
Standard Classroom – Attention problems?
Which design is best for different disabilities?
Workshops and tutoring in OSD are now
needed more than ever for math success
Solution: Success Strategies
Help Students Improve Their Math Study Skills
Provide Relevant & Appropriate Tutor Training
Help Students Understanding How Their
Disability Affect Math Learning
Provide Appropriate Accommodations
Develop Student Math Success Plans
Provide Appropriate Course Substitutions
Maximize Math Study Skills & Affective
Characteristics
Readiness, Behavior and Foundational Mathematics
Course Success (Li, Zelenka. 2013) JDE (Placement and
Study Behaviors predict math success) – Carnegie
Foundation
Student Success in Developmental Mathematics Courses
(Zientek, L.R. et al, 2013)–Affective Characteristics – 41%
Growth Mind Set (Helen Hidle)
http://www.growthmindsetmaths.com
National Math Summit – 2013,14, 15, 16 (NADE & AMATYC)
-Student must become better independent learners
Maximize Students’ Affective Characteristics
Co-requisite 1 hour math study skills course + Basic Algebra
course – MGF 1050 (Students repeated Basic Algebra 1-4
times took math study skills course.) Significant at .05 p level
(Nolting, 1986, 1990) – Dana Center (Uri T. @ UT) suggestion
LSCC – Integrated math study skills into the Intermediate
Algebra classroom (2007) 39% to 57%
BCF – Integrated math study skills into pre-algebra course
(2007) 23% to 60% pass rate.
Implementing a Math Study Skills Course (Lewis, 2014,
unpublished masters thesis) Significant grade increase.
Success of Students Taking Pre-algebra and Life
Skills Course Separately
ODS Can Teach These Courses
Semester
Pilot
Non-pilot
Fall 03
80%
59%
Spring 04
76%
52%
Fall 04
82%
53%
Spring 05
67%
51%
Guidelines for Integrating Study Strategies
Continually tell students that
study strategies help them save
time in the long run and learn
more productively.
Flip the study skills
- math class require
students to learn
strategies as
assigned homework .
Tutors support
- study skills and apps
ODS Support
- individual,
workshops and
courses
Math Study Skills Content
How Learning Math is different
Reducing Test Anxiety
Improving Listening & Math Note-Taking
Improving Math Reading & Homework Skills
Improving Math Test-Taking Skills
Student Math Success Plan
How Learning Math is Different and
Why It Pays Off
Curriculum progresses four times as
fast.
Most deep learning is outside of
class.
Math/science requires sequential
learning
Students must demonstrate concepts
Math/science is a foreign language.
Math is like a sport, puzzle or music.
It is socially acceptable to fail math.
Online/modular courses require
more independent learning
Let students discuss their math
learning problems.
Discuss the concept, more math
means more money you will make.
Learning math requires
special study strategies
and habits – Let the
students discuss
attitudes towards math
Math Study Skills Evaluation – IV
1. Web based program unlimited
2. Personalized, diagnostic and
prescriptive
3. Make study skills suggestions
4. Computer print out makes
Winning at Math chapter and
page number suggestions
5. Chapter suggestions for My
Math Success Plan student
workbook for students with
disabilities and Wounded
Warriors
6. Handout
Math study skill can also
improve the success of
students with disabilities
Math Study Skills Evaluation IV
Joe College, the overall result of your evaluation is a score of 61.
A score of 79 and below means you need to improve your math study skills
and this could be the main reason you may have had having difficulty.
You have a score of 53 in Study Effectively, which measures the
understanding that studying for math, is different than other subjects. It also
measures your effective use of study place(s), study schedules, study tools,
and motivation. WAM reference chapters are 1, 4 and 9
You have a score of 62 in Memory and Learning, which measures the
understanding of learning styles, learning process, as well as developing a
learning plan and memory strategies. WAM reference chapters are 2 and 5.
You have a score of 58 in Reading and Homework, which measures the
understanding of the syllabus, along with developing reading and homework
strategies to improve math learning. The WAM reference chapter is 7.
You have a score of 57 in Classroom Learning, which measures the
ability to develop listening strategies, note-taking systems as well as the ability
to ask questions. The WAM reference chapter is 6.
.
Math Study Skills Evaluation - IV
You have a score of 61 in Test Anxiety and Test-Taking, which measures
the understanding of the effects of test anxiety, how to reduce test anxiety, how
to take tests and how to analyze test results. WAM chapters are 3 and 8.
Question #1
My habit is that I:
A. seldom study math every school day. Your response indicates that you
may not understand that math has a sequential learning pattern. A sequential
learning pattern means material learned one day is used the next day and the
next day and so forth. That means putting off studying math will lead to poor
math grades. You need to study and do your homework before each class. You
need to read pp. 16-23 in Winning at Math.
