Co-Teaching Assignment #3 - Alternative Teaching

Co-Teaching Assignment #3 Alternative Teaching Trina Kelsey EDU-724 Practicum in Inclusion Settings August 5, 2012 University of New England

Co-Teaching Assignment #3 - Alternative Teaching

Content Relevant to the Whole Instructional Unit - Algebra

Unit Objectives General Outcome: Represent algebraic expressions in multiple ways. Specific Outcomes: Model and solve problems using linear equations of the form ax = b =b,a0 ax + b = c +b=c,a0

ax=b+cx a(x + b) = c ax + b = cx + d a(bx + c) = d(ex + f) =b,x0 Where a, b, c, d, e, and f are rational numbers (Ministry of Education, 2008) Unit Key Concepts Students are expected to be able to demonstrate the following processes communicate in order to learn and express their understanding connect mathematical ideas to other concepts in mathematics, to everyday experiences, and to other disciplines demonstrate fluency with mental mathematics and estimation develop and apply new mathematical knowledge through problem solving develop mathematical reasoning select and use technologies as tools for learning and solving problems develop visualization skills to assist in processing information, making connections, and solving problems (Ministry of Education, 2008) Achievement Indicators Achievement Indicators as per Ministry of Education Guidelines: Model the solution of a given linear equation using concrete or pictorial representations, and record the process Determine, by substitution, whether a given rational number is a solution to a given linear equation Solve a given linear equation symbolically Identify and correct an error in a given incorrect solution of a linear equation Represent a given problem using a linear equation Solve a given problem using a linear equation and record the process (Ministry of Education, 2008)

Co-Teaching Assignment #3 - Alternative Teaching

Group of Students The grade 9 math class has 30 students of mixed ability that are age appropriate for the class. They are all destined for a regular graduation diploma. There are five students on IEPs in the class: two have fetal alcohol spectrum disorder (FASD), two have learning disabilities and one has a severe behaviour designation. In our province, students with FASD receive funding and therefore qualify to have an Education Assistant, so one is assigned to this class. The ethnic make-up of the class is not particularly diverse. There are no ESL students, but there are several students with First Nations ancestry, which is reflective of the town in which we live. Student Needs (Details) 1. Student with Fetal Alcohol Spectrum Disorder - This student has significant executive functioning deficits. He is disorganized, distractible, doesnt make connections easily. His ADHD, if left unchecked, can be disturbing to others. He lacks social skills and can annoy his peers with insensitive comments. He doesnt do well with changes in routine, so he will likely have to be accompanied by the Education Assistant for any activities that are different than normal because he has few self-regulation skills. 2. Student with Fetal Alcohol Spectrum Disorder He finds academics difficult, but works hard to complete his assignments. If he doesnt understand, he rarely asks for help; instead he skips questions and doesnt usually go back to complete them. His memory is poor and he often forgets what was learned the previous day. Re-teaching is frequently done in the Learning Resource room. 3. Student with Learning Disability In addition to his reading disability, he isnt particularly motivated to learn. He would rather be outside doing an activity on his family farm. He is definitely motivated by hands on activities and will avoid doing school work if he can. His reading difficulty makes it hard for him to read and understand instructions and word problems in math class. 4. Student with a Learning Disability She finds school difficult overall, but tries to please. Her retention of material is very poor and she frequently requires re-teaching in the Learning Resource room. Her testing indicates that she has a deficit in numerical operations and she meets the Ministry of Education requirements for using a calculator on all questions. 5. Student with a Severe Behaviour Designation This student is very bright, but has lived a tough life. His home life is chaotic and academics are not highly regarded. The familys mobile home trailer burned to the ground a couple of years ago and last year his sister was in a car accident which caused her permanent brain damage. He has been apprehended by Social Services several times for physical abuse suffered at his Dads hands. To deal with the stress, he self-medicates with marijuana. It is also suspected

Co-Teaching Assignment #3 - Alternative Teaching

that he is selling pot to supplement the family income. In class he presents as friendly and co-operative, but only if he likes you.

Classroom Environment The math class is taught in one of the computer labs, to allow access to technology as required by Ministry of Education guidelines. There are enough computers so that each student can have their own. The Smart Board at the front of the room is attached to the teachers computer, so that the lesson and examples can be seen by everyone. The room is also big enough to have a table in one corner that can be pulled out. The table will be used for the small group, because we will need a place to lay out the algebra tiles. Noise will certainly be a problem in this classroom, because the floors are linoleum and sound seems to echo in the room. The teachers will have to keep this in mind when teaching and the doors will have to remain closed so that other classrooms near us are not bothered by the sound.

