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ECI 416 Group Presentation. Marcela Garza Melissa Volpert Baria Adams. Wuf’s High School. Wuf’s Classroom . 10 th Grade Geometry Class 25 Students in the class Class contains 3 IEP students ID – Intellectual Disability BED – Behavior/Emotional Disorder LD – Learning Disability

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ECI 416 Group Presentation

Marcela Garza

Melissa Volpert

Baria Adams



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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


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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


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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


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David Smith’s need

  • Attention

  • Assignments that keep him busy

  • Reminder of classroom rules


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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


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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


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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


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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


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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


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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


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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


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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


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Other Teaching Strategies & Adaptations

Peer Tutoring

Proximity

Classroom tasks

Adapted version of worksheets


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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


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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?


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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.


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Angle Addition Postulate Checklist

If 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.


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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


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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


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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


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