Real Teachers-Real Strategies 13: Manipulative Multiplication

 Teaching Tips  No Responses »
Apr 032012
 

Our last winning blog post comes from Cindy in Oklahoma City, OK. Cindy is a Special Education Teacher to 5th and 6th graders with special needs. She has paired rhymes and manipulatives with multiplication facts that brings success to her students learning their ‘facts.’

The Project: Multiplication with Manipulatives.

I teach multiplication facts to my 5th and 6th grade students with special needs using manipulatives and catchy rhymes. My students are low achievers who have special needs that prohibit them from being successful in the general education classroom. The program I use for teaching multiplication facts helps my students reach goals, develop self-confidence, and feel successful. I make multiplication facts concrete and fun! When my students learn and apply these facts, they are proud of themselves.

I work to motivate my students and encourage them in all areas of learning. I have seen students learn these multiplication facts and their feeling of self-worth soars. Learning multiplication facts may seem insignificant, but when this small thing can turn a child from having low self-esteem and feeling worthless, it is a huge thing! I will continue teaching multiplication facts this way, reaching out to my students, hoping  they will see their worth and that they are not failures.

Learning Objectives:

My students are given a foundation for math application by learning their multiplication facts in elementary school. I teach my students a rhyme or “trick” for each fact using manipluatives to make it a concrete learning experience. Students keep track of facts they know, showing them progress toward a goal. Students work together to learn the facts, and they encourage each other along the way. Once students have mastered all the multiplication facts presented, we celebrate their achievement.

Materials:

I use small manipulatives, such as plastic spiders or toy worms to teach the facts. Some facts are acted out by the students to help them internalize the facts and remember them. I present the facts in many ways using a SmartBoard, dry erase boards, chalkboards, computer games, and worksheets to reinforce and meet all students’ needs and learning styles. We play games with the multiplication facts as well.

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Brought to you by We Are Teachers partnership with PCI Education for the Fall 2011 Teacher Grant: http://www.weareteachers.com/teaching-ideas/grant/teaching-idea?app=18477&grantId=75

 

Real Teachers-Real Strategies 10: Being Prepared for the World of Work

 Teaching Tips, Uncategorized  No Responses »
Mar 082012
 

This post is from our #1 voted winner: Susie in Minerva, OH. Preparing her high school students for the work force is as important as ever in today’s economy. She truly believes in her students and their ability to be active and productive members in their community after high school. Susie helps her students to prepare for this new world with every tool she can provide them.

The Project: Being Prepared for the World of  Work.

I teach a transition life skills class to students with multiple disabilities. I use the School-to-Work DVD series with worksheets I have made up and some home made video’s using a Flip Camera to show students role playing and real life situations about being prepared for work and how to interact at work. The students are engaged when watching the video’s of real job skills and sites where they can learn job skills and possibly become employed.

Learning Objectives:

Students will see past graduates in their current jobs putting into place some of the job skills/ life skills that we emphasize in our classroom daily. Students can see good and bad ways of dealing with different situations that may occur on a job site through role playing videos. Students will then get to go into those same job sites and experience some of the same situations and know how to respond or interact appropriately.

Materials:

Flip Camera, other “getting a job” curriculum, transition planning materials, job sites and real employees/employers. The Functional Skills System: Social Skills or Workplace Social Skills. The Life Skills Readers and other Read-to-Learn library sets are also great tools. I would like to use iPods/iPads to also run the videos on and take video for immediate reinforcement learning. PCI’s Getting Along with People Series would be a nice addition to what we are teaching as well.

Susie also says:

I very much love my job, and the materials and resources available have come along way since I began teaching 12 years ago. Thank you for continuing to look for interactive and engaging materials that can reach the students I work with. In the world today where it is getting more and more difficult for the average person to find employment has made it that much more important for my students who already have struggles to work through to be even more prepared for the world they will soon enter.

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Brought to you by We Are Teachers partnership with PCI Education’s Teacher Grant: http://http://www.weareteachers.com/teaching-ideas/grant/teaching-idea?app= 18246&grantId=75

 

Real Teachers-Real Strategies 9: Open Your Eyes Through These Hearts

 Teaching Tips, Uncategorized  No Responses »
Mar 062012
 

Our next exciting teaching idea comes from Jackie of Piedmont, SC, a Special Education Teacher who works with special needs students. She has developed a unique emotional “outlet” for her students to express themselves. It is such a great success students and parents alike ask if Jackie will hold the event each year!

The Project: Poetry Slam.

An annual poetry slam is held for special needs students in my self-contained classes. We spend a whole month (April-National Poetry Month) creating original works of poetry. The students range from severe learning disabilities to emotional/behavioral issues. We have a poetry slam, held in a “coffeehouse” atmosphere. There is not a dry eye in the house once these kids reach the podium and deliver their poems filled with love, fear, acceptance, and inspiration. Self confidence triumphs!

