Teaching Adults With MLD

7/31/2019 Teaching Adults With MLD

1/80

Teaching Math to Adults with

Learning Disabilitiesby: Andr Davey

1


2/80


Learning Disabilitiesby: Andr Davey

2


3/80


Learning Differencesby: Andr Davey

3


4/80

In the past

A teacher sent the following note home with a six yearold boy: He is too stupid too learn.

4


5/80

In the past

A teacher sent the following note home with a six yearold boy: He is too stupid too learn.

That boy was Thomas Edison.

5


6/80

In the past

Teachers said that their student was mentally slow,

unsociable, and adrift in his foolish dreams.

6


7/80

In the past

Teachers said that their student was mentally slow,

unsociable, and adrift in his foolish dreams.

The student was Albert Einstein.

7


8/80

In the past

A learner was regularly punished in school for failureor lack of effort, sometimes failing the same classnumerous times.

8


9/80

In the past

A learner was regularly punished in school for failureor lack of effort, sometimes failing the same classnumerous times.

That learner was Winston Churchill.

9


10/80

Today

It is our hope that a student with LD sees this as anaffirmation that they are smart; they simply learn in adifferent way.

10


11/80

Today

It is our hope that a student with LD sees this as anaffirmation that they are smart; they simply learn in adifferent way.

11


12/80

Today

A recent (1990-2010)review of 223 academic articlesshowed that only 10% were specific to adults.

Further research is neededon the subject of adultswith Learning Differences, particularly on adults whoexhibit a Math LD.

12


13/80

Identifying MathLearning Differences

The Effect of MathLearning Differences

Teaching Strategies

Overview

13


14/80

Identifying MLD

Math learning process altered by psychological factors

A variety of terminology

MLD

Math

LearningDisability

MD

Math

Disability orDifficulty

AD

ArithmeticDisability

WPD

Word

ProblemDifficulty

Dyscalculia

Difficultycalculating

all characteristic of a discomfort with math.

14


15/80

The struggle to grasp mathematical concepts can alsobe attributed to physical damage to the cerebral cortex.

Identifying MLD

MLD Subtypes

Procedural

Linguistic

Visual-spatial

15


16/80

Identifying MLD

16

Diagnosis of an LD is obtained by PsychEd Assessmentfrom the Association of Psychologists of N.S. (www.apns.ca)
http://www.apns.ca/http://www.apns.ca/


17/80

Cognitive Areas of Impact

(Math analysis of a PsychEd report)

Identifying MLD

17



18/80

Cognitive Areas of Impact

(Math analysis of a PsychEd report)

Identifying MLD

Working memory(able to plan & organize)

Visual Motor Integration

(able to form letters & numbers)

18



19/80

Low standardized test scores does not translate to an LD

Identifying MLD

19


20/80

With academic upgrading, learners can get better results

Identifying MLD

20


21/80

Identifying MLD

It is critical to recognize whether poor acquisition is dueto an actual cognitive disability or inadequate instruction.

21


22/80

Identifying MLD

It is critical to recognize whether poor acquisition is dueto an actual cognitive disability or inadequate instruction.

22


23/80

The Effect of MLD

Societal supportof animosity toward

mathematics

Parents & peerspass on

perceptions

Further everydayinclusion of math is

needed

23


24/80

The Effect of MLD

Understand arithmetic as an adult with MLD

Understand multi-step problems as an adult with MLD

24

Click on linksfor interactiveexperiences
http://www.pbs.org/wgbh/misunderstoodminds/experiences/mathexp1b.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/experiences/mathexp3b.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/experiences/mathexp3b.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/experiences/mathexp3b.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/experiences/mathexp3b.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/experiences/mathexp3b.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/experiences/mathexp1b.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/experiences/mathexp1b.html


25/80

The Effect of MLD

With certain learners, every time they see a wordproblem in math class it can feel like this:

25


26/80

The Effect of MLD

or it can feel like this:

Question: If I have 8 toothpicks and 12bananas, how many radishes will fit on theroof?

