Week 5 CPT online work

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Des Moines Area Community College *

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252

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Mathematics

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Feb 20, 2024

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docx

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Content Processing Task 5: Online Week Part 1: Person First Language Use what you read about person first language to edit the following sentences that need editing. 1. I have students in math who have autism. 2. Sebastian uses a wheelchair for most of the school day. 3. Julia is nonverbal. 4. Lee is a special member of the basketball team. His team and the opposing team worked together to let him be his own kind of hero in the last basketball game of the year. 5. A few of my students need to be in the front at the 5 th grade assembly. 6. He has ADHD, he may need to take breaks to calm his body. 7. Ms. Caruso, could you please take all of the friends who receive special education services for math? 8. Rhonda has a cognitive disability. 9. The SPED teacher will help the students who receive special ed services in social studies class. 10. All of my students with disabilities know that they are students who can do many things. 11. Austin needs a friend today, who would like to sit by him? 12. My students with a learning disability need to take their tests in a quiet space. 13. Students with disabilities need additional support given by a para-educator during math. 14. Tom receives special education services in social studies and science classes. 15. Students receiving special education services, will see Mr. Smith for math. 16. Students with disabilities receive support from a paraeducator. 17. She has ADHD. She may take breaks as needed to support her throughout the day. She needs medication to help support her as well. **

Which disability group represents a cultural community and prefers the disability to be mentioned? All, they are not defined by their disability. ** Autistic, deaf – proud don’t generally see as bad, proud Part 2: Assistive Technology and Helpful Websites While working through the IRIS module on Assistive Technology, take professional notes below about what you learn in the module. You should include notes from each page. The notes should focus on helpful information that will be useful to you in your career. - Outline of module – offers overview of assistive technology and focuses on students who have a learning disability, ADHD, and higher incidence disabilities. - Explores and shows ways to use assistive technology with these students - Describes what IDEA considers assistive technology to be - Implementing assistive technology is important for students who receive special ed services or have a learning and or physical disability - The iris star module works through the 5 steps to assist in new learning - Starts with a challenge video/problem – - Set of questions provided after video and allow for thoughts on what you already know or what you learned and compare to what you thought before to see growth - Moves into step 3 where you see the perspective of the learners. - Here learner has access to resources needed and means to show what they know from steps 1 and 2. - Able to access correct information to answer thoughts and questions. - During step 4 also known as the wrap up is where the learner can access previous content. - Refer back to previous thought and resources - Summarize what was learned. Compare to what has been learned - During step 5 is when learner shows what they know. - When learner/student demonstrates skills and knowledge acquired throughout the lesson

Investigate the following websites and give a brief description of what they are (especially in reference to udl) as well as ideas of how they can be used in the inclusive classroom. Website Description Ways to use it Flip grid Website used to create grids for discussions to occur via video. Teacher would create video – use for discussion purposes or to show understanding. Students can respond and record video as well to show understanding or response to what was asked. Students could show what they learned/know thru here vs. paper and pencil Allow students to use technology Video or presentation projects Epic Educational site – includes books to listen to, read or watch. Teachers can track status of what is or is not read. Used in place as a literacy center during that subject block. Practice reading skills for better comprehension Fluency Used as “homework” Used for auditory learners to better process what is read Unite for Literacy Free website giving access to students to view picture books. Includes books told in many different languages. Used during literacy time as a center Used as “homework” Used for students to see books differently Use of technology in the classroom Give lower level readers more independent access to books Flocabulary Educational website including a focus on vocab words, educational lessons Use for learning in the classroom as extra practice or in place of a center during

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and videos at level and beyond, SEL videos, and math. This site includes all subjects with videos/songs. rotations. Used at home to further education “fun/engaging” way to get students to learn Allow students access to lesson/content in different way Freckle Math, & ELA educational website – math and ELA activities, lessons, games. Self-paced students work as they go. For example – given math problems at level and once they pass so many a math game is played. Used for students who may not be able to write their thinking Use during math time after work is done Free time option but learning driven Homework option for practice Provides repetition and practice in a fun way to keep engagement and encourage students to work Access grade-level content in a differentiated way Website that you find: BookFlix Used for reading. Site has books to listen to and watch as well as read. Fiction and non-fiction books. School wide log in for access to all. Use during literacy center time to listen to stories vs. reading to self the whole time. Use at home to further reading progress and comprehension Allows students to hear books read to them vs. reading the books themselves. Part 3: Coteaching Describe the following coteaching models. One teach, one support/assist One teacher is in charge of instruction – other is within proximity of students and walking around observing Team Teaching Most effective! Both teacher’s jobs are equal in this model. They are working together as a “team” while

teaching the lesson. Both get an equal amount of respect from each other and the students and understanding of what is being taught. Parallel Teaching Students receive lesson in smaller group setting. Two teachers split students into two groups and teach the same content which increases attention and supervision during the lesson Station Teaching Teacher may have different centers that they can lead individually. Each center contains a different lesson – uses learning centers Alternative Teaching The students get content either in a small group setting from one teacher or with the majority of the class receiving the content from the other teacher. Two different lessons being taught way to differentiate instruction What are some things to keep in mind in order to have an effective coteaching partnership? - Being open minded and ensuring both have equal parts in your roles - Know who you work with, understand verbal and non-verbal cues - Support each other as teachers (co-workers and individuals) - Each teacher has strengths and weaknesses. Know these so you can be a whole in the classroom - Be including, present together, language use (us, we, together, VS. I, me) - Vulnerability, empathetic and trust each other What do you foresee as being the biggest strength you would bring to a coteaching team? My biggest strength would be how well I work with a team and balancing out what I do best and what the other teacher does best. Feeding off of each other’s positive attitudes and love for teaching. What do you foresee as your biggest weakness while working as a part of a coteaching team? I feel like my biggest weakness would be feeling like I am not doing enough when it is not my turn to be teaching. Depending on the style, walking around and checking in talking while the co-teacher is instructing. I feel like I would worry on upsetting them or not want to overstep. I do feel like once that relationship is established it would be easier though.

Part 4: Differentiation What are the 3 areas that teachers consider when differentiating instruction? 1). Student readiness 2). Interests 3). Learning profile The content – what needs to be taught/learned The process – Engaging activities for students to better understand the lesson The Products – allowing students to apply or extend thinking of what has been learned The learning environment – how the classroom runs What are the 3 ways that teachers differentiate instruction? 1. Allowing students to access materials via video instead of just listening to the lesson in front of them. 2. Having students use different reading and text materials but provide different levels 3. Small group setting – re-teaching after the main lesson on the skills taught that day. Can also be used to extend knowledge on topic too. 4. Offering different ways for students to show their work or what they have learned from the lesson. What are 2 points you read about that are important to remember about differentiation of instruction? It will allow you to tailor the instruction being taught to the individual needs of the student. It is the effort of the teachers responding to the varying needs of students by providing the same content but in a way that best suits that student. Providing centers for learning is a way to use or encourage differentiation in the classroom. Ensuring you have quiet places for the student to work free of distractions is very important. It is important to develop different ways to fit our students needs through differentiation.

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