special education 5340 teaching math to students with mild...

1

Special Education 5340

Teaching Math to Students with Mild/Moderate Disabilities

Spring 2014

Jessica Hunt, Ph.D.

Education Building, 325

Office Phone: 435-797‐8639

E‐mail: [email protected] (do NOT send through canvas, please)

Office Hours: Most Tuesdays by appointment

Texts/Assigned Readings (note: ALL electronically offered on Canvas):

Elementary and Middle School Mathematics: Teaching Developmentally, by John Van de

Walle et al. 7th Edition (abbreviated as TD in syllabus)

Children’s Mathematics: Cognitively Guided Instruction, by Thomas P. Carpenter et al.

(abbreviated CGI in syllabus)

Extending Children's Mathematics: Fractions & Decimals, Innovations In Cognitively

Guided Instruction, by Susan Empson and Linda Levi. (abbreviated FD in syllabus)

Other SHORT readings we do in class (see schedule)

Overview: The purpose of this course is to prepare students to teach mathematics to tier 2 and 3 students in

elementary and middle school classrooms. Students will acquire a set of skills that will enable them to use

the mathematics referenced in the Common Core State Standards as a basis for instructional programming

in mathematics for students with mild/moderate disabilities. Students will learn how to use problem

solving as an instructional mechanism to build conceptual understanding and procedural competence in

mathematics.

Course Goals:

Overarching Questions

Objectives

How/When Objective is Met

1. What does it mean to mathematically proficient? What

are differing perspectives on how mathematics taught?

What aspects of instruction should stay consistent in any

model?

a. Gain factual knowledge related to Common Core

Standards in mathematics and emphasis of

conceptual understanding and procedural skill.

b. Gain an understanding of what mathematical

proficiency entails.

c. Understand varying instructional perspectives in

mathematics and how they each relate to

mathematical proficiency.

Focusing questions

Class lectures

In class problem solving and

other activities.

1. How does mathematical proficiency develop? How do

CCSS-M relate to this development? Where does

instruction fit in?

a. Identify and unpack essential understandings of

Common Core State Standards in mathematics.

b. Demonstrate understanding of how children

make sense of numbers and operations (e.g.,

Focusing Questions

Class lectures

Practice opportunities in class

Lesson plans/Play Teach

Problem Types Prediction Test

mailto:[email protected]

2

place value, fractions), operations and algebraic

thinking, ratios and proportions, equations, and

geometry, including how models and

representations are used to show and grow

understanding.

2. How can the CBA framework learned in SPED 5040 be

used with the Common Core State Standards-

Mathematics in mathematics to teach students with

mild/moderate disabilities?

a. Create a CBA particular to a set of CCSS-M over

multiple grade levels.

b. Create goals, objectives, and instructional

units/lesson plan tasks particular to the CCSS-M

and student need.

c. Create a monitoring system to formatively track

student progress.

Class lectures

Practice opportunities in class

Survey CBA/Data Evaluation

Lesson plans and Play Teach

Monitoring System

Student Code: Students need to adhere to student code by not interfering with the instruction or the

learning of other students. The instructor encourages each student to actively participate in class

discussions.

Participation is defined as occasional verbal contributions to class discussion/activity that extend and

enhance the group process. Participation is NOT defined as merely attending class.

Courteous demeanor is defined as (1) arriving on time, (2) leaving at the scheduled time and not

before (unless the instructor is notified and has approved the request), and (3) listening (not talking)

during the lecture or class discussion, (4) ringing cell phones, talking on cell phones, text messaging,

surfing the internet on laptops, and similar activities during class time are not accepted in this course.

If this becomes a problem by interfering with the instruction of the instructor and interrupting the

learning and listening of other students, you may be asked to leave the class and I will count that day

as an absence.

Course Assignments:

ASSIGNMENTS WILL NOT BE ACCEPTED LATE – NO EXCEPTIONS.

1. Focusing Questions The purpose of Focusing Questions is to direct your attention to the big ideas in each reading, to

prompt you to reflect on these ideas and deepen your understanding of them, and to help me get a handle

on your understanding. The readings are meant to stimulate your thinking. They are full of ideas – too

many for you to assimilate them all.

Responses to the focusing questions must be turned in by 9 pm the night before class to receive

credit. Generally, you’ll receive full credit for responses turned in on time whether or not the ideas are

“right” or “wrong”. However, I reserve the right to deduct points from on-time responses that are

incomplete or superficial, appear to be done in a hurry, or contain major inaccuracies. I will not have time

to give written feedback on all of these, but know that I read everything that you submit.