Question #4
My habit is that I:
C. almost always become anxious and forget important concepts during a
math test. Your response indicates that you have symptoms of math anxiety
and/or test anxiety. Math and test anxiety are learned responses, which can be
unlearned. You need to learn how to control your anxiety by using relaxation
techniques and positive self-statements during homework and tests. You need
to read pp. 67-80 & pp in Winning at Math and Managing Test Anxiety DVD.
M Managing Test Anxiety: Causes & Solutions
Association of grades
with worth. – learned
Poor math study skills.
Previous embarrassment
from teacher, students,
family (third grade).
Learning style does not
match redesign.
Solutions – Relaxation
techniques, positive
cognitive statements &
math study skills
Disability?
Anxiety strikes
all types of
students
Tensing and Relaxing Technique
Relax all
your
muscles.
Tense your muscles.
Pull up with your arms
tight.
Press down with you feet
and legs.
Hold for a few seconds.
Relax.
Repeat one
more time if
necessary.
Calm Yourself Right before the Test
When you get to the
classroom and you want to
avoid all the panicky talk
going all around you, try the
“Palming” technique.
Place your palms on your
forehead. Think of a place
that is very relaxing to you.
Pretend you are there. Or,
you can think about your
memory “mental” cheat
sheets.
The other benefit is that the other
students will think you have a
headache and will leave you alone.
How to Improve Listening and
Note-taking Skills
Listen Effectively
Golden Triangle of
Success
Warming up for math
class – Student task
Use abbreviations
When to take notes
a. Writing on the board
b. Summarizing
c. This is a tricky
problem
d. Clicking more that
twice–online
learning
Seven Steps to Note- taking
Model the steps on the
board
Math glossary – put
vocabulary words on tests
Math vocabulary cards
Reworking notes
Students take notes and
compare their notes
Helping students ask
questions
Apps – in class and
tutoring
Math Note-taking System
Three Column Method
Math Problem
Key Words/Rules/
Properties
Examples/Problem Steps
Explanations and questions I
need to ask myself
Keywords
Examples
Natural
Numbers
1,2,3,4,5,6,…..
Integers
…-3,-2,-1,0,1,2,3,…
Rational numbers
Irrational numbers
Real Numbers
2/3 , 3/8, -5/6, 8/1,…
3 , π , 1.2673964...
-2, 4/9, 5, 7 , π , 2/3
Explanation
Counting numbers
beginning with 1
Positive and negative
counting numbers
A quotient of 2
integers
Non –terminating
decimals
Rationales + Irrationals
Emporium/Online Three Column
Note-Taking Method
Assignment:
Key Words/Rules/
Properties
Words from the
right side of
problem
Examples/Problem Steps
The problem
Explanations and questions I
need to ask myself
Sentences that describe the
next step or sentences at the
end of the problem
Ten Steps to Doing Online Homework
1.
2.
3.
4.
Review related textbook material.
Review appropriate notes.
Do homework neatly.
Must write down problem and every
problem step.
5. Understand reasons for problem steps
instead of using the click and go method.
6. For difficult problems use the resources
provided by the software (videos /tutor line).
7. Finish by working a problem successfully.
8. Recall or write down important concepts.
9. Use apps & develop virtual note cards
by using www.studystack.com.
10. Don’t get behind – you could get locked
out.
Learning from online
homework is more
difficult than text book
homework
Ten Steps for Taking Classroom
or Online Tests
1. Memory Data Dump
2. Preview Test
3. 2nd Memory Data Dump
4. Test Progress Schedule
5. Answer Easy Questions
6. Skip Difficult Questions
7. Review Skipped Questions
8. Guess at Remaining Questions
9. Review All of the Test
10. Use all the Test Time
Online tests- Can your review
questions?
“The first student done with the test
may not be the smartest in the class.
Often the smart students are the ones
that take the entire time to make sure
they do everything accurately. Be
brave. Stay in the room and make sure
you complete everything accurately.”
Six Types of Test-taking Errors
1.
2.
3.
4.
5.
6.
Misread Directions
Careless Errors
Concept Errors
Application Errors
Test Procedure Errors
Study Errors
This is why
they invented
the eraser!
Teach Final Exam Perpetration
Use the eraser wisely. Sometimes it is better to scratch
something out at first and then make sure the correction is right.
Go back and erase, leaving the correct information. Sometimes
when we are nervous, we may change a correct right answer..
Cognitive Processing Skills Affecting Math
Learning
Auditory Processing
Processing Speed
Visual-Spatial Thinking Skills
Short-term Memory
Long – Term Retrieval
Working Memory
Long – term Memory
Fluid Reasoning
Handout
Education Accommodations
Student
1. Graph paper
2. Formula sheets/cards
3. Develop mental cheat sheets
4. Color assign numbers and
symbols
5. Problem on left side of paper
and calculations on right
6. Use capital letters with a lot of
white space
7. Graphing and talking calculators
8. Apps - record, take pictures,
solve math problems
9. Math Study Skills Evaluation
and My Math Success Plan
text
10. Math and Disability
Handbook
Tutoring
1.