26


27/80

The Effect of MLD

Question: If I have 8 toothpicks and 12bananas, how many radishes will fit on theroof?

Answer: Purple, because elephants dont

wear sneakers.

27


28/80

The Effect of MLD

Mathematical proficiency is required in theday to day activities of life as an adult.

28


29/80

The Effect of MLD


29


30/80

The Effect of MLD


30


31/80

The Effect of MLD


31


32/80

The Effect of MLD


32


33/80

Math instructors in Adult Learning Programs (ALP) mustconsider the essential skills needed in the workplace, athome, and in the community.

The Effect of MLD

33


34/80

Learners can be affected by the finite nature of math

The Effect of MLD

34


35/80

Finding one specific right answer can seem daunting

The Effect of MLD

35


36/80

However, through supported instruction, this pressureto find a precise result can be positively transformed.

In fact, learners personal self-confidence will developfrom the ability to self-evaluate their performance.

The Effect of MLD

36


37/80


38/80

38

I think I'mgetting there..


39/80

Teaching adults with MLD

39

Unsuccessful comprehensionwithin the cumulative processmakes future concepts arduous.


40/80


40

Unsuccessful comprehensionwithin the cumulative processmakes future concepts arduous.

A solid number sense foundationis vital to a learners progression.


41/80


Mathematical instruction must move in a directiontoward math merriment ...

41


42/80


and away from a drill & kill rote method of memorization

42


43/80


A shift from traditional rote instruction is required.

43


44/80

Teaching adults with MLDHow do students with LD earn grades akin to non-LD peers?

44


45/80


Instructional process

45

How do students with LD earn grades akin to non-LD peers?


46/80



46

ask questions, determine students current strategy,

discuss reasoning for learning a more effective strategy



47/80



47



co-construct strategy, explainingeach step to ensure understanding



48/80



48




model strategy, guide learner through application,provide positive and constructive feedback



49/80



49




model strategy, guide learner through application,provide positive and constructive feedback

student independently transfersnew strategy to similar tasks



50/80


50

Adult education a generation ago

Current NSSAL model of adult education


51/80

Multi-sensory

approaches


51


52/80

Multi-sensory

approaches

NumberFacts Mental

Math

Symbols &Language

Visual /Spatial

CognitiveDevelopment

WorkingMemory

Rules /Procedures

Verifiedunderstanding



52


53/80

Multi-sensory

approaches

NumberFacts Mental

Math

Symbols &Language

Visual /Spatial


WorkingMemory

Rules /Procedures




53


54/80


Counting (suggest counting on rather than count-all)

Practice often but in small quantities(both guided and independent ~ mindful repetition)

Relate to real world with examples

(2 x 2 = 4 cars wheels :: 2 x 12 = 24 Hrs: am & pm)

54

NumberFacts


55/80


Activities: Sequence pennies by date

Graph paper for alignment

Clocks to count by 5, 15

Coins to count by 5, 10, 25 Highlight columns (ones, tens, hundreds)

Mental math multiplication

Match place value to base ten blocks

Include strategies from your teachers toolbox

55

NumberFacts


56/80


57/80

Fact families

Math journal

Estimation station(containers with rocks, cheerios, pennies, marbles,

or marshmallows with measuring cup nearby)


57

MentalMath


58/80

Activities:

In-class examples (interactive & physical)

Estimate distance and verify with meter stick

Identify a minute passing with eyes closed

Metaphors and mnemonics (pi z z = a)

Intransitive pattern counting(starting anywhere, using any sequence)

What fun activities do you use in class?


58

MentalMath


59/80

Multi-sensory

approaches

NumberFacts Mental

Math

Symbols &Language

Visual /Spatial


WorkingMemory

Rules /Procedures




59


60/80

Pre-teach new terminology (monetary terms, partof whole, proper/improper/decimal fractions)

Use different vocabulary (six thirty, half past six)

Math merriment

(link: A new angle on geometry )


60

Symbols &Language
http://www.youtube.com/watch?v=KjhP3vISXks&list=UU7745y8gTv_fxpnXh3990_Q&index=1&feature=plcphttp://www.youtube.com/watch?v=KjhP3vISXks&list=UU7745y8gTv_fxpnXh3990_Q&index=1&feature=plcp


61/80

Activities:

Math word wall

3 x 2 equivalent to 32, 3(2), 3[2], (3)(2)

Discuss transference of skills

(after defining transfer as to move) Ask learners what a number means to them

Do you instruct with a think-aloud technique?


