Discussion Questions
1. If you were teaching a student with a Specific Learning Disability(SLD) in Math a lesson on two-digit addition, discuss at least 1 differentiated way you could provide instruction (presentation) and at least 1 differentiated way the student could express their understanding of the concept.
2. Name at least 2 ways instruction can be differentiated for students using Assistive Technology.
3. In the video, classroom teachers Angela Olton and Claire Moore completed a small group lesson. Were students grouped by disability? Do you think the grouping strategy was effective? Why or why not?
4. Name and define at least 3 different Co-Teaching methods? Why could these methods be beneficial in an Inclusion class?
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1. One differentiated way to provide instruction (presentation) for a student with an SLD in Math during a lesson on two-digit addition could be through the use of manipulatives. By providing concrete objects like base-10 blocks or place value discs, the student can physically manipulate and visualize the addition process, making it easier for them to grasp the concept.
Another differentiated way the student could express their understanding of the concept is through the use of graphic organizers. Providing the student with a graphic organizer specifically designed for two-digit addition, such as a chart or a number line, can help them organize their thoughts and visually represent the addition process. This can assist them in demonstrating their understanding in a more structured and organized manner.
2. Two ways instruction can be differentiated for students using assistive technology are:
- Providing audio support: Students can benefit from the use of text-to-speech software or screen readers, which can read aloud the content of textbooks, worksheets, or online materials. This helps students with reading difficulties or visual impairments access the information and instructions independently.
- Offering alternative modes of input: Some students may have difficulties with fine motor skills or writing, making it challenging for them to complete written assignments. Assistive technology can provide solutions such as speech-to-text software or alternative input devices like touchscreens or specialized keyboards. These tools allow students to express their thoughts and complete assignments using their preferred method of communication.
3. In the video, students were not grouped by disability. The grouping strategy used was a combination of whole-class instruction and small group instruction based on student needs. This allows for a more inclusive and comprehensive approach since students with different abilities and needs can learn together and support each other.
The grouping strategy used in the video can be effective because it fosters collaboration, peer support, and the opportunity for students of different abilities to learn from each other. It also allows for targeted instruction and individualized support within the small groups. By providing differentiated instruction and addressing specific student needs, this grouping strategy promotes a more inclusive and equitable learning environment.
4. Three different Co-Teaching methods are:
- One Teach, One Support: In this method, one teacher takes the lead in delivering the lesson while the other teacher provides additional support and assistance to students who may need it. This method allows for a differentiated approach where students can receive both whole-class instruction and individualized support.
- Station Teaching: In this method, the teachers divide the class into smaller groups and each teacher takes a group to work on different activities or assignments. This allows for simultaneous instruction and targeted support, ensuring that students can receive specific instruction based on their needs.
- Parallel Teaching: In this method, the class is split into two smaller groups, and each teacher delivers the same content simultaneously to a different group. This allows for smaller student-teacher ratios and increased opportunities for engagement and participation.
These Co-Teaching methods are beneficial in an Inclusion class because they promote collaboration between general education teachers and special education teachers. They provide opportunities for differentiated instruction, individualized support, and a more inclusive learning environment where students of various abilities can learn together. These methods also allow for increased student engagement and participation, as well as a focus on meeting individual student needs.
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