Co-Teaching Assignment #3 - Alternative Teaching

Co-Teaching Lesson #3 Alternative Teaching

Grade Level: Grade 9 Content/Skill Area: Algebra The Distributive Property Objective General Outcome: Represent algebraic expressions in multiple ways. (Ministry of Education, 2008) Specific Outcome: Model and solve problems using linear equations of the form a(x + b) = c where a, b and c are rational numbers (Ministry of Education, 2008) Materials: textbook, algebra tiles Vocabulary: distributive property, multiply, variable, equation Teaching Methods/Strategies Set Up (10 minutes) Check to see if there are any concerns that have arisen since yesterday. If there are questions, show an example on the board (teachers can take turns with this). Once all queries have been answered, explain todays procedure. Today we will be learning about the distributive property. The class will be split into two groups after the initial lesson on distributive property. The small group has been identified as those students who would benefit from targeted instruction using algebra tiles. These students tend to struggle with abstract ideas and have a clearer understanding when the math is taught in a concrete way. Because of their specific disability, the two students with FASD will be put into the group as well as the student who has a Learning Disability with numerical operations. To ensure that this group is not a special ed. pullout I will have three other students who would benefit from the use of concrete materials, but are not on an IEP. This will give the group some balance. Initial Lesson and Activity Taught by the Math teacher (30 minutes) In todays lesson the students will be introduced to the distributive property in algebra. This lesson can be taught using the more abstract pen and paper method, which is good practice for those students that will be opting for the Foundations of Math 10 stream of math and quickly master content. Question to start: How do you solve a question with brackets such as 6(2+ 4)? Hopefully a student would recognize that the question should be completed using BEDMAS and the

Co-Teaching Assignment #3 - Alternative Teaching

brackets would be done first, and then the multiplying would come next. Get the student to complete the question on the board, so all can see. 6 (2 + 4) 6 x (6) = 36 Now what do you do if the question has a variable in it, such as 5(x + 6)? See if anyone has a guess, then show them the following method on the board. I always use the arrows to guide the students, so they can see what they are doing. I also have them draw them on their questions to show their work.

(Admin, 2012) Demonstrate an equation using the distributive property. 2(y + 2) = -6 Expand the brackets 2(y + 2) = -6 2 y + 2 2 = -6 2y + 4 = -6 Add -4 to both sides 2y + 4 = -6 2y + 4 (-4) = -6 (-4) 2y = -10 Divide both sides by 2 = y = -5

Co-Teaching Assignment #3 - Alternative Teaching

Complete a check by substituting the answer into the question

2(y + 2) = -6 2(-5 + 2) = -6 2 -5 + 2 2 = -6 -10 + 4 = -6 -6 = -6 The equation balances, so it is correct! Ask if there are any questions. Have the students answer the following question with a partner: 2(x + 1) = 4. When everyone thinks they have the correct answer, get a volunteer to show their work on the whiteboard. Are there any questions or concerns? Did everyone get the question correct? The larger group of students will be given an assignment to practice the distributive property concept to reinforce their learning through repetition. They will begin questions from the text such as the following: a) 2 (x 4) = 2 b) 3 (x + 9) = 6 c) 5 (2x + 5) = - 15 The teacher will circulate and answer question as they arise. Small Group Lesson Taught by Special Ed. Teacher (30 minutes to be taught while the rest of the class is individually working on their assignment) The students that have been chosen to work in the small group today could benefit from learning the material using concrete materials such as algebra tiles. The students will start with 3(x + 2). The teacher will demonstrate with the algebra tiles that 3(x + 2) is the same as 3x + 6. By rearranging the tiles, the distributive property can be completed.

(Mathematical Outfitters)

Co-Teaching Assignment #3 - Alternative Teaching

Using their own algebra tiles, have the students show a representation of the question. Reminder: the red tiles are negative. Have the student show 2 (-4x + 3) (see the left side of the graphic) Have them show what it will look like once the bracket has been expanded (right side of the graphic) It can then be written as 2 (-4x + 3) = -8x + 6. Show the equation on paper to tie this lesson the initial lesson. (Roberts, 2012) 2 (-4x + 3) = -8x + 6 2 -4x + 2 3 = -8x + 6 -8x + 6 = -8x + 6

The sides balance so it is correct. It also matches the graphic above.

Have the students expand a few questions on their own using the algebra tiles and have them write their findings into their notes. Here are the questions they will complete: a) 3 (x + 1) b) 2 (3x + 4) c) 5 (2x + 3) If the students are comfortable using the algebra tiles to expand the brackets, have them work on a few equations in their notebook. a) 2(x + 3) = -6 b) 2 (3x 2) = 14 c) 3 (x + 5) = 18 Final Note The small group will not be assigned the textbook questions that the rest of the class completed in addition to the work they did with the special ed. teacher. They had their own questions assigned and they will be evaluated within the small group setting.

