Q-Factor HISPOL Quiz-6th April 2024, Quiz Club NITW
University of Hawaii Math RTI Team presentation
1. A
Mathematics
&
Special
Education
Collaboration:
Strategies
For
Inclusive
Mathematics
Instruction
University
o f
H awai’i
Team:
Mathematics
E ducation
Hannah
S lovin,
F ay
Z enigami
Special
E ducation
Kavita
R ao,
R honda
B lack
2. Overview
of
project
• Conducted
classroom
observations
of
1st
grade
and
6th
grade
classes
at
the
University
Laboratory
School
(ULS)
• Examined
how
needs
of
struggling
learners
are
addressed
within
the
instructional
approaches
3. Curriculum
&
Instructional
Approach
1st
grade:
Measure
Up
(MU)
6th
grade:
Reshaping
Mathematics
for
Understanding
(RMU)
• have
a
discovery-‐
and
problem-‐based
approach
to
mathematics
• concepts
are
not
explicitly
explained
but
emerge
from
problem-‐solving
and
discussion
4. Research
Question:
The
curricula
are
centered
on
the
construction
and
negotiation
of
shared
meanings.
In
such
an
environment,
what
are
the
needs
and
challenges
of
the
struggling
learner?
5. Timeline
Phase
I:
April-‐May
2011
•
Whole
class
observations
to
determine
RQ
Phase
II:
August-‐Dec
2011
• Whole
class
observations
with
specific
questions
• Discussed
observation
data
as
a
team
• Developed
categories
based
on
observation
data
• Selected
individual
target
students
to
observe
Phase
III:
Jan-‐March
2012
• Observed
target
students
• Analyzed
data
and
discussed
as
a
team
• Identified
Tier
1
and
Tier
2
supports
to
assist
struggling
learners
6. Phase
I
• Trying
to
find
shared
protocols
for
observation
• Started
with
UDL
Educator’s
Checklist
for
coding
observation
notes
7. Info
from
the
following
slides
can
be
found
at:
www.bit.ly/mathhandout
8. Phase
II:
Based
on
observations
in
first
phase,
derived
themes
and
categories
Identified
“Dilemmas”:
1. Conceptual
development
2. Rich
content
3. Verbalization
skills
4. Multiple
points
of
view
5. Fluid
protocol
6. Learning
goal
9. Phase
II:
Came
up
with
categories
for
instructional
events,
related
Dilemmas,
and
potential
challenges/
supports
10. Phase
III:
Data
Collection
&
Analysis
• Observed
target
students
on
consecutive
days
for
two
cycles
(3-‐4
days
each)
• Categorized
data
from
observations
by
mapping
them
with
Dilemmas,
Supports
and
Challenges
that
had
been
discussed
as
a
team
• Discussed
emerging
ideas
with
classroom
teachers
11. Analysis
-‐
Emerging
Ideas
Measure
Up
(MU):
1st
grade:
•
Several
ideas
for
Tier
2
supports
emerged
during
observation
and
analysis
• Gaps
in
content
understanding
are
minimal,
but
students
need
to
learn
“how
to
learn”
and
“how
to
ask
questions”
• Tier
2
will
need
behavioral
and
social
strategy
instruction
in
addition
to
academic
support
12. Analysis-‐
Emerging
Ideas
Reshaping
Mathematics
for
Understanding
(RMU):
6th
grade:
• Several
ideas
for
Tier
1
supports
emerged
during
observation
and
analysis
phases
• Some
students
needed
supports
with
instructional
strategies
to
access
the
method
of
learning
• Several
questions
emerged
from
observation
of
whole
class
instruction
and
interaction.
• See
handout
at
www.bit.ly/mathhandout
(for
specific
questions)
13. Next
Steps
1st
grade
Measure
Up
• Code
data
according
to
themes
6th
grade
Reshaping
Mathematical
Understanding
• Discuss
additional
strategies
to
support
struggling
learners
for
Tier
1
whole
class
• Discuss
feasibility
of
implementing
strategies
with
teacher
