The Teaching -Learning Matrix(06.4.1)

6.4-Matching Resources to Student Need

1 Operating Instructions

1.       Organization

2-Background

1.       All children can learn

2.       Not all learn in same way

3.       Diagnostic and prescriptive

4.       Solutions which reachÝ +Ý teach students

5.       Staff development

3-Getting Started

1.       Classroom

2.       Students

3.       Curriculum

4.       Coop learning

5.       Evaluation

4-L=TBC: The Formula

1.       Basis

2.       Whole class

3.       Continuum

5-L=TBC: Models

1.       Generic

2.       Canada

3.       Belize

4.       Spanish Exploration

5.       Westward Movement

6.       The Middle Ages

7.       Role of Intern

8.       Prep forÝ field Preservice

Ý6-Meeting Student Needs

1.     Need for 21st Cent.Skills

2. 21st Cent.Skills + Curr

3. Assessment

4. Matching Resources to Student Need

5. Alt. Assessment: Tools and Pedagogy

7-Problems

1.       Classroom management

2.       Lack of focus

3.       Unwillingness

8-Solutions

1.       Getting Re-Started

2.       Graphics Boards

3.       HyperStudio

9- References

1.    End Notes

2.   Background Reading

10-The Library

1.       Print media

2.       HyperStudio

3.       Web-based

4.       CD-based

5.       On-Line

OVERVIEW:   The reality is that in any one classroom there are children who, by need and by law, require the services and help of a special education teacher.  Yet, the classroom teacher remains emotionally and legally responsible for the education of each student, special needs students included.  The solution is to actually, and not just in word, INCLUDE  all students in the operation of and benefits of the teaching-learning process in the classroom.  All children can learn.  The cooperation and collaboration of the classroom teacher and the special education teacher can enhance or, if absent, destroy the possibilities of each child reaching her potential.

(1) INTERVENTION TOOLS:

See all parts of Section 6.2‹Tools and Resources as well as Section 5 ­L=TBC Models

(2) CURRICULUM-BASED RESOURCES AND

INTERVENTIONS FOR ALL STUDENTS:

1.      Alternate lesson  

2.     Alternate assessment  

3.     Alternate (modified) assignment expectations.

4.     Common (with rest of class) deadlines

5.     Common academic skill educational activities.

6.     See Sec 5 for examples

(5) EXTENDED SERVICES LINKED TO DAILY CURRICULUM:

1.     Consult w/student‹develop strategies to complete assignments with understanding+quality 

2.     Reteach Daily curriculum which student demonstrates having difficulty with

3.     IEP Goals + Objectives  

4.     Teach compensations + alternatives as related to regular (whole class) educational activities

Familiarize students with need-specific learning station or ³modular² assignments.

(3) RIGHT KIND OF LEARNING ACTIVITIES: The  teacher-learner relationship ³must be customized like never before. The teacher¹s job is counseling, coaching, and customizing.²(Brown 2002)

Teachers must create learning activities that allow students to  ³sustain inquiry for extended periods, not just until the end of the chapter.² These projects allow students to use resources to ³tailor their learning experiences to meet  their interests and strengths.²  In this way, matching resources to student need can ³ embrace individuality and diversity, and celebrate the strengths of each individual.²(McLester 2001)

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(6) HUMAN

RESOURCES:

1.     Make use of Safety Net including teacher, Special Education teachers, intern,  counselor, and cooperative learning groups.

2.     Build self-reliant student.Proper placement in a cooperative learning group could make such a student into a resource for others in the group.

 

(7) REALISTIC IEP¹S:

1.     Enable teacher, support staff, student, and parent to benefit from accurate assessment of academic strengths and weaknesses at any point in the curriculum or during the school year.

2.     Teacher can be diagnostic and prescriptiveŠ. Benchmarks and beyondŠ..

3.     See Sec 3.5

(4) CLASSROOM

MANAGEMENT:

1.     Focus and creation of assignment by academic area (individualization of expectations) 

Make matches from a variety of resources and methods.

(8) THE 4-WAY CONTRACT:

1.     Each party to such a contract must see himself as stakeholder in education of the child.  The absences, disenchantment, uncooperativeness of any one member are potentially detrimental to the teaching- learning process as it applies to each child and to all children in class.

2.     One attitude needs to prevail to insure student success:  ³We must teach the student among ourselves and not by ourselves.²

Keep formal and informal channels of communication open and productive.