2.
3.
4.
5.
6.
7.
8.
Record sequential steps or
questions that the student and
tutor have created
Place same information on
note cards
Put information cues to music
or rhythmic recitation
Mental cheat sheets
Construct tutoring session to
include student giving verbal
and/or visual feedback.
Draw pictures for cueing
Color code numbers and
symbols- multi color pen
Apps – recording, pictures
and math problem solving
Math Testing Accommodations
•
•
•
•
•
•
•
•
•
•
•
Extended time
Private quiet test area
Formula sheet
Fact sheet
Key word list
Lecture notes
Clarification of test questions
Manipulatives
Scribe and white board
Pictures of problem steps
Apps?
Individual Math Success Plan
Semester: Fall 2016
A. Student Information:
Name: Paul College, Sophomore
Disability: LD/ADHD
B. Services:
Tutoring thee times a week 1 hr-,
Word processing training with a reading program, meet with
DSS counselor
C. Courses:
Beginning Algebra, History, English II, Biology
Individual Math Success Plan
D. Math Study Strategies: Use note-taking system , color code notes,
develop a math glossary, use online note-taking system, learn
relaxation techniques, use online test- taking system, analyze test
results, use http://www.wolframalpha.com/ to check my homework
E. Educational/Testing Accommodations: Use phone apps to record
parts of lectures/difficult tutored problems/time management ,
extended test time, private test room, calculator, enlarged tests
F:Disability Information: Strengths- language skills, short-term
memory, long-term memory and motivation. Weaknesses – visual
processing skills, visual memory, reading and math study skills
G. Semester Goals: 3.0 GPA, B in math, improve math study skills,
attend thee tutor sessions a week, use educational and testing
accommodations, see my math instructor every two weeks.
Alternative Math Course Sequence
• Elementary Algebra
Statistics
• Elementary Algebra
Liberal Arts Math
• Elementary Algebra
Topics in Math
Office of Civil Rights Cases
OCR cases
Course substitution – when to apply for sub –
repeating math course – San Antonio
College, CA - RCLD – 3 areas
Experts need to make decisions – Boston
University, MA
Ignored state rule waiver – Manatee
Community College, FL
Sample student cases
Do you see patterns? What are they?
Significant CHC Factors & Clinical
Clusters for Course Substitution
Working Memory
Long-Term Memory
Not Enough RAM
Not Enough Facts
Abstract Reasoning
Not Enough Logic
TBI, MTBI and PTSD – CHC and Clinical Clusters
Can use research in Math and Disabilities Handbook
(Nolting, 2012) to support accommodations and course
substitutions
Course Substitutions
• Introduction to
Computers
• Accounting I
• Environmental
Science
• Business math
• Astronomy
• Macro-economics
• Philosophy
• Earth and Space
Science
• Oceanography
• Logic/Critical Thinking
• Physical Science
Developing a Course Accommodation and
Substitution Policy – New GA Policy
•
What are you now using to process course substitutions?
•
What are you now using to process course accommodations?
•
Guidelines for developing these policies
How do students find out about making a request?
Who determines student eligibility to make the request?
Who informs the student about documentation for the request?
Who helps the student prepare the request?
Who receives the students request?
Who is on the committee? Faculty, counselor, DRC, chairs, expert?
Who receives the recommendation for approval or non approval?
Who receives the appeal for due process?
How does the institution record the decision?
How is the student notified about the decision?
How can you be consistent in the decisions?
Who and How do You Collaborate
Academic Departments – Joint workshop,
committees, Dept. meeting and suggested tutors
Supportive Services – Joint workshops with
Vets, committees, LRC and suggesting tutors)
Students and Student Organizations –
Presentation, needs surveys, resources,
computer workshops, apps, success plans
Student Success Committee – repeating
students, students with disabilities and
Wounded Warriors
Administration
Foundation – They have $
Web Resources
• Math Success Blog
http://www.academicsuccessblog.com
• Math study Skills Evaluation: MSSE/fourth
www.academicsuccess.com/academ/MSKevalIV_6thed
• Online Math Study Skills and Support Web site for classroom use
http://www.eMathReady.com
• Additional research on math study skills by Dr. Paul Nolting and
others
http://www.academicsuccess.com
My Math Success Plan (Nolting, 2013) which is a student workbook
demonstrating how disabilities affect math learning and teaches
math study skills (eBook or print).
Contact Us for Follow-up Conversations
[email protected]
941-951-8160
www.academicsuccess.com