10 points each for a total of 50 points

2. Student Thinking/Problem Types Prediction Test

3

You will practice your knowledge of problem types concerning mathematics content

corresponding student strategy use in the student thinking/problem types prediction assignment. You will

be given several different problems based in the four operations. You will solve the problems across a

continuum of how students at various level of understanding might approach the problem. You will

provide a rationale for each solution.

I believe that we can learn from reflecting on and revising our mistakes. Therefore, students

wishing to redo answers that are incorrect will be given an opportunity to do so and will get back ½ points

for each question that is redone.

50 points

3. CBA Assignments and Play Teach (Some carry over into practicum)

You will apply what you are learning in class regarding mathematics content to the Curriculum

Based Assessment framework you learned in 5040 and also write some lesson plans to help you out in

practicum. There are 6 assignments. Again, I offer the option for students to “fix” and resubmit items

marked incorrect for half points because I believe we learn from reflecting on and revising our mistakes.

a. Standards List: You will develop a standards list for a mock student (I will give you the

scenario). You will use the format we spoke about in class to create this.

b. Survey CBA: You will write a survey CBA in mathematics content for a mock student

with a mild/moderate disability (I will give you the scenario).

c. Shortened Standards List, Goals and Objectives: From the real results of your CBA,

you will produce a shortened standards list and write goals and objective for your

practicum group (as a whole, not individual goals and objectives for each student). From

this, you should have a clear idea of what you will need to teach (your instructional units).

Note that this is a starting point- you do not need to feel like you have to stick to this if

the needs of your students change or if your CT wants other skills taught.

d. Lesson Plan: You will prepare a lesson plan for EITHER (a) your mock instructional

unit OR (b) a real lesson plan you want to use in practicum. These lesson plans should

adhere to the format set forth in class.

e. Play Teach: You will “teach” your lesson plan to the class. Days for the play teach are

in February. During that time, you will teach the class your lesson to the class. We may

do this assignment in groups. If so, one person in your group will be the teacher and the

others will play the students. The rest of the class will observe and provide feedback.

You will also write a reflection on the lesson you taught using a form that I will provide

to you.

5 x 25 points each = total of 125 points

TOTAL POINTS = 225

Tentative Course Schedule:

4

Date Class Topic Reading Assignment Due

Class 1

1/6/14

University Inn 507

Introduction • Overview of the course, assignments

and expectations

• Issues of mathematics teaching and

learning: Intro

Pretest

IN CLASS- Johnston,

2010

IN CLASS -

Lockhart’s Lament

(first 5 pages only)

None

Class 2

1/7/14

University Inn 507

Rethinking Mathematics Learning

• What does it mean to be proficient in

mathematics?

• Common Core: wait, there are

practice standards?

• Models of instruction

Focusing

Questions:

Rethinking

mathematics

learning (by 9PM

the night before

class)

Class 3

1/8/14

University Inn 507

Problem Solving and Students with

Mild/Moderate Disabilities

• More on instructional models

• Children’s strategies in solving

problems; tie to

Concrete/Representational/Abstract

teaching method in SPED

BEFORE CLASS -

CGI: Intro & Ch. 1

None

Class 4

1/9/14

University Inn 507

Operations and Algebraic

Thinking- Addition and Subtraction

• Problem Types for Developing the

CONCEPT of Addition and

Subtraction

• Children’s Solution Strategies for

Addition and Subtraction Problems;

How Those Strategies Develop

• Tie to CCSS

• Possible Instructional

Activities/Learning

Trajectories/Representations

BEFORE CLASS -

CGI Ch 2-3

Focusing

Questions:

Addition and

Subtraction (by

9PM the night

before class)

Class 5

1/10/14

Student Senate Chambers, Rm 336 Taggart Student Center

Operations and Algebraic

Thinking- Multiplication and

Division


CONCEPT of Multiplication and

Division


Addition and Subtraction Problems;

How Those Strategies Develop

• Tie to CCSS


Activities/Learning


BEFORE CLASS -

CGI: Ch 4

Focusing

Questions:

Multiplication

and Division (by

9PM the night

before class)

5

Class 6

1/13/14

University Inn 507

Ratios (guest lecture- Dr. Arla

Westenskow)

