Alternate Format Activity

I have experienced great difficulties in my attempt to utilize the Kurzweil 3000 software. After watching the tutorial, the tools are easy to locate and use. However, the "edit text" option does not appear to be compatible with my computer. Upon selecting the "edit text" option, my computer froze (over and over again). Aside from this problem, I can see where the Kurzweil program would be very useful in a classroom setting. Although expressionless, the animated voice is clear. I would be hesitant to use this device for literature. The underlying meaning would not be conveyed. The options to highlight text and add bubble notes are very useful. Many students become overwhelmed by too much text, and these options would redirect the focus. I would definitely use this program in a class. Although, much preparation time would be needed to work out all of the possible problems.

UDL Division Lesson Part Five

NYS Standards

Math, Science and Technology

Standard 1 – Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

Standard 2 – Students will access, generate, process, and transfer information using appropriate technologies.

Objective

Given materials, each student will correctly solve (by selected option) at least eight of ten division problems.

Materials

Manipulatives (space blocks, chips, etc.), pears, candy, prepared stations, pre-selected websites, assignment format (computer), digital camera, and adaptive technology

Introduction

Division is the opposite of multiplication. If you can multiply numbers, then you can divide numbers. For example: 2 X 2 = 4; therefore, 4 / 2 =2. Let us look at this problem another way.

4 / 2 = _____

*The first number in our division sentence tells us how many objects we have, the / tells us that we need to divide or group the objects, the next number tells us how many equal groups we need to create.

*Your partner and you have four pears. If you share the pears equally, you will each have how many pears?

OOOO / OO = OO and OO so you each have two pears.

*The dividend is the number of all the objects (4), the divisor is the number of groups (2), and the dividend is the number of objects in each group (2). If you multiply the dividend and the divisor, the answer will be the quotient.

OO X OO = OOOO So, multiplication and division are opposites.

Group Activities

The students will rotate as small groups through three stations. Each station will provide an activity and practice in simple division. The students will spend approximately fifteen minutes in each station.

Station One: The students will work with the instructor using manipulatives such as space blocks, balls, chips, etc. to complete a series of division problems.

Station Two: The students will work as a group (peer tutoring) to solve division word problems. For example, how many equal groups of two can you make from the students at this station?

Station Three: Students will work in pairs on pre-selected computer programs that will reinforce their division skills. The websites include:

http://www.playkidsgames.com/games/apples/default.htm#
http://www.gamequarium.com/division.html

Independent Activity

The students will be given ten division problems. They will use manipulatives to follow the division rule and solve the problems. The students will have options from which to choose for how they complete this assignment. The assignment options include: the traditional format (paper and pencil), computer format (virtual manipulatives could be grouped and a solution formulated), and digital format (concrete manipulatives could be grouped and the photos stored on a digital camera). The computer and digital formats would be printed upon completion.

Closure

The lesson will be closed by reviewing the instructions for simple division. The final division problem will include the whole class: How many students are in this class? If I have (some number depending upon student body) pieces of candy, how should we divide the candy evenly? Students would work toward finding a solution and collect their portion of the candy.

Summary of Technos Discussion Board

October 19, 2007

The TC Technos were responsible for reading and discussing the New York Times article “The Lessons of Classroom 506” by L. Belkin. Overall the group generated reactions to three questions. First, how would you feel about working in a classroom like 506? Second, do you think this is a positive setting for Thomas’ non-disabled peers? Third, do you think that the inclusive setting would be a good fit for Sapphire?

In response to the possibility of working in a classroom similar to class 506, the Technos were very positive. The dominant thought was that the setting provided much of the expertise, technology, and social interaction that Thomas needed to progress. However, there was concern about the level of parental involvement. All members agree that parents should be a part of the educational team. Nevertheless, some hesitation was expressed about the parents playing such an integral part on a daily basis.

The second question involved the benefits of having both children with and without disabilities in the same classroom setting. There was a unanimous belief that only positive experiences could arise from such a diverse setting. The advantages mentioned included gaining open-mindedness, empathy, and the opportunity to experience different perspectives. All participants expressed a hope that their own children would attend such a classroom.

Finally, the Technos considered the pros and cons of placement for Sapphire. Sapphire is the student we observed in the last lecture. She was learning to use adaptive technology in order to improve communication, motor, and academic skills. Participants in this discussion decided that Sapphire should be included in the inclusive setting. The Technos contend that Sapphire’s social nature would flourish in an open environment. Although, they believe that the setting should be determined on an individual basis.

Reported by Stephanie Harmon

Ideas for Improving the Division Lesson

I plan to incorporate a variety of methods (using the UDL principles) in order to address the different learning modalities of students. Some ideas include using:

*space blocks - these three dimensional blocks would be a good concrete way of visualizing division. The blocks are easily moved by individuals with moderate fine motor skills.

*an overhead projector and division transparencies - While the students used space blocks at their work stations, I would be modeling division problems using the projector and transparencies.

*online division games - I would include different online division games and programs in this division lesson. Online games increase motivation, present the information in a clear and colorful format, and allow the learner to choose his or her own speed. An example is http://www.playkidsgames.com/games/apples/default.htm# This is a game called save the apples. It has varying levels of difficulty and the students would love the scary music. Another example is http://www.gamequarium.com/division.html This site contains a tutorial on division as well as various games.

These are just a few ideas. Please feel free to post your suggestions. Thanks.