Learning Objectives:

The learning experiences through this Poetry Slam are endless. Their reading fluency and comprehension skills increase but more importantly, self confidence soars. These students do not always have an “outlet” for their emotions. Having them create works of poetry without the worry of the mechanics of writing instills a sense of freedom. Their true feelings of self worth and importance comes shining through their poems. People look forward to their poems each and every year!

I look forward to this Poetry Slam and the month of April every year. Everyone who attends this rewarding experience ask if I am doing it the next school year. To see these students who struggle in so many areas of their lives come alive through their writing makes me cry tears of joy. Poetry month ends up being very therapeutic for the students and everyone involved. I am so glad this experience happens every year.

Materials Needed:

Every year I borrow the props for the poetry slam. This proves to very time consuming. We also ask for donations for the refreshments after the slam. I would love to purchase a stool, podium, poetry books, floor lamp and video camera to capture each and every moment. I could purchase dvds so each student could have the event to take home to enjoy for years to come. Having video equipment and the props will help this annual event come alive!

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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=17055&grantId=75

 

Real Teachers-Real Strategies 8: A Magical Transformation

 Special Needs Community, Teaching Tips  No Responses »
Feb 292012
 

From Struthers, Ohio, Laurie is an Intervention Specialist for students Pre-K through 4th grade. Laurie helped an autistic student, Michael, learn how organize his day and thus be more in control of himself. Michael’s success with this idea in elementary school carried over to middle school success to be fully included. Now that is a terrific teaching tool!

The Project: Michael’s Magical Transformation.    

Michael is an autistic student who as most autistic children had a difficult time initiating conversation with other people, tantruming, and adapting to change easily. We began with a binder with his daily schedule and slowly added pictures of who he was to greet daily, a feelings page, social stories and other pages as the need arose. As the binder got heavier and more organized, Michael felt more in control of his days and gained self control in all areas. His success has carried over to middle school.

Learning Objectives: 

Since initiating this binder with our Michael, we have also used the idea with other students who had difficulty with similar things. The binders are interactive (velcro) so that the students can manipulate their choices and feel more in control of their daily lives both in school as well as out. They will learn the skills that they need to function better whether they are ADD, ADHD, LD or autistic. It will help them to focus on their particular needs for the school day and life skills.  

We have used this system that we used for Michael with other students in our district that had similar needs. This system has worked with other autistic students but also just as well with students who had ADD or struggled with organizational skills. Michael is now an 8th grader fully included at our Middle School. He no longer tantrums at school or at home. Yay, Michael!

Materials:

 3 ring binders, notebooks, daily schedules, velcro, markers, laminating materials, dry erase markers & erasers.

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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=16862&grantId=75

Real Teachers-Real Strategies 6: Leadership

 Teaching Tips  No Responses »
Feb 072012
 

From Jennifer of Colorado Springs, CO, comes our next intriguing teaching strategy. Jennifer is a junior high school Center Based SIED Level IV teacher. She strives to teach students with emotional and behavioral disorders that they can learn and exhibit the characteristics of being a leader.

Her project: Character Education: Leadership!

Using past and present leaders to teach students with severe emotional and behavioral disorders, how to be a leader. Students are taught through video clips, power point, and their own experiences how to be a leader and what characteristics all leaders have. It is important to be a leader in today’s society. Students learn a new character trait each week. Some traits already learned this year are respect, responsibility, being ready to learn and honesty. The students really respond well to the multi-media format and are eager to learn positive characteristics to show their families and others to learn how to do the same.

Learning Objectives:

Students will learn the importance of positive character. Through character education, students are able to focus their behaviors in a positive manner. Students engage with their peers to practice positive peer interactions and how to support others. Character traits that will be discussed and learned are: being trustworthy, caring, hardworking, compassionate, leadership skills, responsibility, being respectful, ready to learn, being independent, understanding, dependable, helpful, proactive, and many more.

Materials:

In my character education class, I use Power Point, projector software, video clips from classic movies or educational videos, student knowledge (K-W-L charts), and student input.

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Brought to you by We Are Teachers partnership with PCI Education’s Grant Ask: http://www.weareteachers.com/ideas/partnerask/teachingidea?app=%2016870&grantId=75

 

Real Teachers Share Real Teaching Techniques That Work

 Special Education Classroom, Teaching Tips  No Responses »
Dec 132011
 

PCI Education collaborated with We Are Teachers offering a microgrant to teachers by asking, “Have you ever taught a lesson that really resonated with a special needs student?”

