11 53 91 00 Jasmin Sahota

ESS419: DI AND CL LESSON DESIGN

Assessment 1: Session 1 2017

APRIL 3, 2017
JASMIN SAHOTA Page 0 of 10
Student ID: 11 53 91 00
11 53 91 00 Jasmin Sahota

Disability I (Asperger’s Syndrome)- Direct Instruction

Class Profile:
Year 9 Mathematics is an intermediate Mathematics class which consists of 22 Students. The Students come from various socio-economic and socio-cultural
backgrounds. There are twelve girls and ten boys. It has one funded Student who has Asperger’s Syndrome.

Student x is a Fifteen-Year-old Student and is currently in Year 9. He was diagnosed with Asperger’s Syndrome in Year six and recently changed schools. Student x, in
particular has deficiencies in social skills, non-verbal communication, abstract thought processes and executive functioning abilities. He has difficulties in interaction with his
peers, despite a strong desire to interact. Due to poor abilities in recognising and interpreting social cues such as turn-taking and difficulties in non-verbal communication,
he often displays behaviour that is generally considered to be socially or emotionally inappropriate. Student x tends to have poor organisational skills which delay his
participation in educational learning. His SMART goal for this term is focused on being organised without any assistance and is expected by the end of this term to arrive to
class punctually and be organised independently.

His needs have changed over the years. At times he requires intensive support and management, at other times he functions with a high degree of independence.
He has a Student Learning Support Officer (SLOS) assisting him in most classes, mathematics is one of them. It is very rare that SLOS is absent and he has created a genuine
relationship with her. Student x’s learning depends on co-teaching where the classroom teacher and SLOS work together as a team in providing instructions and
communicating. Each term, the school schedules a Student Support Group meeting to plan for Student x’s educational adjustments and to review his progress. The
classroom teachers, SLOS, principal and parents/carers work as a team to set goals and objectives for Student x’s Individualized Education Program (IEP). These meetings are
accompanied by educational autism consultant visits who review the adjustments in place for Student x to ensure the school is adopting the most appropriate autism
friendly strategies to support his needs. Weekly email communication between Student x’s parents and teachers are conducted to ensure homework tasks are properly
documented and tracked. Fortnightly updates are made with Student x’s school counsellor to gauge his emotional wellbeing and to provide support. His needs are
monitored in order to allow him to complete an accredited senior secondary course if necessary in the future.

Currently Student x relies on substantial adjustments to access education on the same basis as his peers. He became disappointed with his half-yearly examination
results and knows he needs to focus more in class and reduce his obsession talk within the classroom. He has a large interest in computer games and music. Student x has a
‘bolt hole’ which is the library where he is allowed to relax and listen to his I-pod especially when he becomes overwhelmed in an interactive classroom environment.

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Component A:
The following learning outcomes have been based on the NSW Syllabus and teacher’s intention of what is expected from Student x with assistance of the SLOS and
classroom teacher:

MA5.2-1WM: Student x will be able to show at least two lines of working out where the five-step equation is being employed to demonstrate his understanding of how
equations can be solved with the assistance of the SLOS and classroom teacher interprets mathematical situations, systematically applying appropriate strategies to solve
problems.
MA5.2-8NA: Student x will be able to employ the five-step equation process to one-step and two-step equations through the use of simplification with assistance of relevant
notes and assistance of the teacher.
MA5.2-2WM: Student x will be able to distinguish which steps are necessary to be applied for a two-step equation with assistance of the equation bookmark and relevant
notes from the equation booklet.

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Component B
Equations 2: Pronumerals on both sides. Lesson duration: 60 Stage: 5.2 Year :9 Term 4 Class/Group: 24 Students
minutes
Rationale: Students focus on Step Syllabus Outcomes Syllabus Content/Elaboration
two of the five step equations. MA5.2-1WM: selects appropriate notations and conventions to communicate  Solve linear equations (ACMNA215)
This will allow Students to solve mathematical ideas and solutions e.g. x−23+5=10, 2x+53=10.
equations with pronumerals on MA5.2-8NA: solves linear equations, using analytical techniques
(NESA, 2012a)
both sides. MA5.2-2WM: interprets mathematical situations, systematically applying appropriate
strategies to solve problems. (NESA, 2012a)
Prior Knowledge: Risk Assessment: Resources:
Students have been introduced to Student x has Asperger’s Syndrome o STUDENT X stationery checklist
the five step-equation in the - Allow Student x and his SLSO enter the o STUDENT X Equation Booklet: Students have access to this:
previous two lessons. The five-step classroom. Students walk in quietly. Supply https://www.dropbox.com/s/ejhflnmzymljp4s/Equations%20in%205%20steps%20-
process was a personalised strategy Student x his booklet and textbook %20Student.docx?dl=0
(Connor, 2000). o 5 Step Equation Bookmarks: https://www.dropbox.com/s/5ac1jc884tef63z/equation
in teaching equation. Can identify
- Green card - Student x shows signs of %20bookmarks.docx?dl=0
constant terms and pronumerals and obsession talk during class show o 6 x times tables (6 copies and divide each among 4):
understand how to verify the - Blue card- must be displayed 10 minutes https://www.dropbox.com/s/tfzydwaz7nd2lhm/Worksheet%206x.docx?dl=0
solution. prior to lesson ending to allow positive o KAHOOT access: https://play.kahoot.it/#/?quizId=ce557ebf-4a2a-4168-b03e-
transition to next class. 71b757223544&user=MissSahota&token=0619fd7d-83a8-453c-bbc2-e983ed33c109
- STUDENT X- Expect minimum eye contact o Mathematics Notebooks.
to prevent: unnecessary to demand when o Year 9 Mathematics textbook: Exercise 7:03 pg. 190
behaving inappropriately. o Student laptops or BYOD
-
Time Introduction (Engagement) Adjustments Teaching Strategies Class Organisation Assessment:
Guide Direct Instruction Students are seated at desks
(min) Learning intentions of today’s lessons The teacher instructs in their nominated seats.
2-3 Allocated sections on the Whiteboard: write down today’s agenda: the expectations of this The layout is an informal
- 6 x times tables lesson. Clarifying the setting (horse-shoe with one
agenda of this lesson. line of tables facing at the
- Step 2 of 5 step equations: Pronumerals
front).
- Textbook Exercise 7: 03 – Q1, Q2, Q3 Student x and the SLOS are
- Kahoot! If we are good! seated there (Flynn, 2013).