Co-Teaching Assignment #3 - Alternative Teaching

Alternative Teaching Mini-Research There are times when students need extra attention due to academic difficulties, behaviour concerns, or the need for enrichment. Alternative teaching is a means of meeting the student`s needs by having one teacher takes responsibility for the large group while the other works with a smaller group (SERC, 2007), so that attention can be focused intently on a topic through personalized interactions (Friend, 2008). The bulk of the students in the class will remain with the larger group doing a lesson, while the small group meets and concentrates on their own topic. There are several benefits to having a small group work while the majority of the class is participating in their own lesson. The small group has the advantage of low teacher-to-student ratio, so they each student can receive more individualized attention with remediation or enrichment depending on the need. Because the group has fewer students, the behaviour problems are reduced and discipline can be handled quickly to ensure less disruption to the lesson (Zelkowitz, 2008). Finally, the reduced number of students in a group allows for the implementation of differentiation for each student and responding to their personal learning style is more straightforward than it is with a whole class (Zelkowitz, 2008). There are disadvantages to alternative teaching that must be avoided at all costs. Students with difficulties cannot always be called to the smaller group because this will reduce the efficacy of inclusion by separating students with special needs (Zelkowitz, 2008). It is important to recognize all students in the class, so that one particular group of students is not always being labelled as belonging to the smaller group. It is important to consider that being in

Co-Teaching Assignment #3 - Alternative Teaching

the small group may reduce students' exposure to the general education curriculum (Zelkowitz, 2008), therefore it should be used only occasionally as a method of co-teaching. Alternate teaching is most commonly used to provide support to struggling students and those needing enrichment, but a variation can be used to address behaviour concerns by separating those with disruptive behaviours from the rest of the group along with some other students who might benefit from the smaller group size and close supervision (Friend, 2008). The rest of the class will also have the advantage of being able to complete their lesson in the larger group without being interrupted. This method of co-teaching is a strategic way to assist all students in the class at once. Reflection on Alternative Teaching I think that alternative teaching is a great way to provide individualized attention to all students in a class. Often there are students in a class who never receive small group instruction because they are well behaved and academically competent. These students can be overlooked because they are doing well. I think that alternative teaching gives every student in the class some extra attention, which is a great side effect of bringing the special education teacher into a general education class to co-teach. I have concerns that if the co-teaching relationship was not a fully developed partnership, it would be easy to fall into the pattern of having the special education teacher do a small group pull out of students on IEPs to give them extra support. This would pigeonhole these students and deprive them of access to the main classroom lesson most of the time. The other scenario is that the classroom teacher may send the students with behaviour issues to work with the small group, so they can teach their lesson without disruptions. Both examples

Co-Teaching Assignment #3 - Alternative Teaching

could very easily take place if the parameters of alternative teaching were not put into place before the co-teaching partnership began. It should be agreed on ahead of time that the special education teacher is not always going to be the person responsible for the smaller group and will lead the main group lesson as well. There are distinct benefits of working with the small group. It is a great way to get to know the personal learning strengths of each student in the class. Working in a small group provides the opportunity to get to know each student on a more personal level which can be an incentive for the student to put forth their best effort, because many students crave the attention from the teacher. Students who feel that their teacher has an interest in them usually are more motivated to learn than a student who tries to blend in with the large group. Assessing the students in the small group would be much easy and corrections could be made on the spot, thereby reducing the time it usually takes to receive feedback from a teacher with a whole class. This benefits the student, because they can adjust mistakes quickly and then practice their questions correctly. We have all seen students complete an entire worksheet incorrectly and then have to redo it which is very frustrating. The teacher can anecdotally assess the students as they are working and once they have mastered a concept, they can move to the next one, making it an efficient method of teaching. The alternative teaching method can be a very useful tool if it is implemented as it was intended and the co-teaching team uses it as an occasional strategy to increase knowledge with all students in the class.

Co-Teaching Assignment #3 - Alternative Teaching

References Admin. (2012). The distributive property. Retrieved from http://www.mrcrockettsmath.com/2010/09/28/the-distributive-property/ Baron, L et al. (2009). Math makes sense 9. United States: Pearson. Friend, M. (2008). Co-Teach! A handbook for creating and sustaining effective classroom partnerships in inclusive schools. Greensboro: Marilyn Friend, Inc. IXL Learning. (2012). IXL. Retrieved from http://ca.ixl.com/ Mathematical Outfitters. (n.d.). Distributive property. Retrieved from http://www.mathematicaloutfitters.com/DistProp.htm Ministry of Education. (2006). The common curriculum framework for k-9 mathematics: Western and northern Canadian protocol. Retrieved from http://www.wncp.ca/media/38765/ccfkto9.pdf Ministry of Education. (2008). Mathematics 8 and 9 integrated resource package 2008. Retrieved from http://www.bced.gov.bc.ca/irp/pdfs/mathematics/2008math89.pdf Roberts, D. (Designer). (2012). The distributive property using tiles. [Web Graphic]. Retrieved from http://www.regentsprep.org/Regents/math/ALGEBRA/AN1/Tdistrib.htm SERC. (2007). Teaching & learning initiative: Six approaches to co-teaching. Retrieved from http://www.ctserc.org/initiatives/teachandlearn/coteach.shtml Villa, R. (2012). Effective co-teaching strategies . Retrieved from http://www.teachhub.com/effective-co-teaching-strategies Zelkowitz, A. (2008). Six models for collaborative team teaching. Retrieved from http://blogs.scholastic.com/special_ed/2008/12/six-models-for.html