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Special Education Branch, MOE APSN Katong School APSN Tanglin School AWWA School Grace Orchard School. Designing Lessons for Learners with Special Needs in Numeracy - 4 Jun 2014 -. Special Education Schools AWWA School APSN Katong School APSN Tanglin School Grace Orchard School.
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Special Education Branch, MOE APSN Katong School APSN Tanglin School AWWA School Grace Orchard School Designing Lessons for Learners with Special Needs in Numeracy - 4 Jun 2014 -
Special Education Schools • AWWA School • APSN Katong School • APSN Tanglin School • Grace Orchard School TEAM COMPOSITION Special Education Branch • Chong Suet Ling • Lee Yim Ping • Liu Shu Zhen • Yee Cai Ying • Yeo Xiuting, Valerie
Part 1 (10 min) • Background • Literature Review • Methodology Part 2 (40 min) • Findings • Conclusion Outline
2012: Launch of Curriculum Framework for SPED • 2013: Numeracy Prototyping Project • Participation through invitation • 5 schools • Spanned Feb–Sep 2013 • Learning by doing approach • Structured as Professional Learning Teams Numeracy Project in Brief
Manipulativeswere used to make learning concrete (Kennedy & Barblett, 2010) • A diverse profile of learners requires differentiated learning and customised learning aides (Fuchs, Fuchs, Compton, Powell & Seethaler, Capizzi, Schatschneider & Flectcher, 2006, 2006; Montague, 2007) Literature Review: Learning of Maths
Teachers' direct instruction was an important approach to role model the learning (Kroesbergen & Van Luit, 2003) • A safe and inclusive learning environment was essential (Kavale & Forness, 2000) • Assessment activities encourage students' demonstration of learning (Vaughn, 2003). Literature Review: Learning of Maths
What are the pedagogical considerations that guided teachers’ planning and design of learning and teaching? What are the supports that facilitated the prototyping efforts? Project Questions
Participants: 5 schools Approach • Training-cum-consultation: 6 workshops and 2 consultations • Opportunity for participants to Learn : Do : Share Project Outcomes • Teacher-constructed resources • Lesson try-out Methodology
Part 2: What sped teachers do in a numeracy lesson?(findings)
Students’ demonstration of learning, as part of assessment of and for learning • Teacher-directed instruction, has strong evidence in developing basic numeracy in children with special needs • Association learning activated through the use of multi-sensory manipulatives, songs, role play, etc. • Relationship to peers as part of a safe and predictable environment for learning together • Task differentiation to accommodate diverse learners’ profiles through resource development Findings (S.T.A.R.T.)
Number sensibility as the foundation for functional and practical daily living by AWWA School • Designing lessons to teach grouping and place value in a sped classroom by Grace Orchard School • Igniting Counting in SPED students for 1 to 5 by APSN Katong School • Problem solving in Functional Contexts for SPED Students by APSN Tanglin School Findings
NUMBER SENSIBILITY AS THE FOUNDATION FOR FUNCTIONAL AND PRACTICAL DAILY LIVING AWWA School
Background • Professional Learning Team formation • Teachers from Numeracy Department • Team Composition • Ms Thain Lee Ping (Subject Head, Numeracy) • Ms Ong Zeng Zi(Teacher) • Ms Tan Li Siang (Teacher)
Objective & Student Profile Team Objective: • To develop teachers’ pedagogical and content knowledge in teaching mathematical concepts and skills Student Profile: • 9 students (6 male, 3 female)with moderate to low support needs, with a range of disabilities including Global Developmental Delay, Intellectual Disabilities, William’s Syndrome • Ability level:2 groups (MS-Moderate Support; LS-Low Support) • Age: Between 9 and 11 years old
Why Number Sensibility? • Necessary to prepare students for functional and practical daily living • Focus on two concepts of number sensibility: • Counting up to 9 in ones • Addition of single-digit numbers within 9
Differentiating the Learning • Consistency in key vocabulary • More guided instructions for some students • Different materials used for different groups according to their needs • Different mode of expressing answers
Use of Multimedia / ICT • Use of computer, visualiser and projector for teaching • Use of iPad for games as reinforcement • Use of camera to video lesson for evaluation (lesson study)
