Assignment Planning Adjustments In The Instructional Environ

6 Assignment Planning Adjustments In The Instructional Environmentcon

Consider the following two scenarios and respond to the questions: Verna is a student with a learning disability in Ms. Chang's fourth-grade class. Ms. Chang uses whole-group instruction in math. This method is sometimes hard for Verna, who is behind her peers in math. Verna is slow to remember math facts, has trouble keeping numbers straight in columns, and sometimes forgets a step or two when she is computing a problem that requires several steps. Mr. Howard teaches U.S. history. About half of the students in his fourth-hour class struggle in reading; four students receive special education services for learning disabilities. Mr. Howard has been assigned a special education teacher, Ms. Riley, to co-teach the class with him. Mr. Howard and Ms. Riley think the class can benefit from learning the following textbook-reading strategy (Bartelt, Marchio, & Reynolds, 1994): R Review headings and subheadings. E Examine boldface words. A Ask "What do I expect to learn?" D Do it: Read! S Summarize in your own words. Questions: 1. Identify the demands in Ms. Chang's class that are likely to be challenging for Verna. 2. Describe how Ms. Chang can use the steps in the INCLUDE strategy to help Verna succeed in the large group. 3. Can Mr. Howard and Ms. Riley use the approaches for co-teaching you learned about in Chapter 3 to teach the reading strategy and still cover the history content required by the state? Explain. 4. How can they use scaffolding to teach the READS strategy?

Paper For Above instruction

In the contemporary educational landscape, addressing the diverse needs of learners is paramount for ensuring equitable access to education. The scenarios of Verna in Ms. Chang's math class and the co-taught U.S. history class with Mr. Howard and Ms. Riley illustrate distinct challenges and opportunities in implementing instructional strategies tailored to students with learning disabilities or reading difficulties. This essay analyzes the demands within these scenarios, explores strategies like the INCLUDE and READS frameworks, and discusses the application of co-teaching and scaffolding to foster inclusive and effective learning environments.

Challenges Faced by Verna in Ms. Chang's Class

Verna’s difficulties in Ms. Chang's mathematics instruction are primarily tied to the cognitive demands of the teaching method. Whole-group instruction often requires students to process information simultaneously, follow multi-step procedures, and retain facts under the pressure of pacing and peer performance. For Verna, specific challenges include her slow recall of math facts, difficulty maintaining numerical accuracy, especially in multi-step problems, and potential memory lapses that could disrupt her understanding of the sequential steps involved in computations. These demands can lead to frustration and decreased engagement if she cannot keep pace with the instruction or obtain the requisite support to address her learning gaps.

Applying the INCLUDE Strategy in Ms. Chang's Classroom

The INCLUDE strategy offers a structured approach to scaffolding instruction and supporting students like Verna in large-group settings. It involves five steps: Introduce, Notice, Connect, Leverage, and Extend. For Verna, Ms. Chang could implement this strategy by first introducing visual aids or mnemonic devices to help her remember key concepts (Introduce). During instruction, Ms. Chang can highlight and discuss headings and key terms, encouraging Verna to notice and connect these to her prior knowledge (Notice & Connect). To leverage peer support, small groups or partner work could be used so Verna can receive immediate clarification and reinforcement. Finally, to extend learning, Ms. Chang might assign tailored practice activities that reinforce math facts outside the large group, ensuring ReVerna’s specific needs are addressed, thereby increasing her confidence and mastery.

Teaching Reading Strategies through Co-Teaching in U.S. History

The collaboration between Mr. Howard and Ms. Riley exemplifies effective co-teaching, enabling them to incorporate targeted strategies like the outlined textbook-reading approach—Review, Examine, Ask, Do, Summarize—while covering the required history content. Co-teaching models such as team teaching or parallel instruction allow both educators to utilize their expertise simultaneously, ensuring that instruction is differentiated and accessible to all students. For example, while one teacher conducts a large-group lecture on historical events, the other can facilitate small-group or one-on-one sessions focusing on reading strategies. This arrangement allows the class to engage with the content deeply while explicitly teaching skills like analyzing headings and boldface key terms, critical for comprehension and retention. Importantly, the strategic use of co-teaching ensures coverage of curriculum content without sacrificing the quality of instruction or the focus on skill development.

Using Scaffolding to Teach the READS Strategy

Scaffolding involves providing temporary supports that enable students to perform tasks they would otherwise find challenging, gradually removing these supports as competence increases. To teach the READS strategy—Review, Examine, Ask, Do, Summarize—Ms. Riley and Mr. Howard can employ scaffolding techniques such as guided questioning, modeling, graphic organizers, and visual cues. Initially, they might model each step, articulating their thinking aloud to demonstrate how to systematically analyze a textbook passage (e.g., thinking aloud when reviewing headings or examining boldface words). Graphic organizers can help students visually organize information as they practice summarizing the content in their own words. As students become more confident with each step, supports can be gradually faded—such as reducing prompts or the level of guidance—encouraging independent application of the strategy. This scaffolding approach ensures that all students, especially those with reading difficulties, develop the skills necessary to comprehend and engage with historical texts effectively.

Conclusion

In sum, tailored instructional adjustments like the INCLUDE and READS strategies, combined with effective co-teaching and scaffolding techniques, are essential for addressing diverse learner needs. For Verna, personalized supports can make math instruction more accessible, boosting her confidence and skills. In the history classroom, co-teaching coupled with scaffolding can enable both teachers to deliver content and strategies effectively while maintaining curriculum coverage. These approaches foster inclusive environments where all students have the opportunity to succeed academically and develop essential skills.

References

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