• Math tasks you can use to develop

the Meaning of Ratio/Proportion

• Children’s Solution Strategies

• Tie to CCSS/instructional models

None

Class 7

1/14/14

University Inn 507

Expressions, Equations, and

Algebraic Thinking (guest lecture-

Stephen Tucker)


the Meaning of Algebraic Thinking



None

Class 8

1/15/14

University Inn 507

Number and Operations- Base Ten


CONCEPT of Base Ten/Place Value


Base Ten/Place Value; How Those

Strategies Develop

• Tie to CCSS


Activities/Learning


BEFORE CLASS -

CGI: Chapter 5

BEFORE CLASS -

Jaslow & Jacobs

BEFORE CLASS -

Skim TD: Chapter 12:

Developing Strategies

for Whole-Number

Computation

Focusing

Questions: Base

Ten and Place

Value (by 9PM

the night before

class)

Class 9

1/16/14

University Inn 510

Number and Operations- Fractions


the Meaning the Meaning of Fractions

as Numbers


Fraction Problems; How Those

Strategies Develop


BEFORE CLASS- FD:

Intro & Ch 1 & 2 Focusing

Questions:

Fractions (by

9PM the night

before class)

Class 10

1/17/14

University Inn 507

Number and Operations- Fractions


Fraction Operations



None

1/20/14 NO CLASS- HOLIDAY

Class 11

1/21/14

University Inn 507

Problem Types Test (in class closed

note)

None I will let you turn

back in and

correct for 0.5 to

1 ratio of points

if you are

unhappy with

„score‟

Class 12

1/22/14

University Inn 507

Content, Common Core, and CBA

Part 1: Analyze Curriculum

Domain

• Determine chronological grade

• Review Standardized Testing

6

Information

• Determine Domain

• Prioritize Areas and Standards-

CCSS

• Create standards list

Class 13

1/23/14

University Inn 507


Part 2: Develop/Administer Survey

CBA

• Building the CBA

• Administration

None

Class 14

1/24/14

University Inn 507


Part 3: Interpret Survey CBA and

Go Deeper

• Interpreting CBA results

• Clinical Interviewing

• Determining problems for the

interview

• Listening and Questioning and

their purposes for assessment

BEFORE CLASS:

Ginsberg Standards list

assignment due

Class 15

1/27/14

University Inn 507


Part 4: Define the Instructional

Program/Goals Objectives

• Finish Part 3

• Writing Goals and objectives from

identified areas of need

None

Class 16

1/28/14

University Inn 507


Part 5: Teaching Strategies

Prime Background Knowledge

o Learning Set

None

Class 17

1/29/14

Merrill-Cazier Library 101



Big Ideas

Strategic Integration


Conspicuous Strategies

o New Material

None

Class 18

1/30/14

Merrill-Cazier Library 101


Part 5: Teaching Strategies:

Big Ideas

Strategic Integration


Conspicuous Strategies

o New Material

None

Class 19

1/31/14

Merrill-



Mediated Scaffolding

None

7

Cazier Library 101

Judicious Review

o Guided Practice

o Independent Practice

Class 20

2/5/2014

Center for Persons with Disabilities, CPD 151

Behavior Strategies for Middle

School (Guest lecture- Dr. Scott

Ross)

Overview of Practicum

Monitoring System

None CBA assignment

due (with results

mapped out)

Class 21

2/26/14


Play Teach- teach your lesson

Practicum “Check ins”

Basic Facts (if time)

Shortened

Standards Lists,

Goals, and

Objectives

assignment due

Lesson Plan

Assignment due

Class 22

3/19/14


Play Teach- teach your lesson

Practicum “Check ins”

NOTE: Students with physical, sensory, emotional or medical impairments may be eligible for

reasonable accommodations in accordance with the Americans with Disabilities Act and Section 504 of

the Rehabilitation Act of 1973. All accommodations are coordinated through the Disability Resource

Center (DRC) in Room 101 of the University Inn, 797‐2444 voice, 797‐0740 TTY, or toll free at 1‐800‐259‐2966. Please contact the DRC as early in the semester as possible. Alternate format materials

(Braille, large print or digital) are available with advance notice. Please contact the instructor during the

first week of class to arrange such accommodations. The instructor must have the appropriate forms from

the DRC in order to address any accommodations.

Academic Honesty: Please read through USU Honor System Guidelines on the Course Content page under

Introduction & Policies. Be aware that I use the following definitions. According to the Merriam‐Webster

Online Dictionary, to "plagiarize" means

1) to steal and pass off (the ideas or words of another) as one's own

2) to use (another's production) without crediting the source

3) to commit literary theft

4) to present as new and original an idea or product derived from an existing source.

