Although I love the movie Forrest Gump, I chose to compare teaching strategies for autism and fragile X disabilities.
Autism and Fragile X have many similarities and therefore many of the teaching strategies are similar as well. The most important is to create a safe, non-threatening classroom environment. This is most successful by the teacher researching themselves about the disability and also by informing the students about the disability so that everyone understands the behaviour and is respectful of the student with autism or fragile X. Children with autism and fragile X are sensitive to stimuli, therefore it is important to minimize the external stimuli by seating the students in a place within the classroom with little distractions. Arranging a safe zone for the students is also key for students so they know where they can retreat when overwhelmed. Teaching communication for students with fragile X and autism is especially critical for success in their future. Providing an alternate means of communicating through visual is a highly used strategy. Using pictures or hand signals to represent a prompt or command is very effective. Both students with autism and fragile x can be very determined about a specific topic, therefore it is a good idea to make subject matter relevant to their interests. When giving instruction, it is important to use concrete terms or examples as students take things very literal. ie. raining cats and dogs. Finally it is important to be patient when asking questions; students require longer times to process the question, answer it and then process an accurate response.
Although autism and fragile x are very similar, there are a few differences in strategy for each. Students with fragile x process information simultaneously and therefore do not learn in a step by step manner. Thus using visual cues to describe an entire concept or process is ideal. Children with autism learn best through step by step instruction and can not process more than two thoughts at once. Therefore having concrete steps for children with autism is a more appropriate manner of instruction. Children with fragile x often require help to remain on task whereas children with autism may focus on a single task (that is meaningful to them) for long periods of time. However, the use of timers can benefit both as they provide a means of structure for the day and help the students in transitions. Also children with autism usually solve a problem or issue in a very unusual or unorthodox way which is to be encouraged. Children with fragile X often only require additional time to complete similar task as others in the class. Finally, children with autism differ in the regard of social expression. It is very difficult for children with autism to understand facial expression or others feelings and therefore providing additional support to these social contexts is important for children with autism. Students with fragile X also require additional support for social interactions but do not have the same concerns when it comes to reading social cues.
Tuesday, March 3, 2009
Wednesday, February 18, 2009
Assignment 5 B
Review the Guidelines for Universal Design for Learning.
What are the three principles of Universal Design for Learning? Describe where each of these principles were used in these classrooms. How might this apply to your classroom?
- Principle I. Provide Multiple Means of Representation (the "what" of learning). "Students differ in the ways that they perceive and comprehend information that is presented to them." This principle was demonstrated through class discussions, teacher demonstration, working in pairs, visual representation through computer projection and worksheets/assignments. The concept of using multiple means of representation seems like a simple concept however, I think as new teachers it would be easy to fall into routines. Every student grasp information differently either through visual or auditory means or printed text. "In reality, there is no one means of representation that will be optimal for all students; providing options in representation is essential."
- Principle II: Provide Multiple Means of Action and Expression (the "how" of learning). "Students differ in the ways that they can navigate a learning environment and express what they know." Initially the teacher leads a class discussion to help students develop a base knowledge. After the students were given a set of questions to facilitate their own thinking and developing hypothesis. They used the Sodor digital spinner to explore theoretical and experimental probability using structured questions to guide their explorations. This method of instruction can be useful in most situations; however, there are times when simply explaining concepts, ideas, methods or techniques is of more benefit. "Some may be able to express themselves well in writing text but not oral speech, and vice versa. In reality, there is no one means of expression that will be optimal for all students; providing options for expression is essential."
- Principle III: Provide Multiple Means of Engagement (the "why" of learning). "Students differ markedly in the ways in which they can be engaged or motivated to learn." This exercise was unique in that the students were able to formulate their own hypothesis and test their predictions to better understand probability. Giving students the opportunity to test ideas on the subject material is a very powerful way of learning. Rather than simply explain or lecture on probability formulas, the students became motivated by actually applying probability rather than receiveing direct instruction. "Some students are highly engaged by spontaneity and novelty while other are disengaged, even frightened, by those aspects, preferring strict routine. In reality, there is no one means of representation that will be optimal for all students; providing multiple options for engagement is essential."
