Based on the below scenario, explain how Ahmed would benefit from the specialized instructional strategy described below and how this specialized instructional strategy will be used to help Ahmed meet Mrs. Patel's lesson objective. Scenario Mrs. Patel, a fourth-grade teacher, plans on teaching a lesson with the objective of having the students solve and write math problems (a.k.a. math story problems). Ahmed has a specific learning disability (SLD) in written expression, which causes him to struggle to complete a coherent short five-sentence paragraph. Ahmed currently has 18 correct writing sequences (CWS) in a five-sentence paragraph. His IEP goal is written as follows: “When given a writing prompt, Ahmed will increase his CWS from 18 to 45 in a five-sentence paragraph, with 80% accuracy.” Firstly, it's important to understand Ahmed's current abilities and his Individualized Education Program (IEP) goals. Ahmed currently has 18 correct writing sequences (CWS) in a five-sentence paragraph, and his IEP goal is to increase this to 45 CWS with 80% accuracy. This means that Ahmed needs to more than double his current writing ability, while also maintaining a high level of accuracy. Given Ahmed's SLD in written expression, a specialized instructional strategy that Mrs. Patel could use is the 'Self-Regulated Strategy Development' (SRSD) model. This model involves six stages: develop background knowledge, discuss it, model it, memorize it, support it, and independent performance. In the context of the math lesson, Mrs. Patel could first explain and discuss the concept of a math story problem. Then, she could model how to write a math story problem, breaking down the process into manageable steps. Ahmed could then memorize these steps through repetition and practice. Mrs. Patel could provide support and feedback as Ahmed begins to write his own math story problems, gradually reducing this support as Ahmed becomes more confident and capable. Another strategy that Mrs. Patel could use is 'Graphic Organizers'. These are visual tools that help students organize their thoughts and ideas before writing. For example, Mrs. Patel could use a graphic organizer to break down a math story problem into smaller parts, such as the problem, the information needed to solve the problem, the steps to solve the problem, and the solution. Ahmed could then use this graphic organizer as a guide when writing his own math story problems. Finally, Mrs. Patel could incorporate 'Peer Review' into her instructional strategy. This involves students reviewing and providing feedback on each other's work. Peer review can be beneficial for students like Ahmed, as it provides them with an opportunity to learn from their peers and to receive feedback from a different perspective.
Based on the below scenario, explain how Ahmed would benefit from the specialized instructional strategy described below and how this specialized instructional strategy will be used to help Ahmed meet Mrs. Patel's lesson objective.
Scenario
Mrs. Patel, a fourth-grade teacher, plans on teaching a lesson with the objective of having the students solve and write math problems (a.k.a. math story problems).
Ahmed has a specific learning disability (SLD) in written expression, which causes him to struggle to complete a coherent short five-sentence paragraph. Ahmed currently has 18 correct writing sequences (CWS) in a five-sentence paragraph. His IEP goal is written as follows: “When given a writing prompt, Ahmed will increase his CWS from 18 to 45 in a five-sentence paragraph, with 80% accuracy.”
Firstly, it's important to understand Ahmed's current abilities and his Individualized Education Program (IEP) goals. Ahmed currently has 18 correct writing sequences (CWS) in a five-sentence paragraph, and his IEP goal is to increase this to 45 CWS with 80% accuracy. This means that Ahmed needs to more than double his current writing ability, while also maintaining a high level of accuracy. Given Ahmed's SLD in written expression, a specialized instructional strategy that Mrs. Patel could use is the 'Self-Regulated Strategy Development' (SRSD) model. This model involves six stages: develop background knowledge, discuss it, model it, memorize it, support it, and independent performance. In the context of the math lesson, Mrs. Patel could first explain and discuss the concept of a math story problem. Then, she could model how to write a math story problem, breaking down the process into manageable steps. Ahmed could then memorize these steps through repetition and practice. Mrs. Patel could provide support and feedback as Ahmed begins to write his own math story problems, gradually reducing this support as Ahmed becomes more confident and capable. Another strategy that Mrs. Patel could use is 'Graphic Organizers'. These are visual tools that help students organize their thoughts and ideas before writing. For example, Mrs. Patel could use a graphic organizer to break down a math story problem into smaller parts, such as the problem, the information needed to solve the problem, the steps to solve the problem, and the solution. Ahmed could then use this graphic organizer as a guide when writing his own math story problems. Finally, Mrs. Patel could incorporate 'Peer Review' into her instructional strategy. This involves students reviewing and providing feedback on each other's work. Peer review can be beneficial for students like Ahmed, as it provides them with an opportunity to learn from their peers and to receive feedback from a different perspective.
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