8

In other words, plagiarism is an act of fraud. It involves both stealing someone else's work and lying

about it afterward. Group work has become an issue in classes. In past classes there have been situations

in which group work could have been considered cheating or plagiarism.

“Legitimate” group work is defined as that which takes advantage of consultation with your peers,

providing you with ideas, suggestions, corrections, etc., which you take into consideration

in the development of your unique and individual product. Reading the text and writing answers to the

study guide items, then working closely with other students, comparing study guide answers, and

attempting to resolve different understandings is an excellent learning technique and is strongly

encouraged.

Failing to do the reading and memorizing answers that another student has written for the study guide is

not legitimate group work; it is cheating. Drafting the assignments, then comparing specific aspects of

your product to others’ and discussing teaching situations and SPED issues is legitimate and encouraged.

Copying someone else’s quizzes, assignment, or articles is not legitimate; it is cheating. Completing the

assignments as a group project is not legitimate; it is cheating. You must make your own decisions about

every detail or your assignment.

Always, if you are unsure about boundaries of legitimate group work, please (1) ask for clarification from

the instructor, and (2) make full disclosure so that there is no question about your intentions. I am very

happy to talk about these boundaries and work with you to maximize your learning and maintain

individual accountability.

2013 CEC Standards* that will be address in this course: *Initial Special Education Individualized General Curriculum

CEC

Standard

Description Learning Activities Evaluation

ISCI 1 K3 Similarities and differences among

individuals with exceptional learning

needs.

Lecture/Discussion

Group Activities

Readings

Applied Assignments

ISCI 5 K2 Evidence‐based practices validated for

specific characteristics of learners and

settings.

Readings

Groups Activities

Applied Assignments

IGC5 K1 Sources of specialized materials,

curricula, and resources for individuals

with exceptional learning needs.

Lecture/Discussion Applied Assignments

IGC5 K3 Advantages and limitations of

instructional strategies and practices

for teaching individuals with

exceptional learning needs.

Readings

Discussion

Lecture

Simulations

Applied Assignments

IGC5 K5 Strategies for integrating student

initiated learning experiences into

ongoing instruction.

Lecture/Discussion

Simulations

Applied Assignments

IGC5 K6 Methods for increasing accuracy and

proficiency in math calculations and

applications.

Lecture/Discussion

Readings

Applied Assignments

ISCI 5 S15

Select, adapt, and use instructional

strategies and materials according to

characteristics of the individual with


Lecture/Discussion

Group Activities

Simulations

Applied Assignments

9

ISCI 5 S13 Use strategies to support and enhance

communication skills of individuals

with exceptionalities.

Lecture/Discussion

Group Activities

Simulations

Applied Assignments

IGC5 S1 Use research‐ supported methods for

academic and nonacademic instruction

of individuals with exceptional

learning

needs.

Lecture/Discussion

Readings

Applied Assignments

IGC5 S5 Use methods to teach mathematics

appropriate to individuals with


Simulations

Group Activities

Applied Assignments

IGC5 S6 Modify pace of instruction and provide

organizational cues.

Simulations

Group Activities

Applied Assignments

IGC5 S7 Use appropriate adaptations and

technology for all individuals with


Simulations

Group Activities

IGC5 S12 Use responses and errors to guide

instructional decisions and provide

feedback to learners.

Readings

Simulations

Group Activities

Applied Assignments

ISCI 2 S1

Create a safe, equitable, positive and

supportive environment in which

diversities are valued.

Readings

Lectures/Discussions

Applied Assignments

ISCI 3 K2

Scope and sequence of general and

special curricula.

Lectures

Discussions

Group Activities

Simulations

Applied Assignments

ISCI 3 K3

National, state, or providential, and

local curricula standards.

Readings

Simulations

Group Activities

Applied Assignments

ISCI 3 S1

Identify and prioritize areas of the

general curriculum and

accommodations for individuals with


Lectures

Readings

Simulations

Group Activities

Applied Assignments

ISCI 5 S5 Sequence, implement, and evaluate

individualized learning objectives.

Lecture/Discussion

Group Activities

Applied Assignments

ISCI 5 S6

Develop and select instructional

content, resources, and strategies that

respond to cultural, linguistic, and

gender differences.

Lectures

Readings

Simulations

Group Activities

Applied Assignments

ISCI 5 S8 Prepare lesson plans. Simulations

Group Activities

Applied Assignments

ISCI 5 S21 Modify instructional practices in

response to ongoing assessment data

Simulations

Group Activities

Applied Assignments

ISCI 4 S4 Develop or modify individualized

assessment strategies.

