how can we, as teachers support our struggling scholars so that they can still have success?...

HOW CAN WE, AS TEACHERS SUPPORT OUR STRUGGLING SCHOLARS SO THAT

THEY CAN STILL HAVE SUCCESS?

Accommodating Struggling Learners in Mathematics

Challenges that Struggling Learners Face

Difficulty retrieving arithmetic facts

Difficulty understanding mathematical concepts

Struggle to find and appropriately use alternate strategies

Students struggle to identify language to follow directions and or solve story problems.

Math Instruction Issues that Impact students with math learning Problems

Spiral Curriculum If you don’t get it now,

eventually you will. Struggling students need

consistent practice with basic skills before moving on

Teaching to mastery Students may not get to

mastery What skills can we

incorporate to support them if they can’t?

Reforms that are cyclical in nature Shifts to Common Core Student’s home life

Student’s Learning History Can Greatly Impact Mathematical Success!

Concrete-to-Representational-to-Abstract Instruction (CRA Instruction)

Concrete: each math skill is first modeled with concrete materials such as chips, counters, pattern blocks, etc.

Representational: The math concept is then modeled with tallies, dots, circles, etc

Abstract: The math concept is modeled at the abstract level with numbers and symbols. These should be used with the drawings

Teaching Math to Students with Disabilities. Accessed March 25, 2014. http://view.officeapps.live.com/op/view.aspx?src=http%3A%2F%2Fwww.specialed.ccsu.edu%2Fnicoll-senft%2FTeaching%2520Math%2520to%2520Students%2520with%2520Disabilities.ppt

http://view.officeapps.live.com/op/view.aspx?src=http://www.specialed.ccsu.edu/nicoll-senft/Teaching%2520Math%2520to%2520Students%2520with%2520Disabilities.ppt


Implementation of C-R-A Instruction

Describe and model the new math conceptAllow for multiple opportunities to use concrete

objectsProvide many practice opportunities where students

will draw their solutions or use pictures to solveWhen students demonstrate mastery by drawing

solutions, describe and model how to use and perform skills using only math symbols

Again, give students multiple practice opportunities by performing the sills with numbers and symbols

Give students periodic practice to support maintenance of their acquire skill




C-R-A Instruction

How can you use the C-R- A Instruction in both small groups and full groups while in your classroom?

Explicit Modeling

Provides a clear and accessible format for acquiring and understanding the mathematics concept

Allows students to become independent learners and problem solvers.

Teacher both describes and models the math skill/concept. Teacher clearly describes features of the math concept or steps

in performing math skill. Teacher breaks math concept/skill into learnable parts. Teacher describes/models using multi-sensory techniques. Teacher engages students in learning through demonstrating

enthusiasm, through maintaining a lively pace, through periodically questioning students, and through checking for student understanding.

Provides students with a learning map




Instructional Techniques for Explicit Instruction

Identify what students will learn, both visually and auditory

Link what they already know from background knowledge and previous experiences

Discuss the importance of the conceptsBreak the skill into 3-4 learnable partsDescribe each piece with visual devices and examplesCue students to essential attributes of the skill that

you are modelingTeacher InteractionThink Aloud




Implementing Explicit Instruction

Ensure that your students have the prerequisite skills to perform the skill. Break down the skill into logical and learnable parts (Ask yourself, "what do I do and

what do I think as I perform the skill?"). Provide a meaningful context for the skill (e.g. word or story problem suited to the age &

interests of your students). Provide visual, auditory, kinesthetic (movement), and tactile means for illustrating

important aspects of the concept/skill (e.g. visually display word problem and equation, orally cue students by varying vocal intonations, point, circle, highlight computation signs or important information in story problems).

"Think aloud" as you perform each step of the skill (i.e. say aloud what you are thinking as you problem-solve).

Link each step of the problem solving process (e.g. restate what you did in the previous step, what you are going to do in the next step, and why the next step is important to the previous step).

Periodically check student understanding with questions, remodeling steps when there is confusion.

Maintain a lively pace while being conscious of student information processing difficulties (e.g. need additional time to process questions).

Model a concept/skill at least three times before beginning to scaffold your instruction.




Explicit Modeling

Take a moment to identify how you could use explicit modeling in either small or full group instruction to support scholars

Authentic Mathematics Learning Contexts

Explicitly connect the target skills to a relevant context, promoting a deeper understanding for students

Teacher describes/models math concept/skillEmbedded within contexts that are meaningful to your

students.Consider your student's age-related interests,

cultural/community interests, and common experiences your students share.

Examples: Think Story Problems! Shopping at the mall to look at geometric shapes Identifying amount needed to buy something




Critical Elements to Authentic Learning Contexts

Contexts that are meaningful for the students you are teaching (age, interests, experiences). Contexts may be school related, family related, or community related.

