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Below is a student profile on Jared. As you read the profile, note Jared’s strengths as well as any barriers to engagement and achievement. Examples of the three core areas of cognition (input/representation, integration/engagement and output/expression) are color-coded throughout the scenario, strengths and barriers and instructional design.
Jared is a creative, self-motivated young man. He is confident and a good communicator. He writes the music that he plays on his guitar and sings. He tends to think outside the box when problem solving and excels in tasks that allow creative expression. He doesn't like math and doesn't understand why he has to take algebra since it has nothing to do with what he wants to do after he graduates.
The abstract nature of algebraic reasoning has been very difficult for Jared, and he struggles when problems are presenting only as numbers and variables. Because of this, he struggles with conceptual understanding in his math class. He applies strategies inconsistently, as well as formulas, rules and procedures when solving problems. Jared also displays difficulty transferring and organizing knowledge and operations, getting confused with multi-step problems and procedures. He has perseverance and tries hard in math class, asking for help when he is having difficulty.
With modeling and support, Jared is exploring writing and solve one-variable multi-step linear equations within real-world contexts. Recognizing Jared's struggle with transferring and organizing knowledge in algebra, his educators have implemented specific cognitive strategies aimed at enhancing his input, integration and output processes. By using math manipulatives and visual representations, Jared can now better grasp abstract algebraic concepts through tactile and visual input.
Strengths
Creative
Self-motivated
Confident
Good communicator
Writes music
Plays guitar
Sings
Thinks outside the box
Excels in tasks that allow creative expression
With modeling and support, Jared is exploring writing and solve one-variable multi-step linear equations within real-world contexts
Uses manipulatives to help understand abstract algebraic concepts
Barriers
Doesn't like math
Struggles when problems are presenting only as numbers and variables.
Struggles with conceptual understanding in math
Applies strategies inconsistently when solving problems
Applies formulas, rules and procedures inconsistently when solving problems
Difficulty transferring and organizing knowledge and operations
Confused with multi-step problems and procedures
Identification: Design to the Edges
Best practices for designing universal math instruction, including the integration of technology in the classroom.
Objective: Identify technology and learning supports that will increase engagement, participation and instruction
Accessing (e.g., method to gain access to the content being presented)
Use a variety of methods (e.g., speaking, modeling, media, manipulatives, cooperative learning, interactive whiteboards)
Interacting (e.g., tools used to gain knowledge and understanding of the content)
Increase conceptual knowledge (e.g., use of concrete/virtual manipulatives, music business applications, budgeting and forecasting tasks, graphic organizers for multi-step processes, graphic organizers for equations and word problems, strategy charts)
Demonstrating (e.g., how you will provide evidence of your knowledge and understanding of the content)
Offer various ways for demonstration of knowledge to reduce unnecessary mistakes (e.g., interviews, infographic presentations, models, multi-media presentations, speaking cues, cue cards, real world applications)
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