Instructional Dream Project

Instructional Dream Project May 1, 2009 Brenda Vaughan Inclusion of all students within the general education setting in a learning environment that encompasses a wide range of abilities, personalities, backgrounds, life experiences and learning styles fairly well sums up my basic educational philosophy. I am not here to argue the merits of a range of services. There is, of course, some discussion to be had here, but I believe that if you begin with the premise that all kids belong and that more segregated and restrictive settings are accessed only when absolutely necessary and only for as long as absolutely necessary you don’t fall prey to the “build it and they will come” mentality that is so often prevalent. The description of the following scenario is real with most of the details based on an actual situation.

In a classroom in a school in a galaxy far, far away…..oh, wait, in a galaxy just down the road, lives a group of students ages 8-11. These students are grouped into a special education categorical classroom based on the fact that their academic skill levels are particularly low. Of this mix, two carry the educational label of ASD with one being entirely non-verbal, 5 carry the educational label of cognitively impaired, one is considered severely learning disabled and one carries the label of OHI. All operate in a cognitive range between about 60-80. One has behavioral issues that can be disruptive but are typically manageable. It is my contention that the one teaching staff and several paraprofessionals who filter in and out throughout the day could be more productively and efficiently utilized by combining these students in general education classrooms.

Furthermore, I believe that the technological tools and options available could be accessed to create educational opportunities targeted exactly where they are needed.

So how to begin? Grade wise these students are mostly 4th graders. There are two third graders and one fifth grader. How about this? There are many scenarios that could be created. For the sake of this exercise, I propose that we look at the 4th graders(5) integrated into one multi-age classroom of third and fourth graders with the special education teacher going along with as a team teacher. Our third grade student with ASD would be a part of this community as well. A percentage of a paraprofessional’s day is assigned to this classroom for some very specific tasks related to the student with ASD. The other third is included into the same general education classroom with paraprofessional support as needed. Our fifth grader is assigned to a general education classroom. Resource room options are available for academic goals and the other two paraprofessionals who are currently assigned on a part time basis to the self-contained classroom could be accessed as needed as well. Already you have freed up resources in personnel by nearly a full time person.

The technological options already available in this school setting are plentiful. There is a COW that can be frequently accessed. Each classroom has several computers available on a full time basis and there is a building computer lab. Wireless is accessible in some areas of the building; there are Smart Boards for check out; projectors in each classroom for lesson presentation; and there are flip cameras, recorders, MP3 players and CD players all around.

Let’s take a look at what a math lesson might look like in the multi-age classroom. This classroom has two full time teachers to provide the most balanced and dynamic education that can be offered to this very diverse classroom. The range of learners in this classroom, from a strictly cognitive perspective, go from levels of approximately 60 to 110. The learning styles are equally diverse, as are the backgrounds and environments of these students. Our math lesson today involves beginning a section on comparing fractions and decimals. Students should be able to show, compare and create both decimal and fractional forms. The lesson is divided into three parts. PART 1 --Manipulatives are available to all students in the form of shapes with labeled fractional pieces. 5 minutes is devoted to exploration time. --Students are led through an introductory lesson involving fractional parts of shapes. They are asked to place and name the fractional parts as one of the teachers leads with the computer and projector system so that visuals are available. An overhead speaker system connects to the microphone the teacher wears to assist in lesson presentation and to center attention for those that have difficulty filtering extraneous sounds. The second teacher moves around the room assisting, observing, and recording skill level so that in Part 2 students are grouped most appropriately. Time devoted 10 minutes. PART 2 --Groups are assigned. One group is sure to require some basic instruction on fractions and fractional parts. One group, presumably the , would understand the basics of fractions but would struggle with the transfer from fractions to decimal and have little skill with demonstrating fractional portion of a shape. Our third group understands

fractions, conversion to decimals and is already beginning to perform operations and manage these skills in application. --Group 1 –Works with one teacher using manipulatives, white board, and markers to receive direct instruction on fractions. --Group 2—Divided into two groups as this is presumably the largest group of students. One half will use the Smart Board and an activity where they are asked to match equivalent fractional and decimal parts. The other half will receive direct instruction from the other teacher on fractions, decimals, and comparison of both. --Group 3—The third group of students will work in pairs or threes at computers practicing skills using game based computer activities. The following sites offer games and activities that can be stretched for multiple levels. http://www.visualfractions.com/ http://pbskids.org/cyberchase/games/equivalentfractions/index.html http://www.bbc.co.uk/skillswise/numbers/fractiondecimalpercentage/comparing/fractions decimals/game.shtml

PART 3 In the follow-up phases there are many configurations that could ensue. The students in group 1 may on day 2 receive the same instruction from the other classroom teacher. Sometimes presentation styles vary slightly and targeting the same skill from a different adult can strengthen acquisition. Students from group 2 should each have access to the alternative activity. Students who received direct instruction on day 1 may now get time to reinforce with the SmartBoard activities. Students in group 3 should get opportunities to apply the skill in alternative ways. One possible activity involves using digital

cameras. Have students in pairs take pictures of objects and spaces around the classroom and/or school. These pictures can then be downloaded and using editing options, photoshop or other programs students must down divide the shapes into parts and label them with the appropriate fractional and decimal label. The pictures could then be compiled into a slideshow that other students could use during other times of the day for skill practice and reinforcement. Time factors for these activities will vary and day 2 may merge into day 3 and 4 and so on. As students gain skill and understanding they can be transitioned into activities that will stretch them or offer them additional instruction as needed. Some of the students with secure skill levels might be used as partners with students who are just grasping the skills to engage in game type activities on the Smart Board or individual computer. This is an example of a math lesson that might be taught with multi-leveled instruction using the resources available. Throughout the day, I see all sorts of technological options to offer this group of diverse individuals the most stimulating and engaging educational opportunities directed at the appropriate skill levels. There are MP3 players and recorders that might be used during reading instructional times for students who may need to be challenged beyond their peers or who may need reading at a level less than peers. They can read with the audio book at times, with staff or peers. AlphaSmarts or other keyboarding options might be available for written activities. Cameras are a possibility for demonstrating understanding of some concepts as are computer programs that allow students to create graphics that can illustrate a particular piece of text. A wiki, controlled by staff, that could be shared with another classroom of students who are

working on similar curricular activities might be used for students to engage in discussion forums for social studies or literature.

I think there are so many possibilities. I know that designing, teaching, managing, and engaging a classroom full of students with such diverse needs and with the sorts of instructional needs this implies is real and daunting. However, I believe it can be done. It’s a philosophical belief combined with skills, resources and the kind of optimism and devout confidence that all children belong and that they all can learn. Belief and philosophy are the foundation; technology opens windows and doors.