Based on the below scenario, explain how Lucas would benefit from the specialized instructional strategy from below and how this specialized instructional strategy will be used to address one of Lucas’s learner characteristics. 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). Mrs. Patel has a student in her classroom who has IEP goals. Below is more information on the student: Lucas has a mild cognitive impairment and is three years behind his peers in mathematics. In mathematics class Lucas becomes easily frustrated and throws his assignments and books to the floor when he does not understand what he is supposed to do. His IEP goal is written as follows: “Given minimum assistance, Lucas will accurately solve double-digit addition problems that do not involve carrying over and that use visual supports or manipulatives (or both), in four out of five recorded opportunities.” Firstly, Mrs. Patel should consider Lucas's IEP goal. The goal states that Lucas should be able to solve double-digit addition problems without carrying over, using visual supports or manipulatives, with minimum assistance. This means that the instructional strategy should involve visual aids or manipulatives, and should be designed to minimize the need for assistance. One possible strategy is the use of a number line. A number line is a visual tool that can help Lucas understand the concept of addition without carrying over. Mrs. Patel can teach Lucas to use the number line to add two numbers together by starting at the first number and moving to the right the number of spaces that corresponds to the second number. This strategy can help Lucas visualize the process of addition and understand why the answer is what it is. Another strategy is the use of manipulatives, such as counters or blocks. Mrs. Patel can teach Lucas to use these tools to represent the numbers in the addition problem. For example, if the problem is 12 + 23, Lucas can use 12 counters for the first number and 23 counters for the second number. Then, he can combine the counters to find the total. This strategy can help Lucas understand the concept of addition in a concrete way. In addition to these strategies, Mrs. Patel should also consider Lucas's behavior in class. Since Lucas becomes easily frustrated and throws his assignments and books to the floor when he does not understand what he is supposed to do, Mrs. Patel should ensure that the instructions are clear and easy to understand. She should also provide positive reinforcement when Lucas successfully completes a task, to encourage him to continue trying even when he finds the work challenging.
Based on the below scenario, explain how Lucas would benefit from the specialized instructional strategy from below and how this specialized instructional strategy will be used to address one of Lucas’s learner characteristics.
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).
Mrs. Patel has a student in her classroom who has IEP goals. Below is more information on the student:
Lucas has a mild cognitive impairment and is three years behind his peers in mathematics. In mathematics class Lucas becomes easily frustrated and throws his assignments and books to the floor when he does not understand what he is supposed to do. His IEP goal is written as follows: “Given minimum assistance, Lucas will accurately solve double-digit addition problems that do not involve carrying over and that use visual supports or manipulatives (or both), in four out of five recorded opportunities.”
Firstly, Mrs. Patel should consider Lucas's IEP goal. The goal states that Lucas should be able to solve double-digit addition problems without carrying over, using visual supports or manipulatives, with minimum assistance. This means that the instructional strategy should involve visual aids or manipulatives, and should be designed to minimize the need for assistance. One possible strategy is the use of a number line. A number line is a visual tool that can help Lucas understand the concept of addition without carrying over. Mrs. Patel can teach Lucas to use the number line to add two numbers together by starting at the first number and moving to the right the number of spaces that corresponds to the second number. This strategy can help Lucas visualize the process of addition and understand why the answer is what it is. Another strategy is the use of manipulatives, such as counters or blocks. Mrs. Patel can teach Lucas to use these tools to represent the numbers in the addition problem. For example, if the problem is 12 + 23, Lucas can use 12 counters for the first number and 23 counters for the second number. Then, he can combine the counters to find the total. This strategy can help Lucas understand the concept of addition in a concrete way. In addition to these strategies, Mrs. Patel should also consider Lucas's behavior in class. Since Lucas becomes easily frustrated and throws his assignments and books to the floor when he does not understand what he is supposed to do, Mrs. Patel should ensure that the instructions are clear and easy to understand. She should also provide positive reinforcement when Lucas successfully completes a task, to encourage him to continue trying even when he finds the work challenging.
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