This project is specifically designed to work for students of all ability levels and to be used by students with disabilities or challenges.
This project is heavily supported by the use of Edmodo for all asynchronous communication. Asynchronous communication tools, such as Edmodo, allow individuals to post questions, responses or comments online. Other members of the same discussion board may read that question/comment, and respond with their own remarks over time. Conversations are grouped within forums as threads and contain a main initial posting and all related replies. Students can participate any time and any place that is convenient for them and teachers can post assignments and quizzes at their convenience.
Many students, with or without disabilities, benefit from discussion boards etc by allowing extended peer communication and allowing students to clarify concepts and directions. Asynchronous discussions allow all students the opportunity to develop ideas and find support. Online discussions should encourage students to feel comfortable exchanging information and ideas. This is supported by the researcher Burgstahler, he points out that “the removal of social cues and social distinctions like disability, race, and facial expression through text-only communication can make even shy people feel more confident about communicating with others,” (Burgstahler, 1997)
For some students with disabilities, especially those restricted by physical impairments, learning can be an isolating experience. Online learning and discussion can really help students feel connected, through both formal and informal exchanges with other students and their teachers.
Some of the areas in this project were developed specifically with alternative learning in mind. For example, the section "Write Your Own Questions" was designed because students gain a lot of insight into math when they have to create their own questions. Beyond disabilities I also tried to consider other students who may find learning challenging such as the ELL learner. "When it comes to learning math, English language learners (ELLs) have a unique challenge. Unlike most English-speaking students, ELLs have the task of learning a second language and learning content simultaneously. Contrary to popular assumption, language plays a critical role not just in reading and writing, but in learning mathematics as well. As a teacher, you're challenged with making math lessons comprehensible and with ensuring that students have the language to understand instruction and express their grasp of math concepts orally and in writing". Source: Scholastic.com
All of the PowerPoint presentations contain audio and larger fonts for the visually impaired. A checklist is specifically provided to benefit all students, especially those with learning disabilities such as ADD or ADHD. The project is broken up into small, more manageable pieces to benefit everyone. All quizzes and tests are a combination of both factual and direct answers and more open-ended higher level questions that require explanation.
Sources:
10 Ways to Help ELLs Succeed in Math | Scholastic.com. (n.d.). . Retrieved July 18, 2014, from http://www.scholastic.com/teachers/article/10-ways-help-ells-succeed-math
Betts, K., Cohen, A., Veit, D., Alphin, H., & Broadus, C. (2013). Strategies to Increase Online Student Success for Students with Disabilities. Journal Of Asynchronous Learning Networks, 17(3). Retrieved July 16, 2014 from http://jaln.sloanconsortium.org/index.php/jaln/article/view/324
Bogdan, P. (2011, February 11). Student-Centered Learning Strategies for Math and Other Subjects. Edutopia. Retrieved July 18, 2014, from http://www.edutopia.org/blog/student-centered-learning-activities-paul-bogdan
Bourne, M. (2011, October 5). How to make math class interesting?. How to make math class interesting?. Retrieved July 18, 2014, from http://www.intmath.com/blog/how-to-make-math-class-interesting
Burgstahler, S. (1997). Peer support: What role can the Internet play. Information Technology and Disabilities, 4(4). Retrieved July 15, 2014 from http://dl.acm.org/citation.cfm?id=272890
This project is heavily supported by the use of Edmodo for all asynchronous communication. Asynchronous communication tools, such as Edmodo, allow individuals to post questions, responses or comments online. Other members of the same discussion board may read that question/comment, and respond with their own remarks over time. Conversations are grouped within forums as threads and contain a main initial posting and all related replies. Students can participate any time and any place that is convenient for them and teachers can post assignments and quizzes at their convenience.
Many students, with or without disabilities, benefit from discussion boards etc by allowing extended peer communication and allowing students to clarify concepts and directions. Asynchronous discussions allow all students the opportunity to develop ideas and find support. Online discussions should encourage students to feel comfortable exchanging information and ideas. This is supported by the researcher Burgstahler, he points out that “the removal of social cues and social distinctions like disability, race, and facial expression through text-only communication can make even shy people feel more confident about communicating with others,” (Burgstahler, 1997)
For some students with disabilities, especially those restricted by physical impairments, learning can be an isolating experience. Online learning and discussion can really help students feel connected, through both formal and informal exchanges with other students and their teachers.
Some of the areas in this project were developed specifically with alternative learning in mind. For example, the section "Write Your Own Questions" was designed because students gain a lot of insight into math when they have to create their own questions. Beyond disabilities I also tried to consider other students who may find learning challenging such as the ELL learner. "When it comes to learning math, English language learners (ELLs) have a unique challenge. Unlike most English-speaking students, ELLs have the task of learning a second language and learning content simultaneously. Contrary to popular assumption, language plays a critical role not just in reading and writing, but in learning mathematics as well. As a teacher, you're challenged with making math lessons comprehensible and with ensuring that students have the language to understand instruction and express their grasp of math concepts orally and in writing". Source: Scholastic.com
All of the PowerPoint presentations contain audio and larger fonts for the visually impaired. A checklist is specifically provided to benefit all students, especially those with learning disabilities such as ADD or ADHD. The project is broken up into small, more manageable pieces to benefit everyone. All quizzes and tests are a combination of both factual and direct answers and more open-ended higher level questions that require explanation.
Sources:
10 Ways to Help ELLs Succeed in Math | Scholastic.com. (n.d.). . Retrieved July 18, 2014, from http://www.scholastic.com/teachers/article/10-ways-help-ells-succeed-math
Betts, K., Cohen, A., Veit, D., Alphin, H., & Broadus, C. (2013). Strategies to Increase Online Student Success for Students with Disabilities. Journal Of Asynchronous Learning Networks, 17(3). Retrieved July 16, 2014 from http://jaln.sloanconsortium.org/index.php/jaln/article/view/324
Bogdan, P. (2011, February 11). Student-Centered Learning Strategies for Math and Other Subjects. Edutopia. Retrieved July 18, 2014, from http://www.edutopia.org/blog/student-centered-learning-activities-paul-bogdan
Bourne, M. (2011, October 5). How to make math class interesting?. How to make math class interesting?. Retrieved July 18, 2014, from http://www.intmath.com/blog/how-to-make-math-class-interesting
Burgstahler, S. (1997). Peer support: What role can the Internet play. Information Technology and Disabilities, 4(4). Retrieved July 15, 2014 from http://dl.acm.org/citation.cfm?id=272890