In your field experiences for this course, what type and level of interventions have you observed with students who are struggling in mathematics? Why is it important to understand the tiers of intervention to help differentiate struggles associated with content, application, or delivery (for all content areas)?Explain

Why you want to do Student Teaching?

In your field experiences for this course, what type and level of interventions have you observed with students who are struggling in mathematics? Why is it important to understand the tiers of intervention to help differentiate struggles associated with content, application, or delivery (for all content areas)?

Sarah S
Re: Topic 4 DQ 1
Mathematics is an area where many students struggle and do well if they receive just a bit of intervention to help the out. The most common level of intervention I have found is Tier 1, which works for 80% of students. For struggling students, Tier 2 works well and is utilized pretty often. Students are given additional support which I observed in either of two ways:

A. having an assistant or Para educator in the classroom to help these students in the area they are struggling with, or

B. having the teacher walk around to individually assist these students during independent practice or group work. Both of these structures work well.

In some cases, I have seen Tier 2 utilized with students who were really struggling and needed individualized instruction and one-on-one assistance.

Before providing differentiated instruction, teaches should think which area the student s struggling with. “It is logical, and even necessary at times, to try different interventions as the true nature of a child’s difficulties are explored.” (navigating Education, n.d.). If it is in instruction, then the lesson delivery needs to be adjusted. If it is in application, then hands-on practice and worksheets need to be adjusted dana emphasis should be placed on teaching this skill,
Reference:

Navigating Education. (n.d.) retrieved from: https://navigatingeducation.com/general-education/what-is-rti/2018/01/03/

Carey W
2 posts
Re: Topic 4 DQ 1

In my field experience, I have seen different levels of RTI interventions. All students receive the same assessment and then students who need more support move to tier 2. These students work in a smaller group and are then given the assessments to show progress.

Students are then identified who need further support and move to tier 3 which is special education service or more intense interventions. In the classroom I have been working in, the teacher has students in all tier levels. I have gotten to work with students in small groups for tier 2 and also observe students in tier 3 (De Walle et. al, 2013).

The most utilized intervention for students in the classroom is the use of visuals, graphs, pictures and manipulatives. When students are not able to solve math problems with the use of these intervention strategies, it shows they need more support. In the classroom, there are students who are able to utilize these strategies independently and some that are not.

It is important to teach the students different strategies to use in math but these also have to be differentiated. All students should learn the best way for them to solve the math problems but then all should be individualized because all students learn differently and will use the strategy in different ways. Students should be able to give answers or respond to questions in ways that fit their needs as well.

References

De Walle, J. A., Karp, K. S., Bay-Williams, J. M., & Wray, J. (2013). Elementary and middle school mathematics. Pearson Education, Inc. https://viewer.gcu.edu/7FJCQE

Topic 4 DQ 2 -SPD 570

Describe a strategy that you could use if you were teaching a first grader, a third grader, and a sixth grader about geometric shapes/concepts. Explain why differentiation is important in this instance. In addition, describe a strategy that you could use if were teaching, or reinforcing, geometric concepts at the high school level (grades 9-12).

Carey W
Re: Topic 4 DQ 2

A strategy I have seen that would work to teach geometric shapes and concepts to a wide range of students is the Velcro dot and popsicle stick visual representation. Students can help make or be given pre-made popsicle sticks with Velcro dots on each end. The students will then be given a shape to make with the sticks or shown a shape they have to label. Students can see relationships between the shapes and come up with different strategies for how they can remember them. This strategy is visual and allows all the students to work hands on. This strategy could be differentiated for a first grader, third grader, and sixth grader by the shapes they are asked to make or identify. They also can be asked to find different patterns or relationships between the shapes depending on their grade. The strategy can be used in the same way but the questioning and output will depend on the grade level of the students (Teaching Strategies, n.d).

Connecting the lesson on geometric concepts to the students life is a great strategy to use for high school students. This will allow the students to become creative in their output of the lesson and also will engage them because they are interested in the lesson. One way to do this is to allow the students to find objects in their life related to geometry. They could take pictures, draw or represent these objects in creative ways. This will reinforce geometric concepts but allow for creativity. It also allows all students to participate in the lesson because students have the freedom to represent the geometric shapes in multiple ways and how they are capable, whether that be drawing, taking pictures, describing them verbally.

References

Teaching Strategies. (n.d). Weebly. https://smcanallen.weebly.com/teaching-geometry.html

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