LeFever,+Jason,+Introduction

=**Jason LeFever**=

Hello all, my name is Jason LeFever and the lovely ladies in my picture is Lola and my fiancé Sarah. That means that I am getting married in a couple months, April 14th to be exact. It is fairly stressful but it is exciting and I look forward to the new adventure. I graduated last year from SOU with my bachelor in Elementary Education, and I decided to come back for my license and Masters degree. The big thing that I fear when I become a teacher is finding a way to engage and include all of my students. In my setting I find it difficult to fully include the students that have behavior problems. I hate spending time on discipline when I know that some students really want to learn.




 * Math manipulatives and strategies to help students with exceptionalities**

The 5 big things that I learned: 1. Manipulatives are everywhere, it is just a matter of finding the right ones for the right time and for the right student. In my third grade classroom we use manipulatives a couple times a week and it does seem to help the students grasp the content. I am fortunate enough to be in a classroom that has plenty of resources available and you could find almost any kind of manipulative you need. I know that this may not always be the case, so it is good to know the places to look online for both printable manipulatives and virtual manipulatives for students to use either in the computer lab or as a whole class.

2. Manipulatives are not just for students with exceptionalites. All students can benefit from the hands on approach to learning math skills through manipulatives. Not only will it help all students, but it will not make it obvious that changes are being made for the students with special needs.

3. Discalculia and disgraphia are both disabilities that many students suffer from, but it is not something that will keep them held back. These students can do just as well as their peers given enough time and support. Math manipulatives will help these students to grasp the complex mathematical ideas that you are teaching them. You always have to keep in mind though hat these students will not be able to move on to the next concept until they have mastered the one they are learning. If you move them to fast, they will fall behind.

4. Time is the best gift you can give to students struggling with math. You can not worry about manipulatives taking all of the instructional time away because when you develop a lesson that uses manipulatives it should allow students some time to explore because it may take them longer to understand how to use it effectively. In my classroom I have seen how students use the manipulatives and some understand and fly through the lesson while other students are exploring all the possibilities and need to move things around in front of them. They may not be able to move it around in their head and they need the time to try different things using physical manipulatives.

5.The accommodations and manipulatives you can provide students with learning or math disabilities will not always be simple. Many students will do fine with a change in paper, or change in font size, but some students may require specialty equipment like talking calculators. For those students, you would need to check their IEP's and see if any equipment like that is available so that you can help those students get what they need. Some of those expensive devices though could also be found online for free. There are several sites that have calculators and sequencers, and I am sure there are ways for the students to listen to them also.

1. Top resource: I did not want to choose a blog as my top resource, but It was the best thing found that explained what manipulatives are and how they could be used in the classroom. It also has a great list of resources that I would use in the future and would probably be helpful for you guys. http://heatherpitcher.blogspot.com/

This blog is a project that another student has done. She has a wonderful list of resources on this page as well that are worth checking out. She gives a nice summary and purpose for using manipulatives in the classroom. She also shows the research and evidence behind the use of manipulatives. If you get a chance, I suggest you take a look at this and browse through the list of resources she provides as well.

Check out the printable manipulatives link on her blog. If you have a small budget but have access to a printer you may find it useful. You could print out different shapes, number grids and so on.

2.

http://www.additudemag.com/adhd/article/7309.html I copied this list of strategies for helping students in mathematics because I think these things are important to remember for all students with any kind of disability. For any student that struggles with math I think that these seven strategies are nice, simple ways to help our students gain success in math.

Classroom Accommodations for Math Learning DisabilitiesSeven study strategies for helping students with attention deficit hyperactivity disorder (ADD/ADHD) and learning disabilities (LD) master all kinds of math problems.by [| Sandra Rief]

**1. Allow extra time on [|tests] so that students are not rushed.** Also avoid, if possible, timed tests of basic facts, which ADD/ADHD and LD students have difficulty memorizing. Even if they know facts by memory, they can choke on a timed test. **2. Provide frequent checks for accuracy when students are doing classwork.** Set a certain number of problems to complete (one row only, or four or five problems), and check these before the student is permitted to continue. This is helpful for students who become frustrated by having to fix a lot of problems done incorrectly. **3. List the steps/procedures for multi-step problems and algorithms.** Post clearly numbered steps, and/or give students a desk-copy model of steps needed to solve problems. **4. Keep sample math problems on the board,** and have students write them in a notebook for reference. **5. Use individual dry-erase boards.** Have students compute one step of a problem at a time, and ask them to hold up their boards upon your signal after each step. **6. Ask for choral responses in instruction** -- have the entire class chant in unison multiples, evens/odds, or place value. **7. Reduce the number of problems that you assign.** Assigning 10 problems written neatly, with work shown -- rather than a full page of problems -- is enough to assess your students’ understanding.