Project Takeaways • Professional Growth • Peer observation and feedback • Mutual trust and close collaboration • Hands-on exploration & experimentation • Generate ideas for customisation/ modifications • ‘Multiplier’ effect on peers
Teacher-constructed Materials Self-check Template Counting Bead Stairs Connecting Cubes
DESIGNING LESSONS TO TEACH GROUPING & PLACE VALUE IN A SPED CLASSROOM
PROFESSIONAL LEARNING TEAM OF GRACE ORCHARD SCHOOL
OBJECTIVE & STUDENT PROFILE Team Objective: • To develop teachers’ pedagogical and content knowledge in teaching mathematical concepts and skills. • To teach students to solve two-digit addition and subtraction with regrouping and able to generalise it to real life situations. • To develop students’ independence in self-learning and assessment Student Profile: • 10 students (5 males, 5 females), behavioural issue (1 male), chronic eczema (1 female), physical disability which causes speech difficulty and mobility issue (1 female) • Diagnosis: Mild Intellectual Disability (8 students) & Down syndrome (2 students) • Ability level: 3 groups (HS- High Support, MS- Medium Support, LS-Low Support) • Age: 15 and 16yrs old
STAGE 1 Lesson Objective: Students will be to • understand the concept of grouping and counting in twos, fives and tens 5 groups of fives is 25. Altogether 25
EXPLICIT DIRECT TEACHING Self-checking template
STAGE 2 Prerequisites of students: Students are able to • Understand value of 1 to 20 • Recognize numerals 1 to 50 • Count in groups of 10 Lesson Objective: Students are able to • compose and decompose numbers (11 to 15) using place value - tens and ones
EXPLICIT DIRECT TEACHING We do (Guided Practice) I do (Modelling) Teacher selects student to do the task to check student’s understanding Teacher gives every student the same resources and do the task together
EXPLICIT DIRECT TEACHING You do ( Independent Practice) Task 1- Pair Work Must be SAME type of problems as used in ‘We do’.
EXPLICIT DIRECT TEACHING Task 2- Individual Work To generalise it in real life situations
STAGE 3 • Lesson Objective: • Students will be to • Perform two-digit addition and subtraction with regrouping tens and ones
EVALUATION • Informal Assessment • Formal Assessment • Post-lesson reflection
PROJECT OUTCOME / LEARNING • Collective responsibility for changing pedagogical practices through post-lesson observation discussion and feedback • Sharing of good practices with other teacherswho are teaching the school’s Numeracy Curriculum • Development of broader mathematical skills in problem-solving, reasoning and generalizing to real life situation • Improvement in students’ ability in self-assessment
Designing Lessons to Teach Grouping & Place Value in a SPED Classroom Grace Orchard School
Professional Learning Team • Team Composition • Ms Chua Poh Keng (Programme Head: Mathematics Subject Group in charge) • Ms Shanice Liang (Mathematics Subject Group Team Leader) • Ms Tamil Selvi (Mathematics Subject Group member) • Ms Kho Chiew Peng (Mathematics Subject Group member)
Objectives Team Objective: • To develop teachers’ pedagogical and content knowledge in teaching mathematical concepts and skills • To teach students to solve two-digit addition and subtract with regrouping and be able to generalise it to real life situations • To develop students’ independence in self-learning and assessment
Student profile Student Profile: • 10 students (5 males, 5 females), behavioural issue (1 male), chronic eczema (1 female), physical disability which causes speech difficulty and mobility issue (1 female) • Diagnosis: Mild Intellectual Disability (8 students) & Down syndrome (2 students) • Ability level: 3 groups (High Support, Medium Support, Low Support) • Age: 15 and 16yrs old
Sequencing the Learning • Based on APIE approach, we planned and designed the content
Stage 1 • Lesson objective: Students will be able to understand the concept of grouping and counting in twos, fives and tens
Stage 2 (Lesson Observed) Lesson Objective: • Bythe end of the lesson, students will be able to compose and decompose numbers (11 to 15) using place value, tens and ones Competencies of pre-requisites of students: Students are able to: • Understand value of 1 to 20, • Recognise numerals 1 to 50, and • Count in groups of 10
Explicit Direct Teaching Task 1: Pair Work
Explicit Direct Teaching Task 2: Individual Work