3 (b). The planned supports or learning tasks will challenge the focus learner to understand how to do and explain math concepts against her language and speech disability using reference sheets, calculator, highlighters, pencil, eraser, and the step by step instructions. As such, when issued with word problems, VP must be able to solve and translate using the availed supports.
(c) Given that VP has a language and speech disability, the choice of materials such as highlighters, reference sheet, pencil, and eraser will be helpful. First, the highlighters will help in drawing attention to crucial information in the texts and will guide her in picking out important parts. The reference sheet will give VP a chance to compare what she has already solved and translated to what is already done. This will inspire her to continue trying new words given that she can evaluate using the sheet. The pencil and eraser will guide her in correcting the words that may be incorrectly spelled or with grammar errors. Secondly, concerning the principles of research, step by step or systematic instructions is an evidence-based strategy for teaching persons with disability. The method allows the teaching of a wide range of skills including anything from functional living to academic skills. The use of gradual release of responsibility to offer a scaffolded and structured experience will include the “I do, we do, and you do.” The three phrases are founded on teacher modeling or theories such as Bandura’s Social Learning Theory that postulates that behavior mostly displayed is learned through examples (Bandura, 1978, p. 15).
(d) Throughout the learning segment, I will make sure that verbal or written reproduction of informational text features is repeated in each of the lessons to help VP maintain a learning spirit. I will assess her progress, strengths, and weaknesses concerning the learning goal after every lesson. Also, I plan to personalize the plan so that it generally meets and maintain her needs. Using the planned support, VP will be able to master unit subjects, making her sharpen her skills while maintaining them. When giving out instructions, I expect my learner to apply the use of nonfiction texts in every unit. Through constant repetition, she will learn vocabulary and their usage while practicing to apply them in her real life.
4 (a) To demonstrate learning, VP will need to understand how to explain a mathematics problem-solving strategy by annotating word problems. This will involve the addition of small notes, diagrams, giving comments or explanations to particular math word problems. Showing the ability to explain the words will help her in understanding the various instances where certain words can be used for instance “adding” to denote an increase in a given figure.
(b) There are several means through which I can help VP enhance the explanation of mathematics problem-solving strategy. The first approach I will use is the process chart that will guide VP in tackling new problems. In this, I will read, reread and highlight key numbers and words. Rereading the words with annotations will assist VP to sort out critical information from background noise. Secondly, based on Zorfass " Gray (2014) guideline, I will sketch/draw the picture of the presenting problem and then together with the student determine the goal. Then I will write an equation that will represent the sketch and write down estimates of the answers. Lastly, I will help VP solve the problem while checking the reasonableness of the answer. This will be followed by an explanation of the answer to the student.
5 (a) Daily assessment records will provide information about VP’s progress towards learning goals and the identification of challenges she will be facing and hence provide support based on the emerging needs. First, in understanding whether the learning objectives are being met, use of daily assessment will indicate whether the learner can identify and understand the main terms used in math, and show the ability to use them in solving problems. Secondly, daily assessment using baseline data would provide a way of evaluating the effectiveness of strategies being used, challenges that VP is facing, the needs that come due to these challenges and the support that should be given to her. Nevertheless, assessment and the instructions or support plans must occur together to ensure that the focus student’s challenges and needs are solved or met.
(b) To ensure effective learning outcomes, VP will be involved in monitoring her learning progress. To achieve this, I will guide her in goal setting by giving her a list of learning targets in the school and encouraging her to chose one. Using a traffic light concept, I will then request her to write down the help she needs based on her strength and weakness. I will then teach her to self-evaluate using reflection and ensure that I provide constant descriptive feedback of her progress.
References
Bandura, A. (1978). Social learning theory of aggression. Journal of communication, 28(3), 12-29.
Ebner, M., Lienhardt, C., Rohs, M., " Meyer, I. (2010). Microblogs in Higher Education–A chance to facilitate informal and process-oriented learning?. Computers " Education, 55(1), 92-100.
Zorfass, J., " Gray, T. (2014, March 12). Understanding Word Problems in Mathematics. Retrieved from Online: http://www.ldonline.org/article/62401/