Wednesday, February 4, 2009
Differentiated Instruction
We discussed how differentiated instruction is not developed overnight and I firmly believe that is true. In addition, I believe that differentiated instruction is never fully "mastered". There are many ways to incorporate differentiated instruction into the classroom and one method of differentiated instruction may not be better than another form of instruction. Also, students from one year are never the same at the next. I believe that for these two reasons, differentiated instruction is never fully mastered.
That being said, using differential instruction can be used very effectively and teachers can be very good at utilizing it. When beginning teachers first try differentiated instruction, I believe that the three key ares they need to focus on are 1) Preparation, 2) Classroom Management and 3) Assessment.
Preparation is probably the most important area for new teachers to focus on when using differentiated instruction. Teachers must plan every detail of the instruction, from what they will be working on, who they will be working with, how they will work, how long they will work and what the final working product should look like (exemplars). Although this may require a lot of work on the teachers part, the results from the class or lesson will be much more successful. If careful planning is not done, the lesson will fall apart and you will lose class time which is much more important than time out of school.
Classroom management for most beginning teachers is difficult and therefore using differentiated instruction will only make it harder. Teachers must have a firm understanding of each students characteristics, learning abilities and performing abilities. Managing the time within differentiated instruction is most important, making sure that students are not wasting time sitting around wondering what they are suppose to be doing. The other aspect of differentiated instruction is managing who will be working with who, perhaps switching groups up depending on the level of the student for the particular activity and managing the level of difficulty is required for the student to be challenged.
The last important area of differentiated instruction is maintaining constant assessment of the students understanding. Assessing the students at the end of the unit or project will only be disastrous for the students as well as for the teacher. The benefit of differentiated instruction is that the level of instruction or pace of instruction is based on the students understanding of the learning outcomes. Therefore, it is important for beginning teachers to assess the students understanding at the beginning of the topic, during and after, this can simply be done using exit slips, questioning, small quizzes, thumbs up/down, etc.
That being said, using differential instruction can be used very effectively and teachers can be very good at utilizing it. When beginning teachers first try differentiated instruction, I believe that the three key ares they need to focus on are 1) Preparation, 2) Classroom Management and 3) Assessment.
Preparation is probably the most important area for new teachers to focus on when using differentiated instruction. Teachers must plan every detail of the instruction, from what they will be working on, who they will be working with, how they will work, how long they will work and what the final working product should look like (exemplars). Although this may require a lot of work on the teachers part, the results from the class or lesson will be much more successful. If careful planning is not done, the lesson will fall apart and you will lose class time which is much more important than time out of school.
Classroom management for most beginning teachers is difficult and therefore using differentiated instruction will only make it harder. Teachers must have a firm understanding of each students characteristics, learning abilities and performing abilities. Managing the time within differentiated instruction is most important, making sure that students are not wasting time sitting around wondering what they are suppose to be doing. The other aspect of differentiated instruction is managing who will be working with who, perhaps switching groups up depending on the level of the student for the particular activity and managing the level of difficulty is required for the student to be challenged.
The last important area of differentiated instruction is maintaining constant assessment of the students understanding. Assessing the students at the end of the unit or project will only be disastrous for the students as well as for the teacher. The benefit of differentiated instruction is that the level of instruction or pace of instruction is based on the students understanding of the learning outcomes. Therefore, it is important for beginning teachers to assess the students understanding at the beginning of the topic, during and after, this can simply be done using exit slips, questioning, small quizzes, thumbs up/down, etc.
Tuesday, January 27, 2009
People with Asperger's Syndrome
John Elder Robison is a very courageous man who like many others, grew up with Asperger's syndrome in a time when there was no diagnosis. Therefore, this made his childhood very difficult as his teachers, relatives, peers and even himself did not understand the challenges he faced. John Robison did not even really start to understand his differences and what they meant until he met with a friend who happened to be a therapist, explained the diagnosis and from there, John has ran with it.
The title of his book "Look me in the eye" really encapsulates the challenges he faced growing up, many people did not understand why it was uncomfortable or distracting for him to look people in the eye and therefore he was labeled as strange or even psychopath. I don't think it was really until he discovered his diagnosis that John understood why he had difficulties focusing, mainly because he had so many other stimuli distracting him.
