Below is a student profile on Shannon. As you read the profile, note Shannon’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.
Shannon is respectful and reserved, tending to be very quiet in learning environments. She is always friendly and positive, which contributes to good relationships with peers and teachers. She loves science and would rather be there than in any other class and loves to read about scientific discoveries. She tends to like having a very structured environment and is highly organized. She sometimes becomes stressed over deadlines or activities that are a challenge.
Shannon enjoys labs and doing tasks that are project-based. She has friends in her classes but prefers to work independently. She gets embarrassed easily and isn’t comfortable asking for help or participating in group discussions. In her math class, she has difficulty transferring knowledge and has an incomplete understanding of the vocabulary which hinders her ability to grasp math concepts and apply them effectively.
Shannon has difficulty memorizing attributes of two-dimensional figures. She has difficulty with visual-spatial skills and attention to detail, so when she attempts to copy figures from the board or a textbook, she does so inaccurately. In subjects requiring spatial interpretations, such as geography, Shannon struggles to understand and use maps effectively, hindering her performance and engagement in these areas.
When solving problems, she is challenged when applying formulas, rules and procedures. This has caused her to become discouraged lately and shut down, while is unusual for her as she is typically perseverant.
Strengths
Respectful
Reserved
Quiet
Friendly
Positive
Good relationships with peers and teachers
Loves science
Loves to read about scientific discoveries
Likes a structured environment and is highly organized
Enjoys labs and doing tasks that are project-based
Has friends in her classes
Typically perseverant
Barriers
Prefers to work independently
Reluctant to participate in group discussions
Gets embarrassed easily
Can become discouraged
May exhibit anxiety over deadlines
Not comfortable asking for help
Difficulty transferring knowledge
Incomplete understanding of math vocabulary
Difficulty memorizing attributes of two-dimensional figures
Difficulty with visual-spatial skills and attention to detail
Attempts to copy figures, but does so inaccurately
Challenged when applying formulas, rules and procedures
Struggles with using maps
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, science examples, manipulatives, anchor charts)
Interacting (e.g., tools used to gain knowledge and understanding of the content)
Increase conceptual knowledge (e.g., use of concrete/virtual manipulatives, graphic organizers, science applications, robotics, vocabulary supports, interactive math widgets, geometry software)
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., Google or Microsoft forms, interactive quiz, KWL charts, graph paper, geometry software, presentations, robotics, science fairs)