PCI had fabulous responses to our question and we are excited to share with you real ideas from real teachers that work! These teaching techniques will be posted weekly as “Real Teachers-Real Strategies.” Subscribe now to receive these ideas in your inbox for teaching students with special needs.

Our first post is from Cathy in Irving, Texas.

Her strategy: Re-read and Chart It!  

 I have students re-read the first few pages of a book and we time how many words read in a minute (with the number read listed on the sides of the page.) We subtract any words missed and then chart it on a graph that they keep track of. They do this every day and their wcpm grows and the chart goes up. They are excited to come in and do this activity all on their own each day. When they read their wcpm reading goal, we start on the next page of the book.

Learning Objectives:

Success and independence in reading!

Materials:

Leveled readers, timer, folder, chart/graph paper and a colored pencil to chart with.

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We Are Teachers in partnership with PCI Education’s Teacher Grant Asks: http://www.weareteachers.com/ideas/partnerask/teachingidea?app=16857&grantId=75

 

Using iPads to Help Students with Special Needs

 edtech, Special Education Classroom, Special Education Resource  1 Response »
Jan 242011
 

By Jill Haney – Author of the PCI Reading Program and Chief Product Evangelist

As the mother of two children, including one with autism who is nonverbal, I am intrigued by the possibilities that new technologies present for engaging all learners. I’ve watched my seven-year-old daughter learn to master her Wii and DSi game consoles far more quickly than I seem to be able to learn the ins and outs of Excel. My five-year-old son was interacting with electronics intended for three-year-olds before he turned one. He may be nonverbal, but I’ve learned to see the patterns of which electronic toys and which musical tunes he chooses to settle down for bed, calm down when frustrated, or start his “get-ready-in-the-morning” routine.

The first time I got a close look at the iPad, I started thinking about its usefulness as a communication device. iPad users can download applications that show survival signs, teach letter-sound correspondence, and make counting money fun. For my son, I can see the iPad becoming a digital communication book he can use to indicate what he needs or the destination he would like to go simply by touching an image on the screen.

So it doesn’t surprise me that schools like Wood Lane School in Bowling Green, Ohio, are using iPads in their classrooms for students with special needs. As the teacher in the article states, the iPad has the potential to replace much more costly assistive technology devices and be more versatile in its uses.

What are some of the new technologies you are using to reach students with special needs in your school or district? What applications would you like to see become available?


___________________________________________________________________________________

Jill Haney

Jill’s responsibilities include managing the development of proprietary reading curriculums, training customers on PCI’s reading curriculums and other proprietary products, conceptualizing new products, writing sales and marketing literature related to the reading curriculums, staying current on reading and other educational research, overseeing the research conducted on PCI’s products, and staying current on federal and state legislation related to education.

Prior to her career with PCI Education, she was a national reading consultant and a seventh grade reading teacher. In 1999, she was named Teacher of the Year for San Antonio ISD and won the Trinity Prize for Teaching. Haney earned a BA with honors and a Masters of Arts in Teaching from Trinity University in San Antonio. She has additional graduate reading hours from University of Texas San Antonio.

Doing The ARRA Shuffle

 ARRA and IDEA, SPED Legislation  2 Responses »
Jun 162010
 

by Lee Wilson, President and CEO of PCI Education

Heads up – Congress is discussing moving “idle” ARRA funds from Title 1 and IDEA to the general Stabilization Fund by the end of July.  The definition of “idle” is unclear – although it would appear to be any funds that are not obligated regardless of whether they have been distributed to districts.

An article in Politico last week revealed that the House is maneuvering to find more funds for teacher pay – but is running into resistance.  A more detailed follow up piece in Ed Money Watch reviewed how this might actually work.

“As of May 28, 2010, all IDEA funds had been obligated to states. The remaining unobligated ARRA funds include $1.4 billion for Title I, about $1.4 billion for Pell Grants, $250 million in Statewide Data Systems Funds, about $150 million in Teacher Incentive Grant Funds, and $38 million for Vocational and Rehabilitative Services. This total amount of unobligated funds, around $3.2 billion, doesn’t come close to the $23 billion requested for these purposes in previous version of House and Senate legislation.

To make up the rest of the difference, any legislation would have to redirect already obligated (but not outlaid) ARRA funds into a fund specifically meant for teacher salaries and benefits. Not including SFSF, about $21.9 billion in ARRA education funding has yet to be outlaid, including roughly $8 billion in both IDEA and Title I. This amount is much closer to the $23 billion that was requested for the Education Jobs Fund by the House and Senate.”

Essentially they may rewrite the rules more than halfway through the program.

The goals are laudable – making sure that we retain as many teachers as possible in very tough times.  The original proposal called for $23 billion in additional funding specifically to help states and districts pay teachers in the coming year.  This appears to have been scaled back to $10 billion – but even that is problematic given the climate in Congress.