61

Symbols &Language


62/80

Multi-sensory

approaches

NumberFacts Mental

Math

Symbols &Language

Visual /Spatial


WorkingMemory

Rules /Procedures




62


63/80

Stress reducers(spatial positions, patterns, & similarities)

Uncluttered geometry worksheets

Multi-sensory math manipulatives(geo-boards, fraction tiles, dice, geometric shapes)


63

Visual /Spatial


64/80

Activities: Make 3D shapes, relate to real life objects Accessible layouts: 300 200 100

30 20 103 2 1

.1 .2 .3

.01 .02 .03

Purchase from provided menu(pick items & total amounts)

Match coin equivalencies

How is your classroom visually stimulating?


64

Visual /Spatial


65/80

Multi-sensory

approaches

NumberFacts Mental

Math

Symbols &Language

Visual /Spatial


WorkingMemory

Rules /Procedures




65


66/80

Start with basic skills and build from there

Identify and correct misconceptions ASAP(responsibility of instructor & learner)

Small group instruction(greater opportunity to obtain guided feedback)



66


67/80

Activities:

Reflective practice(improves procedural competencies)

Recognize one minute passing (eyes closed)

Provide a pause during instruction(supports clarification of knowledge)

What ways do you promote learners growth?



67


68/80

Multi-sensory

approaches

NumberFacts Mental

Math

Symbols &Language

Visual /Spatial


WorkingMemory

Rules /Procedures




68


69/80

Execution of the appropriate operations

Guide procedure (provides a frame to evaluate accuracy)

Build upon math facts

Retrieval-based processes (moderated by confidence)


69

WorkingMemory


70/80

Activities: Lattice method (for long multiplication)

BEDMAS (10 3 +2 or 10 3 x 2)

Use instructional technology

(links: ATM or Debit) What are your alternative techniques?


70

WorkingMemory
http://oclf.org/atm/ATM.htmlhttp://oclf.org/atm/debit.htmlhttp://oclf.org/atm/debit.htmlhttp://oclf.org/atm/ATM.html


71/80

Multi-sensory

approaches

NumberFacts Mental

Math

Symbols &Language

Visual /Spatial


WorkingMemory

Rules /Procedures




71


72/80

Review key math words (part of, whole, times)

Explain harder terms (quotient, isosceles)

Model problems using think-aloud technique

Keep it interesting (relate it to learners)


72

Rules /Procedures


73/80

Activities:

Highlight key words Use checklists to organize information Make sure answer makes sense

Label work (words, symbols, monetary signs) Supplement with visual diagrams Ask your learners to create problems to solve


73

Rules /Procedures


74/80

Multi-sensory

approaches

NumberFacts Mental

Math

Symbols &Language

Visual /Spatial


WorkingMemory

Rules /Procedures




74


75/80

Math is a cumulative process

Track progress (identify where further focus is needed)

Establish firm understanding before moving on


75



76/80

Activities:

Mock auctions(bid on: free time, positive feedback)

Math Olympiads(challenge acquired knowledge)

Pre-Assessments(to compare with post assessments)

Do you have a weekly math challenge?(reviews acquired concepts)


76



77/80

Our learners can never be who they ought to be,

unless we are who we ought to be

Felix Justice paraphrasing Martin Luther King Jr.

2011 Atlantic Conference on Learning Disabilities

77


78/80




2011 Atlantic Conference on Learning Disabilities

78


79/80




2011 Atlantic Conference on Learning Differences

79


80/80

Thank you

Teaching Adults With MLD

Documents

Transcript of Teaching Adults With MLD