Transcript ECI 416 Group Presentation

ECI 416 Group Presentation
Marcela Garza
Melissa Volpert
Baria Adams
Wuf’s High School
Wuf’s Classroom
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10th Grade Geometry Class
25 Students in the class
Class contains 3 IEP students
 ID – Intellectual Disability
 BED – Behavior/Emotional Disorder
 LD – Learning Disability
Classroom is uncluttered and conducive to learning
David Smith
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Is a 16th year old 10th grader
He is an only child
His father is a doctor of psychology and his
mom is a home accountant
He was diagnosed with Behavioral
Emotional Disability
David Smith’s characteristics
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He constantly taunts peers and talks out of
turn
He refuses to do homework
On tests, he often cheats
He tends to take things from his classmates
He expresses himself through artwork
David Smith’s need
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Attention
Assignments that keep him busy
Reminder of classroom rules
Sandy Jones
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15th year old tenth grader
Lives at home with both parent
She likes to dance
She likes to write and tells story
She is a hard worker
She has trouble in math and diagnose LD
in math
Sandy Jones’s characteristics
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She has difficulty remembering math facts
and formulas
She has difficulty determining needed
information for word problems
Her arithmetic is inconsistence
Sandy Jones’s needs
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Reminders of math facts and formulas
Review of previous material before
beginning a new lesson
Extra time for tests and exercises
Chris Williams
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17th years old 10th grader
Oldest child of Betsy and Tom Williams
Has a little sister named Clarice
Was diagnose with a mild metal retardation
at age 2 and later with Intellectual
disability
Chris Williams’ Characteristics
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Chris enjoys spending time with his sister
who writes music
Chris loves playing the drums
His dream is to have a band with his sister
Chris Williams characteristics
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He is easily distracted by his environment
He struggles to open up but he does
In geometry class he struggles to
understand new concepts. Once he learns
them he remembers them .
He has 7th grade reading level but
understand what he reads
Chris Williams needs
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He needs extra time in test to process
directions
He need extra time to complete
assignments
He needs to be reminded of rules
Teaching Strategies
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Self Monitoring
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Approach mathematical tasks in a logical
manner
Promotes independence
Increase time on task and accuracy of
answers
Increases success in math
Other Teaching Strategies &
Adaptations
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Peer Tutoring
Proximity
Classroom tasks
Adapted version of worksheets
Self Monitoring Checklists
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A checklist is a separate sheet that contains multiple line
items which directs the student while solving math
problems
Each line has an area for student to check or note that the
step was complete
Each line cues the student to use specific steps or
strategies
Student refers to list and checks off each step as it is
completed
Measuring Angles Checklist
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Think about what your teacher said:
What materials do you need to complete the work?
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Do you have those needed materials?
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If not, where do you find those materials?
What is the main point of your lesson?
What are the important things to remember?
Each time you work out a problem or example you should ask yourself:
What question needs to be answered?
How do you get to that answer?
Do I know the step to begin? If I don’t, who can I ask?
How to use a Protractor Checklist
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Put the center of the protractor at the vertex.
Look at where the two rays of the angle are.
Align the protractor with the sleeping ray.
Which one of the rays is not sitting beside the zero?
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Use the ray not in line with zero to find the measurement of the
angle.
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The point where the standing ray hits a number is the
measurement.
Is the angle acute or obtuse?
Do you use the big or small number?
Write down the measurement in degrees.
Angle Addition Postulate Checklist
If point S is in the interior of <PQR, then m<PQS + <SQR = m<PQR
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Is there a point on the interior?
Draw a line to the point from the vertex.
The line will divide the angle into how many angles?
Follow the guidelines for protractor use to determine angle
measurements.
Find the sum of the 2 smaller angles.
Use this number as your total measurement for the larger angle.
Differentiation
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Measuring Angles lesson plan contains 3
tiers
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Student with special needs
Simple worksheets with problems involving
measuring angles using a protractor
 Simple problems using the Angle Addition
Postulate
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Differentiation (Cont.)
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Average student
Worksheets with problems involving measuring
and drawing angles using a protractor.
 Problems requiring the Angle Addition Postulate
as well as the Angle Congruence Postulate
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Differentiation (Cont.)
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Above Average student
Worksheets with challenging problems involving
measuring and drawing angles using a protractor.
 Problems requiring the Angle Addition Postulate
as well as the Angle Congruence Postulate
 Each area of study will contain a “critical
thinking” problem challenging the student to look
beyond the material taught
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