Unfortunately this not only affects the students with the greatest needs it also penalizes schools and districts who have been using the full amount of time allotted in ARRA to plan carefully before acting.

There are no easy answers here – the budget crises at the state level are staggering.   Kids are going to show to school in September ready to learn whether the economy is doing well or not.

Please encourage your congressional delegations to support the full second round of stimulus funding for education.  Let them know that rewriting the rules halfway through isn’t acceptable and that both teachers and students with special needs need our support.

Say It, Rhyme It, Spell It

 Teaching Tools  No Responses »
Nov 102009
 

SayIt-RhymeIt-SpellIt-LogoEmergent Readers and Struggling Readers Have Fun Learning and Discover Reading Success

Say It, Rhyme It, Spell It is an engaging game, made in two levels, that helps emerging readers and struggling readers become familiar with words that follow a consonant-vowel-consonant (c-v-c) pattern. The reproducible worksheets binder can be used in conjunction with the board game, as a stand-alone program or supplement to another reading program. Say It, Rhyme It, Spell It Software offers picture representations of words as well as words without pictures for visual learners and students with developmental disabilities to reinforce the foundation and skills needed to begin reading and strengthen the reading skill process.

 

Playing the interactive board game or software game helps struggling learners develop phonological awareness. Students begin to understand individual sounds apart from words, how sounds form words, how words begin and end, and how to recognize parts and patterns of words. Once students recognize the parts and patterns of words and associate them with the letters of the alphabet, they begin to equate sounds with symbols. This is the beginning of reading. By playing these games, students improve their phonological awareness and learn to recognize, identify, spell, and rhyme c-v-c words with the most common letter patterns.

 

Say It, Rhyme It, Spell It 1 & 2 both consist of a game board and 150 draw cards. The game board features 28 squares. Each square has an icon to represent one of the possible tasks to complete during the game. As a student lands on a square, he or she selects a draw card from the appropriate stack and completes the designated task: saying a word, rhyming a word, or spelling a word. Say It, Rhyme It, Spell It 2 progresses in difficulty from the first board game by using c-v-c-c and c-c-v-c short vowel word patterns.

 

Say It, Rhyme It, Spell It is appropriate for a wide variety of classrooms, including specialized reading programs, language arts, resource, inclusive, and ESL classrooms. These easy-to-play games help students learn to read c-v-c,  c-v-c-c and c-c-v-c short vowel word pattern words and establish the foundation or reinforcement of reading skills for emergent readers, struggling readers, and students with specials needs and learning differences.

 

To encourage parental involvement and reinforcement of emerging reading skills at home, reproducible activities and a parent letter are included. These take-home activities provide an easy way for students to practice saying, rhyming, and spelling words.

 

Product Developed and Authored by Rosie Simms

 

Routines Equal Success and Comfort for Students With Special Needs

 Special Education Classroom  No Responses »
Oct 092009
 

by Jill Haney

HoldingHandsIn the past month, two events have reminded me of the importance routines play in the lives of children with special needs. At my daughter’s “Meet the Teacher” night, she discovered that the only classmate from kindergarten in her first grade class is a boy with Down’s Syndrome who she befriended last year. He has limited speech and primarily uses gestures to communicate. When he came into the classroom to meet his new teacher, he was completely confused. He had expected that going back to school meant going back to the teacher he had the year before. His mother and the first grade teacher did everything they could to make him feel comfortable, but to him, the new classroom felt “wrong.”

My own four-year-old son has autism and is nonverbal. This summer, we had him going to private behavioral and occupational therapy five mornings a week. Two weeks after school started, we cut back to three mornings a week knowing he had school every afternoon. In talking to his teacher this week, she noted that he was simply not himself the past two weeks. And we have noticed at home that on mornings he doesn’t have therapy, he frequently grabs his backpack and paces in front of the door assuming that doing so will make the school bus come. I am reminded of a fellow mom in our local autism support group who noted that her son needs three weeks to truly adjust and settle into a new classroom or situation.

All humans rely on routines. Routines provide us with a comfort zone. When we know what to expect, we can relax a bit and focus on getting the task done. Not knowing what to expect tends to be a major source of anxiety and stress. This stress is especially extreme for children with special needs when routines change.

As a parent, I have learned to work on transition skills to help my son cope with changes in routine. But as an educator and author, I have also learned to craft curriculum and activities that facilitate success through predictable routines. Establishing lesson cycles with predictable stages allows students to focus on the content they need to learn rather than stress about what is expected. This concept is a central part of every major program I have co-written, including PCI Reading Program and Environmental Print Series.

Harnessing the power of routines can help all students successfully navigate both academic and daily life challenges. For students with special needs, established routines are even more critical for student success and should be an integral part of any classroom schedule or core curriculum.

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