3. This video is about touch math and has many teachers sharing how it has been a positive thing for their students with disabilities and their general education students. I think that touch math is a good way to help students understand how to add and make a connection between the numbers being numbers and actually having a value. Like you will see in the video after this one, you could provide each student with a number chart that has each number and its touch points. If you are not able to print off worksheets with the numbers having touch points, the students could still refer to the chart on their desk. media type="youtube" key="bk2ToLaGw98" height="315" width="560" This following video goes off of the touch math video. This shows a student with autism using touch math to do his homework. Note the different manipulatives on his desk and wall to remind him of the points. media type="youtube" key="_cHBiLmUDas" height="315" width="560"

4. http://www.sheppardsoftware.com/ This website has tons of stuff available to you for free. There are quizzes, games, worksheets and articles that you can choose from. I put this site on here because many of the games or worksheets could be used in the classroom and may help some students that have a disability to learn and feel more comfortable about the math content.

5. This video shows one of many uses that an ipad or tablet could be used to help students with disabilities. The girl in this video has autism and is using the number line as a manipulative to answer the questions on the ipad. media type="youtube" key="55zqhiDs8lk" height="315" width="420"

6. http://www.softschools.com/ This site is a good resource for any subject. It is full of resources from worksheets to games. This is a good site to have for finding some activities for those students that finish early or to find some alternative work for students with special needs. I encourage you to browse this site and see if it would be useful for your needs in the classroom. 7. http://mathforum.org/mathtools/cell.html?&new_rc=tool This site has tons of online resources to use in the classroom. If you do not have access to some physical manipulatives in the classroom you could probably find the virtual manipulative on this website. I personally got sucked into the building houses activity.

8. This slideshow is about virtual manipulatives and the pros and cons of them. It has a nice list of resources that would be helpful in the future if you ever need to use any virtual manipulatives. media type="custom" key="12909640"

@font-face { font-family: "Courier New"; }@font-face { font-family: "Wingdings"; }@font-face { font-family: "Calibri"; }@font-face { font-family: "Cambria"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 10pt; line-height: 115%; font-size: 11pt; font-family: "Times New Roman"; }div.Section1 { page: Section1; }ol { margin-bottom: 0in; }ul { margin-bottom: 0in; } ** CATERPILLAR TO BUTTERFLY ** Grade: Second Grade CONCEPT TO BE INVENTED:

Main Idea- Stages of the life cycle of a butterfly are egg, caterpillar, pupa, and adult. CONCEPTS THAT ARE IMPORTANT FOR EXPANSION:

Characteristics of the caterpillar, including habitat, are important for survival and growth into the adult butterfly. MATERIALS NEEDED (PER STUDENT) FOR EXPLORTION: MATERIALS NEEDED (PER STUDENT) FOR EXPANSION: SAFETY PRECAUTIONS:
 * 2x2 inch square of construction paper (green)
 * 3 toothpicks
 * Crayons or markers
 * 5 green Styrofoam segments (measuring 1 1/2 x 3 cm)
 * Glue
 * Scissors
 * Pipe cleaners
 * White drawing paper (9 x 12 in.)
 * Crayons or markers
 * Twigs and leaves (optional)
 * Glue (optional)

Do not poke each other with the scissors; use them only while seated. Be careful not to poke each other with the toothpicks. Remind the students to use crayons and markers properly and not place them in their mouths. 1. EXPLORATION:

Which process skills will be used? Observing, identifying, comparing What will the students do? Introduce the lesson by reading the students a book like The Butterfly, which illustrates the stages of metamorphosis. Encourage the students to notice what types of changes occur. Also discuss differences in texture of the egg, caterpillar, pupa, and butterfly wings. After the book and brief discussion about it, provide the students with materials and help each of them make a segmented caterpillar by using the Styrofoam and toothpicks. The students can then trace and cut out a circle shape for the face. The face can be colored with crayons or markers before it is attached to the end of the caterpillar. 2. EXPLANATION/CONCEPT INVENTION:

What is the main idea? How will the main idea be constructed? Concept: Stages of the life cycle of a butterfly are egg, caterpillar, pupa, and adult. Ask the students the following questions to help invent the concept. How many stages are there to get from an egg to a butterfly? Why do we call this a life cycle? Think of a word that sounds like "cycle." (Yes, it goes around, back to where it started, like a circle.) Ask the students to draw the four stages of metamorphosis in their journals. What does a caterpillar eat when it is first hatched from the egg? How do you think the caterpillar grows bigger? Think of what you do to grow bigger. A habitat is where an animal lives. An animal may not be able to survive if it is taken out of its habitat. What is in your habitat? Do you need food, water, and shelter? Think of what a caterpillar needs to survive. 3. EXPANSION OF THE IDEA:

Which process skills will be used? Communicating, problem solving, formulating models How will the idea be expanded? Have the students create their caterpillar's habitat on white drawing paper with crayons or markers. The students will include everything that the caterpillar needs for survival. Free expression should be encouraged. The students may gather leaves and twigs to glue onto their paper. SCIENCE IN PERSONAL AND SOCIAL PERSPECTIVES - What kinds of things do people and animals need to survive? - How are your basic needs similar to those of the caterpillar? SCIENCE AND TECHNOLOGY - How do people create habitats for different creatures? Do you know anyone who has a pet fish? What do fish live in? SCIENCE AS INQUIRY - Are all butterflies the same? What makes them different? - What is the difference between a caterpillar and a butterfly? HISTORY AND NATURE OF SCIENCE - Why is it important for people to know what is available in a place before we travel there? 4. EVALUATION:

How will the students show what they have learned? OBJECTIVES Upon completing the activities the students will be able to: - Construct a caterpillar when given materials - Explain the four stages of metamorphosis: egg, caterpillar, pupa, and adult. - Design a habitat for a caterpillar that includes its basic needs for survival so that it will grow into an adult butterfly.

ADAPTATIONS and MODIFICATIONS Specifically get the Students who need special attention into a small group after reading the story. The pieces that the students will need to cut out may be difficult so help them cut using the scissors. Have some precut pieces ready for the students to look at so they know what they are making. TR needs special attention when he is following directions. He has a hard time going step by step without getting off task. Have all the supplies kept in order by task. When he is ready to move to next step the materials will be right there for him. Write the directions clearly up on the board in order that they should be followed. This will help TR in keeping on task and completing the activity. When working with TR complete each step with him. Make a sample caterpillar in front of him so that he can see how he should be putting it together as he goes. If there is not enough time to do this with him then have another student who is comfortable working with other students and is a good leader make a caterpillar with TR. Ask TR some questions about the commonalities between the butterfly and other insects. His background knowledge of bugs may yield to some interesting information that will expand his understanding and help provide some points of assessment to gather information about how much he retained from the lesson.

REFLECTION: I think this lesson is good for TR because it focuses on following directions and working on motor skills. The entire class would be able to get something out of this lesson and will be able to work together when making their caterpillars and environments. TR also loves insects and so this lesson would go along nicely with his own interests and help him to stay engaged in the activity. With his background knowledge on insects, TR may be able to share with the class some facts that are not shared in the book or in the lesson. This would build upon TR’s strength and also help him build some self-esteem and speaking skills. TR is also very creative and this activity will help him use his art skills in making the caterpillar. Allowing him to make his own caterpillar will help him feel more confident in himself and his skills if he is able to make it his own. He does not respond well to being made to do something an exact way that he doesn’t want to do. I really like this lesson because it provides TR with a chance to share his knowledge with the rest of the class. I think it is so important to give students this kind of chance. It gives them a moment to be the expert amongst their peers and to be called upon for their knowledge. Students need this kind of time for their self-esteem and confidence in themselves.