Simulations

Group Activities

Applied Assignments

ISCI 4 S5 Interpret information from formal and

informal assessments.

Simulations

Group Activities

Applied Assignments

ISCI 4 S9 Create and maintain records. Simulations

Group Activities

Applied Assignments

10

USU AND DEPARTMENT OF SPECIAL EDUCATION

AND REHABILITATION POLICIES

USU INCOMPLETE POLICY

Incomplete (I) Grade. Students are required to complete all courses for which they are registered by the

end of the semester. In some cases, a student may be unable to complete all of the coursework because of

extenuating circumstances, but not due to poor performance or to retain financial aid. The term

“extenuating” circumstances includes: (1) incapacitating illness which prevents a student from attending

classes for a minimum period of two weeks, (2) a death in the immediate family, (3) financial responsibilities

requiring a student to alter course schedule to secure employment, (4) change in work schedule as required

by employer, or (5) if there are other emergencies that students think necessitate an incomplete grade, then

students will need approval from both the instructor and the department head. Documentation of the

circumstances cited to justify an incomplete grade is required. If an incomplete is approved, two grades will

be given, an “I” and a letter grade for the course computed as if the missing work were zero. The student is

required to complete the work by the time agreed upon, or not longer than 12 months. If no change of grade

is submitted by the instructor within the prescribed period, the “I” will be removed and the letter grade

originally submitted with the “I” will remain as the permanent grade for the course. Arrangements to

complete the missing coursework are to be made directly with the instructor awarding the “I” grade, and in

accordance with departmental policy. In the absence of the original instructor, special circumstances must be

handled by the department head. Documentation of required work to be completed in order to remove the

“I” grade must be filed with the department office. The “I” grade should generally not require a complete

repeat of the course. A student should not reregister for the course. Research and thesis courses taken for

graduate work are exempted from this policy. All “I” grades must be changed to letter grades prior to

graduation, regardless of whether or not the course is required for the degree.

STUDENTS WITH DISABILITIES If a student has a disability that may require some accommodation, the student must document the disability

through the Disability Resource Center, preferably during the first week of the course. Any requests for

special considerations relating to attendance, pedagogy, taking of examinations, etc. must be discussed with

and approved by the Disability Resource Center. In cooperation with the Disability Resource Center, course

materials can be provided in alternative formats--large print, audio, diskette or Braille. If you have

additional questions or concerns, please contact the head of the Department of Special Education and

Rehabilitation.

DEPARTMENT POLICIES

GRADING GUIDELINES 1. Criteria for the awarding of each letter grade should be specified in the course syllabi for all

courses.

2. Grades given in all courses should truly reflect differences in student performance, not just

meeting minimum criteria.

GRADE POINT REQUIREMENTS 1. Certification/Undergraduate Students - Students must maintain a grade point average of 2.75 after

being admitted to the Teacher Education Program and while taking courses in the major.

2. Graduate Students - All graduate students must maintain a 3.0 grade point average to remain an

active student in the graduate program.

STUDENT BEHAVIOR & ACADEMIC HONESTY

11

Student behavior in accordance with USU’s Student Code of Conduct/Rights is expected during all

interactions with faculty and peers. It is expected that students’ work will conform to the highest standards of

academic honesty. Incidences of academic dishonesty (e.g., cheating on tests, plagiarism, lying to

supervisors and cooperating teachers) will be referred to program committees for disciplinary action.

CERTIFICATION/UNDERGRADUATE COURSE REQUIREMENTS (Effective Fall 1994)

1. Students are required to earn a "C" or higher in all certification courses. Students who receive a grade

below "C" must retake the course. Each student will be allowed to repeat a maximum of one course (course

is defined as didactic courses, practica and student teaching). Students who receive two grades below “C” or

withdraw from two practica (or one practica two times) will not be permitted to continue coursework in

special education. Student teaching may not be repeated without appeal and approval by the appropriate

special education program committee.

2. Students who do not apply for licensure within 12 months of graduating, may be subject to additional

coursework prior to recommending certification.

BACKGROUND CHECK As a result of a legislative mandate, all students planning on obtaining a teaching license in Utah must

complete a background check prior to their initial practicum. Background check information must be

submitted by August 1 prior to the fall semester when students plan to begin their special education

coursework.

special education 5340 teaching math to students with mild...

Documents