Activity 1: Multiplication task: Activity 1:

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5-8 The 6 x times tables are completed. Activity 1: Peer Assessment:
6x mark as a class,
Provide today’s nominate a different
checklist for what Student to say
essentials are needed answers.
in class. SLSO helps
tick off what he
needs. Allocate this
time to become
organised.
15 Body (Exploration) Activity 2:
(E) (L) (S) Activity 2: Explicit Teaching- Pronumerals on both sides. Activity 2:
Explicit Teaching:
Students use their Mathematics notebooks. Students engage in
STUDENT X has a
Teacher recaps previous lesson and questions about home-work classroom teaching
laminated bookmark and discussion. The
are asked. Projecting the five-step equation on to the IWB to recap
previous steps being analysed. Read the five steps out: of the five-step teacher explicitly
Today we will focus on step 3! Continue to display the five-step equations to reiterates the
reference to instead significance of the five
equations on the board (left side- IWB) and demonstrates
of looking back and step equation.
examples on the WB (right side).
forth to the IWB
Example 1:
7w -2 = 6w + 1
Using the five step-equation: Reference back physical to the IWB. The use of five-step
Tick when yes and cross when no. equations provides a
1. Are there fractions? No X STUDENT X uses his frame-work where the
2. Are there grouping symbols? (brackets) No X process is sequenced
equation booklet to
3. Are there pronumerals both sides? Yes, there are. and allows Students to
maintain progress use. Useful for
What does Step 3 say, we have to do? √ when teacher works STUDENT X
In order to find the solution for w. Subtract the smallest explicitly. He just
pronumeral from the biggest pronumeral. needs to copy the
7w -2 = 6w + 1 steps/ process not
What are the pronumerals? W
information or
Underline the pronumerals.
questions: they are
7w -2 = 6w + 1
already provided in

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-6w -6w his booklet.
7w – 6w -2 = 1
W -2 = 1
4. Is there a constant term?
.
A constant is number attached to the pronumeral. The constant is
on the same side as the pronumeral.
W -2 = 1
Yes, there is a constant term. What is the constant term, attached Observation and
to the pronumeral? -2 questions:
We need to eliminate that -2. Circle the constant with the negative What is the inverse of -2?
sign. What is the next step we
W -2 = 1 apply?
Because we have the -2, what is the opposite/inverse to -2? +2. Are there pronumerals on
both sides?
So if we add the +2 to the LHS and RHS, we get:
Do understand the LHS =
W -2 = 1
RHS?
+2 +2
W+ 0 =3
5. Do we need to separate =?
No because we only are left with a pronumeral on the LHS and a
numeral/number on the RHS. We know we have solved this
equation because we went through the five-steps.
We have a solution, that w = 3.
Do understand, how the five step equation is to be used?
Allow time for any questions.
Whilst Students
Example 2: Allow Student s to complete the following example: Monitor all Students
attempt example-
- Example 2: 4 -3t = 5t + 7. Use the five step-equation. and particularly
have a one-on-one
with STUDENT X STUDENT X closely. Ask
If there are Students struggling to understand, demonstrate questions. Respond Activity 3:
Exercise 7: 04 Q1 a) 3a + 2 = 2a +9 on board. (Student s do not with positive Sample collection:
20 need to copy reinforcements. Students books are to be
Activity 3: collected.
(A) Activity 3: Independent Textbook Exercise. STUDENT X
completes using his Activity 3: Revision: Analyse the
Student s apply their knowledge with the following exercise:
mathematics Independent Work: Kahoot! quiz.

