Planning Adjustments in the Instructional Environment
6 Assignment: Planning Adjustments in the Instructional Environment
Consider the following two scenarios and respond to the questions:
Verna is a student with a learning disability in Ms. Chang's fourth-grade class. Ms. Chang uses whole-group instruction in math. This method is sometimes hard for Verna, who is behind her peers in math. Verna is slow to remember math facts, has trouble keeping numbers straight in columns, and sometimes forgets a step or two when she is computing a problem that requires several steps.
Mr. Howard teaches U.S. history. About half of the students in his fourth-hour class struggle in reading; four students receive special education services for learning disabilities. Mr. Howard has been assigned a special education teacher, Ms. Riley, to co-teach the class with him. Mr. Howard and Ms. Riley think the class can benefit from learning the following textbook-reading strategy (Bartelt, Marchio, & Reynolds, 1994):
R Review headings and subheadings.
E Examine boldface words.
A Ask "What do I expect to learn?"
D Do it: Read!
S Summarize in your own words.
Questions:
1. Identify the demands in Ms. Chang's class that are likely to be challenging for Verna.
2. Describe how Ms. Chang can use the steps in the INCLUDE strategy to help Verna succeed in the large group.
3. Can Mr. Howard and Ms. Riley use the approaches for co-teaching you learned about in Chapter 3 to teach the reading strategy and still cover the history content required by the state? Explain.
4. How can they use scaffolding to teach the READS strategy?
Sample Solution
Responses to the Scenarios:
1. Demands Challenging for Verna:
In Ms. Chang's class, several demands are likely challenging for Verna:
- Whole-group instruction: This method may not cater to Verna's individual learning pace and needs, making it difficult for her to grasp concepts alongside faster learners.
- Fast-paced instruction: The speed of instruction might exceed Verna's ability to process information and keep up with the class.
- Limited opportunities for individual support: The large group setting might limit Ms. Chang's ability to provide Verna with the immediate support and guidance she might need.
- Rote memorization and multi-step problems: Remembering math facts, aligning numbers in columns, and following multi-step computations can be particularly challenging for someone with a learning disability in math.
2. INCLUDE Strategy for Verna:
Ms. Chang can utilize the INCLUDE strategy to help Verna succeed in the large group:
- I - Identify: Ms. Chang can identify Verna's specific learning challenges and how they might affect her participation in whole-group instruction.
- N - Network: Collaborate with special education teachers, parents, or other specialists to gain further insights into Verna's learning needs and potential accommodations.
- C - Clarify: Clearly explain the learning objectives and expectations before each lesson, ensuring Verna understands what she is expected to learn.
- L - Leverage: Utilize Verna's strengths and preferred learning styles. For instance, Ms. Chang could incorporate manipulatives or visual aids to help her visualize math concepts.
- U - Universal Design for Learning (UDL): Implement UDL principles by providing Verna with differentiated instruction, such as offering graphic organizers, pre-teaching vocabulary, or providing alternative assessment methods.
- D - Differentiate: Offer Verna additional support within the whole-group setting, such as breaking down complex problems into smaller steps, providing guided practice, or offering prompts and cues when needed.
- E - Evaluate: Regularly assess Verna's progress and adjust the support provided based on her individual needs.
Full Answer Section
3. Co-teaching and READS Strategy:
Yes, Mr. Howard and Ms. Riley can effectively integrate co-teaching approaches while incorporating the READS strategy and covering required history content. Here's how:
- Station Rotation: Divide the class into small groups and rotate them through stations, with one station focusing on the READS strategy applied to specific historical texts. Mr. Howard can lead whole-group instruction on broader historical topics, while Ms. Riley facilitates the READS activity in the designated station.
- Jigsaw Method: Divide students into expert groups focusing on different sections of the textbook with the READS strategy. Each student then becomes an "expert" on their assigned section and shares their knowledge with their new group, fostering peer collaboration and learning.
- Differentiated Instruction: Provide different levels of support within the READS activity based on students' reading abilities. Ms. Riley can offer individual or small group guidance while Mr. Howard continues the whole-group lesson.
4. Scaffolding the READS strategy:
Mr. Howard and Ms. Riley can use scaffolding to teach the READS strategy:
- Modeling: Mr. Howard can demonstrate the READS strategy by thinking aloud as he applies it to a short historical text.
- Guiding: Ms. Riley can provide step-by-step guidance to students as they practice the READS strategy on their own. This can involve asking prompting questions to help them identify headings, examine key terms, and summarize information.
- Fading: Gradually reduce the level of support as students become more comfortable and proficient in using the READS strategy independently.
By implementing these strategies, both Ms. Chang and Mr. Howard can create inclusive learning environments that cater to diverse student needs and learning styles, ensuring success for all students, including Verna.