ECI 416 Group Presentation Marcela Garza Melissa Volpert Baria Adams.
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Transcript of ECI 416 Group Presentation Marcela Garza Melissa Volpert Baria Adams.
ECI 416 Group Presentation
Marcela Garza
Melissa Volpert
Baria Adams
Wuf’s High School
Wuf’s Classroom 10th Grade Geometry Class 25 Students in the class Class contains 3 IEP students
ID – Intellectual Disability BED – Behavior/Emotional Disorder LD – Learning Disability
Classroom is uncluttered and conducive to learning
David Smith Is a 16th year old 10th grader He is an only child His father is a doctor of psychology and his
mom is a home accountant He was diagnosed with Behavioral
Emotional Disability
David Smith’s characteristics He constantly taunts peers and talks out of
turn He refuses to do homework On tests, he often cheats He tends to take things from his classmates He expresses himself through artwork
David Smith’s need Attention Assignments that keep him busy Reminder of classroom rules
Sandy Jones 15th year old tenth grader Lives at home with both parent She likes to dance She likes to write and tells story She is a hard worker She has trouble in math and diagnose LD
in math
Sandy Jones’s characteristics She has difficulty remembering math facts
and formulas She has difficulty determining needed
information for word problems Her arithmetic is inconsistence
Sandy Jones’s needs Reminders of math facts and formulas Review of previous material before
beginning a new lesson Extra time for tests and exercises
Chris Williams 17th years old 10th grader Oldest child of Betsy and Tom Williams Has a little sister named Clarice Was diagnose with a mild metal retardation
at age 2 and later with Intellectual disability
Chris Williams’ Characteristics Chris enjoys spending time with his sister
who writes music Chris loves playing the drums His dream is to have a band with his sister
Chris Williams characteristics He is easily distracted by his environment He struggles to open up but he does In geometry class he struggles to
understand new concepts. Once he learns them he remembers them .
He has 7th grade reading level but understand what he reads
Chris Williams needs He needs extra time in test to process
directions He need extra time to complete
assignments He needs to be reminded of rules
Teaching Strategies Self Monitoring
Approach mathematical tasks in a logical manner
Promotes independence Increase time on task and accuracy of
answers Increases success in math
Other Teaching Strategies & Adaptations
Peer Tutoring Proximity Classroom tasks Adapted version of worksheets
Self Monitoring Checklists A checklist is a separate sheet that contains multiple line
items which directs the student while solving math problems
Each line has an area for student to check or note that the step was complete
Each line cues the student to use specific steps or strategies
Student refers to list and checks off each step as it is completed
Measuring Angles Checklist Think about what your teacher said: What materials do you need to complete the work?
Do you have those needed materials? If not, where do you find those materials?
What is the main point of your lesson? What are the important things to remember?
Each time you work out a problem or example you should ask yourself: What question needs to be answered? How do you get to that answer? Do I know the step to begin? If I don’t, who can I ask?
How to use a Protractor Checklist Put the center of the protractor at the vertex. Look at where the two rays of the angle are. Align the protractor with the sleeping ray. Which one of the rays is not sitting beside the zero?
Use the ray not in line with zero to find the measurement of the angle.
The point where the standing ray hits a number is the measurement.
Is the angle acute or obtuse? Do you use the big or small number? Write down the measurement in degrees.
Angle Addition Postulate ChecklistIf point S is in the interior of <PQR, then m<PQS + <SQR = m<PQR
Is there a point on the interior? Draw a line to the point from the vertex. The line will divide the angle into how many angles? Follow the guidelines for protractor use to determine angle
measurements. Find the sum of the 2 smaller angles. Use this number as your total measurement for the larger angle.
Differentiation Measuring Angles lesson plan contains 3
tiers Student with special needs
Simple worksheets with problems involving measuring angles using a protractor
Simple problems using the Angle Addition Postulate
Differentiation (Cont.) Average student
Worksheets with problems involving measuring and drawing angles using a protractor.
Problems requiring the Angle Addition Postulate as well as the Angle Congruence Postulate
Differentiation (Cont.) Above Average student
Worksheets with challenging problems involving measuring and drawing angles using a protractor.
Problems requiring the Angle Addition Postulate as well as the Angle Congruence Postulate
Each area of study will contain a “critical thinking” problem challenging the student to look beyond the material taught