2012 January » Special Education and Learning Differences

Our next post is from Lisa from Suffolk, VA, a middle school/high school Special Education teacher. Her strategy is to teach conflict resolution skills with differentiated instruction so each student can learn the skill according to how they learn best.

Her strategy: a Conflict Resolution Menu.

“The students have been learning a unit on how to deal appropriately with conflict. Proper problem solving skills and techniques to all types of possible conflicts they may come across. Since all students learn differently, I created a unit assessment that was Differentiated Instructional (DI) focused. This menu has 3 appetizer activites, 3 entree activities, and 3 dessert activities to choose from. Each student may choose the activities they feel most comfortable doing to demonstrate mastery.”

Learning Objectives:

“The students will demonstrate their knowledge on conflict resolution and problem solving techniques that they can carry with them into adulthood. These skills will help them handle peer conflicts, issues with teachers, and even frustration that may occur from academics. Being able to properly identify a conflict and the appropriate way to handle that conflict is a skill that will help them be successful in school as well as in life.”

Materials:

Conflict resolution lesson, art supplies, conflict resolution menu, problem solving scale, PowerPoint (student choice)

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This post is brought to you by We Are Teachers partnership with PCI Education’s Grant Asks: http://www.weareteachers.com/ideas/partnerask/teachingidea?app= 17846&grantId=75

This post comes from Jennifer in Lima, New York. She is a 1st-2nd grade teacher in Special Education, and her strategy is to help reluctant readers and writers get excited about doing just that: reading and writing!

Her project: Language Experience Stories.

“Students who are not yet excited about reading or who are hesitant to write need a hook. So we made them the characters in the story. I surveyed the children regarding things they like to do. They chose swimming. We created a list of things they did when swimming. I then brought in a blow up swimming pool and other items (floaties, pool toys). We then took pictures of them in the (empty) pool using the item or pretending to swim. From the pictures they wrote their sentences for their stories.”

Learning Objectives:

“Students learned to plan out a story, write their own sentences and then read their story to others. Their confidence grew and they were very proud of their accomplishments. When writing students used a promethean board rather than paper and pencil to make it different for them. Here they were more willing to stretch out the words and were more willing to stay on task.

“The children who created these stories were not enthusiastic about reading or writing prior to writing these stories. During the process they became more involved and excited. Once the story was complete and in their hands they loved it! Not only were they authors who could read their story, they were in the story! They wanted a copy to keep in their classroom and one to have at home. Parents also shared how proud their children were when they brought these stories home.”

Materials:

“With this story it was chart paper, a blow up pool, pool toys, floaties, camera, and a promethean board. Computer and printer were used to create and print the book. With other language experience stories the materials were different depending on the topic that they chose.”

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Brought to you by We Are Teachers partnership with PCI Education’s Teacher Grant Asks: http://www.weareteachers.com/ideas/partnerask/teachingidea?app=16609&grantId=75

Our second post in this series is from Matthew in Carteret, NJ. He teaches 7th and 8th graders.

His idea: Fireside Chats.

Students learning about the Great Depression had the opportunity to step into the shoes of President Roosevelt and create their own fireside chat radio broadcast based on the events of the 1930′s. Students learn the material in the classroom and then record an audio broadcast using the software program Audacity. The tasks involved are research, writing a script, and performing the broadcast. The project has different modalities so that each student in the group can shine in his/her own way.

Learning Objectives:

Students will be able to understand the impact that the events of the Great Depression had on America. They will also be able to relate the information they have learned to today’s economy. Students will enhance their research, writing and technology skills throughout the process of the project.

As well, this project was a collaboration between the students’ social studies and language arts classes. It took place in a variety of settings in our 8th grade. Both in-class support students and self-contained students had the opportunity to create their own group broadcast. The students learned tangible skills while also learning the important characteristics of teamwork.

Materials:

Audacity, an opensource audio recording program. Microsoft word, to type the script. Microphones to record the broadcast. EBSCO and Grollier online for research.

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This post is brought to you by We Are Teachers partnership with PCI Education’s Teacher Grant Asks: http://www.weareteachers.com/ideas/partnerask/teachingidea?app=16996&grantId=75

Special Education and Learning Differences

Real Teachers-Real Strategies 4: Conflict Resolution Skills

Real Teachers-Real Strategies 3: Engaging Reluctant Readers & Writers