Luckily for John, with Asperger's comes the gift of a very technical mind. People with Autism Spectrum Disorders are typically good at math, machines and electronics. John exploited this gift as he became an electronic specialist for Pink Floyd and KISS, although I doubt he really understood the social impact of these musicians and how lucky he was. John also worked his way up as an engineer for a major toy company until he decided to quit, again I suspect this is due to the politics involved within the large company as he moved up the ladder and thus increasingly became uncomfortable with all the social networking required. Now John Robison owns and operates his special automobile repair business along with the ironic special events that go along with his very successful book.
Now, suppose I was John's teacher when he was a youth, how would I have handled it differently? Well, first I have the advantage of knowing about a wide variety of disorders that have been diagnosed and therefore have many more resources available to try and understand the difficulties that people with Asperger's face. Therefore the best way a teacher could help students with learning disabilities is to research and try and understand what they are going through and decide what you as a teacher can do, not only help them cope but also to learn. That being said, not all students are easily diagnosed and some may have absolutely nothing wrong with them but are just struggling. As a teacher, the best approach is to first make the environment safe for that student and try to get them to open up as to what they are going through and what you as a teacher can do to help them.
The title of his book "Look me in the eye" really encapsulates the challenges he faced growing up, many people did not understand why it was uncomfortable or distracting for him to look people in the eye and therefore he was labeled as strange or even psychopath. I don't think it was really until he discovered his diagnosis that John understood why he had difficulties focusing, mainly because he had so many other stimuli distracting him.
Luckily for John, with Asperger's comes the gift of a very technical mind. People with Autism Spectrum Disorders are typically good at math, machines and electronics. John exploited this gift as he became an electronic specialist for Pink Floyd and KISS, although I doubt he really understood the social impact of these musicians and how lucky he was. John also worked his way up as an engineer for a major toy company until he decided to quit, again I suspect this is due to the politics involved within the large company as he moved up the ladder and thus increasingly became uncomfortable with all the social networking required. Now John Robison owns and operates his special automobile repair business along with the ironic special events that go along with his very successful book.
Now, suppose I was John's teacher when he was a youth, how would I have handled it differently? Well, first I have the advantage of knowing about a wide variety of disorders that have been diagnosed and therefore have many more resources available to try and understand the difficulties that people with Asperger's face. Therefore the best way a teacher could help students with learning disabilities is to research and try and understand what they are going through and decide what you as a teacher can do, not only help them cope but also to learn. That being said, not all students are easily diagnosed and some may have absolutely nothing wrong with them but are just struggling. As a teacher, the best approach is to first make the environment safe for that student and try to get them to open up as to what they are going through and what you as a teacher can do to help them.
Sunday, January 18, 2009
Development of Special Services
Initially as I read the passage, I automatically agreed with the assumption that all special needs students should be included in everyday classroom activities. However, as I thought about it I realized that it is not as black and white as it seems. That being said I am against the relative isolation of students with special needs as I feel it does not help severely disabled students learn or adapt to become self sufficient adults and would seriously damage students who were not severely disabled. However if I were to think logistically, having all the special needs students in one class makes it easier for non special needs teachers, training of teachers and paying teachers.
The next two steps, integration and inclusion, I believe are successful approaches to educate students with special needs. I believe that either step depends on the severity of the students needs. Including a mild or moderately disabled child into a regular classroom is absolutely the right move as long as there are resources set up in that classroom for that child, IE. teaching aid, computers, etc. Including child with severe needs into a regular classroom may benefit that particular child, but would it benefit the other children in the classroom, I believe that it will the hinder the learning of other students and that is not what we want. Therefore, it is my position that children with mild or moderate needs should be included into everyday classroom activities as long as there are resources for them and children with severe needs will only hinder the education of other students and therefore should be integrated at a time when they can handle the everyday classroom.
The next two steps, integration and inclusion, I believe are successful approaches to educate students with special needs. I believe that either step depends on the severity of the students needs. Including a mild or moderately disabled child into a regular classroom is absolutely the right move as long as there are resources set up in that classroom for that child, IE. teaching aid, computers, etc. Including child with severe needs into a regular classroom may benefit that particular child, but would it benefit the other children in the classroom, I believe that it will the hinder the learning of other students and that is not what we want. Therefore, it is my position that children with mild or moderate needs should be included into everyday classroom activities as long as there are resources for them and children with severe needs will only hinder the education of other students and therefore should be integrated at a time when they can handle the everyday classroom.
Subscribe to:
Comments (Atom)