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Exercise 7:04 notebook: Students apply their Kahoot! allows between
Q1- Q3 - Q1: first column knowledge into questions for any
Student s have the opportunity to question the teacher. Teacher only practice. misconceptions to be
15 monitors the class and walks around the class. - Q2: all-even cleared. It allows that one
numbers Independent Work: It is on one with Students. It
- Q3: first column an inclusive task that allows for questions.
Conclusion (Presentation/Reflection) only. allows all Students to
(R) (A) Activity 4: Classroom quiz! Permission to use be assessed on their This allows the previous
earphones to understanding. lesson to be assessed as
Teacher uses the following link: https://play.kahoot.it/#/? eliminate background well as the today’s lesson.
quizId=ce557ebf-4a2a-4168-b03e- noise.
71b757223544&user=MissSahota&token=0619fd7d-83a8-453c- Don’t demand for
bbc2-e983ed33c109 to quiz the Students. working out, Student
Students use their laptops to access Kahoot! x is a visual learner
(Teaching Aspergers
Students, 2010).

10-minute blue card

is displayed for
Student x.

STUDENT X only is
Home-work to complete Question 4 of Exercises 7:04 expected to complete Write in Diary (h/w)
his class work for
home-work. Make
this aware to him
quietly. Must return
textbook and
booklet.
Transition to next lesson: The lesson progresses to grouping symbols with equations= Step 2.

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Component C: Reflection
Direct instruction (DI) is a highly structured method of teaching that is based on curriculum analysis,
independent success and cumulative learning with a focus on redundancy (Foreman & Arthur-Kelly, 2014). The use of
systematic instruction, demonstrates how to perform tasks, prompt and guide the learner (Donaldson & Zager, 2010;
Myles & Simpson, 2001). Since, children with AS do not innately develop the ‘common’ social and behavioural skills,
teachers must provide an effective instructional sequence that facilitates Student skill acquisition (Myles & Simpson,
2001).

Classroom structure empowers Students with AS to maintain focus and organise daily routines (Myles &
Simpson, 2001). Displaying the agenda for all Students and particularly for Student x, provides a visual schedule of
the lesson's activities, an explanation of the expectations and visual presentation in addition to verbal (Cumine,
Dunlop & Stevenson, 2009; May, 2005). Further scaffolding of an unpacking checklist, diary organisation and creating
a coloured schema of cards allows the routine, behaviour or social situations necessary to be accomplished (i.e. blue
card the need to start packing in order transition to the next class easier) (Shearer, Butcher & Pearce, 2006; Church,
Alisanski & Amanullah, 2000). Embedding such multisensory prompts and cues directly in the instructional stimuli
promotes self-regulation (Zager, 2007; Zager & Gattasse, 2004; Donalson & Zager, 2010). These types of visual aid
assist in organisation which is based on the individuals needs and idiosyncrasies (Shearer et al., 2006; Donaldson &
Zager, 2010). Since AS Students are visual learners, they picture how to solve the problem in their heads, particularly
in Mathematics (Teaching Asperger’s Students, 2010). The requirement of "showing work" does not make sense to
them and processing oral language quickly can become difficult especially when the teacher explicitly demonstrates
examples (Teaching Asperger’s Students, 2010). Involving the SLOS during math instruction and modifying
supplementary materials can provide efficient time to understand the process being implemented (Flynn, 2013). In
fact, it is just as important for the SLOS to be familiar with IEP in order for co-teaching to be effective (Flynn, 2013).
Providing the personalised equation bookmark and equation booklet eliminates any unnecessary time used to copy
notes from the board, in addition to having copies at home and school. This allows the Student to feel more secure
and less stressed so the mind can direct its attention to the learning (May, 2005). William (2001) suggests that
minimising stress and worry that AS Students face is crucial to education and to do so it is essential the environment
is predictable for the Student (cited in May, 2005).

Predictability and consistency in the environment and in the behaviour of others represents security for
Students with Asperger’s syndrome (Butcher & Pearce, 2006). Small changes can affect Students negatively (Teaching
Asperger’s Students, 2010). Thus, the location of Student x’s seating is crucial and facing the teacher at front is most
beneficial especially when Student can become “overloaded” with stimuli (Flynn, 2013). As change from the expected
routine, particularly without prior warning, can cause agitation and conflict (Shearer et al., 2006). It is the teacher’s
responsibility to prepare the Students privately in advance as such practices reduce the Student’s anxieties about the
unknown and any associated challenging behaviour in situations of change (Safran, 2002; Williams, 2001; Adreon &
Stella, 2001 cited in Sherearer et al., 2006). Redundancy is the key for effective teaching especially with AS Students.
Adjusting the number of items that Student x must complete can be helpful, helps maintain the Student’s attention
without overwhelming him, while giving the teacher enough data to determine if the Student has mastered the skill
(Flynn, 2013). It can lead to frustration and experiences of a "meltdown," but remember to remain calm and use a
normal tone of voice to help him deal with his stress. Providing an escape of some ‘bolt hole’ where Student can
relax and get his thought together can be satisfying (Connor, 2000). Some Students with AS do not tolerate noise very
well, providing the option to use the quiet zone with earplugs or during independent work can calm the Student if
he’s feeling overloaded (Flynn, 2013). In regards to behaviour management, reinforcement is crucial in developing
and maintaining motivation in a Student with AS (Flynn, 2013).
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