Explicit teacher modeling of math skill is incorporated.

Relevance of math concept/skill to the authentic context is clearly demonstrated.

Student practice of math skill follows teacher instruction. Teacher monitors, provides specific corrective feedback, remodels as needed, and provides positive reinforcement.




Implementation

Teacher chooses appropriate context within which to teach target math concept/skill. Teacher activates student prior knowledge of authentic context, identifies the math

concept/skill students will learn, and explicitly relates the target math concept/skill to the meaningful context.

Teacher explicitly models math concept/skill within authentic context. Teacher involves students by prompting student thinking about how the math concept/skill is

relevant to the authentic context. Teacher checks for student understanding. Students receive opportunities to apply math concept or perform math skill within authentic

context. Teacher monitors, provides specific corrective feedback, remodels math concept/skill as needed, and provides positive reinforcement.

Teacher provides review and closure, explicitly re-stating how the target math skill relates to the authentic context and remodeling the skill.

Students receive multiple opportunities to apply math concept or practice math skill after initial instructional activity.

Incorporating the teacher instruction strategies, Building Meaningful Student Connections, Explicit Teacher Modeling, & Scaffolding Instruction when teaching within authentic contexts can be very effective.




Authentic Mathematics Learning Contexts

How can you incorporate this into your instruction?

Math Intervention and Accommodation Strategies for Struggling Learners

Intensify Instruction More modeling Use concrete learning opportunities Break tasks down into smaller steps Step-by-Step Strategies Give extra support for a temporary amount of time Provide opportunities for practice and feedback.

Center on Instruction. Intensive interventions for Students Struggling in Reading and Math. 2012. Accessed on March 23, 2014. http://www.centeroninstruction.org/files/Intensive%20Interventions%20for%20Students%20Struggling%20in%20Reading%20%26%20Math.pdf

http://www.centeroninstruction.org/files/Intensive%20Interventions%20for%20Students%20Struggling%20in%20Reading%20&%20Math.pdf

http://www.centeroninstruction.org/files/Intensive%20Interventions%20for%20Students%20Struggling%20in%20Reading%20&%20Math.pdf

Teach Using Multiple Instructional Examples

Model “I do, We do, You do”Focus on selecting and sequencing your

instructional examples Scaffolding will be needed when acquiring new skills

for students to master and be successful on. Teach to a wide range of knowledge so that

students can carry their mastery oer to other concepts.

Scaffold in a way that students can master simple to complex tasks

Center on Instruction. Mathematics Instruction For Students with Learning Disabilities of Difficulty learning Mathematics. Accessed on April 2, 2014. http://www.centeroninstruction.org/files/Mathematics%20Instruction%20LD%20Guide%20for%20Teachers.pdf

http://www.centeroninstruction.org/files/Mathematics%20Instruction%20LD%20Guide%20for%20Teachers.pdf


Have Students “Talk it Out”

Encourage students to think aloud their decision making

Ask questions to support scaffoldingStudents can verbalize steps in a solution

format using self questioning. This can be done before, during, and/or after they have solved

Verbalization may help anchor skills and strategies for those who are LD. Verbalization can also facilitate student self-regulation when solving.




Teach Students to Visually Represent Information in Math Problems

Visual representations from both teachers and students can help explain and clarify problems.

Visuals can be effective when combined with explicit instruction.



Teach Students to Solve Using Heuristic Strategies

Can address computational skills, problem solving, and fractions

A Heuristic Strategy approach can be in steps A way to organize information Include student discussion and reflection Read the problem, circle numbers, underline key

words, solve the problem, check your work Discuss answers, why does it work?



Provide Ongoing Formative Assessments and Feedback to Students

Ongoing assessment and evaluation can help teachers measure the rhythm of student growth and help them fine tune instruction to meet student’s needs.





Other techniques/Strategies to Support Struggling Scholars:

Read Word Problems Aloud

Visual Aids and Guides with Step by Step Instructions

Peer BuddyAsk student to

summarize information

Sit near teacher or other area for less distractions

Provide student with kinesthetic approaches

Provide multiple ways to solve Ex: 2+5 can be done

with fingers, touch math, blocks, and tallies.

Provide extra examples of vocabulary

Differentiate task by giving them more practice on skills

Now it is your turn!

Using your student population group students into the struggling, average, and above average learners.

Think about these groups strengths and weaknesses while reviewing IEP and your curriculum

Design and model a lesson or skill most still struggle with using C-R-A, Explicit Modeling, or Authentic Concepts. Think about what other accommodations you can use to support scholars as well

Be prepared to share by stating your lesson’s objective, how you would use the curricular framework of your choice, how you would implement other accommodations, what do you think will go well upon implementation, as well as what challenges may arise?

how can we, as teachers support our struggling scholars so that they can still have success?...

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