I am trying to explore the idea of whether or not I need to be thinking of inquiry in a different way due to the learning disabilities of my kiddos or if I need to adjust my thinking and my comfort level of what my classroom looks like in the education of these kiddos.
article: Inquiry Based Learning in Special Education,
Students using an inquiry based learning approach take responsibility for their learning tasks
Students are actively involved in the planning and preparation phase, and so develop skills in these areas
Teachers are able to develop 'softer skills' in their students, such as cooperation, teamwork, planning and organisation and creativity, all of which are vital and are often the focus of many and varied special education teaching strategies used throughout the curriculum.
If students are taking responsibility for their learning tasks, they have to know what it is they are working towards. They have to have buy in to what they are learning and to where they are moving towards. What would happen if we did student defined goals and IEP's? How would the awareness of areas they should be working on improve their skills/abilities. How would if affect their motivation? Hmmm... http://www.ibo.org/programmes/pd/special/
http://www.ibo.org/programmes/pd/special/documents/dpspecialassessment.pdf There is a shift from specialist teachers solving issues to collaborative planning by all teachers who are part of a student’s education anywhere along the learning continuum. Teaching generic learning strategies separately from teaching academic content tends to result in students’ failure to apply these strategies when it really counts, which is in learning academic content as well as in daily living. Teachers new to IB programmes may require factual and procedural knowledge when teaching SEN students, such as: • information about factors that affect a student’s learning, particularly with regard to inquiry-based learning • how best to respond to the student’s needs Special educational needs in IB programmes Special educational needs within the International Baccalaureate programmes 3 • how to differentiate and match teaching approaches to the student need, as indicated in the school’s SEN policy • knowledge of technology that has assisted in alleviating and removing barriers to learning. If all these aspects are addressed in some way then it is possible for transformational learning to take place, enabling the majority of students to express their deep understanding and critical thinking in a variety of ways.
There should be a variety of activities and resources that match the goals and methods of the learner and are relevant to their skills and knowledge. It is essential that all students have an understanding of themselves as learners so that they will be able to self-advocate independent
learning skills within any of the IB programmes.
Tomlinson and Eidson (2003) state: “If, as teachers, we increase our understanding of who we teach and what
we teach, we are more likely to be flexible in how we teach.”
If inclusion is our goal in IB, how do we bridge the gap between sped and finding the minutes to be able to fit that into the day? Can we increase the time for students? Can we manage our caseloads and number of teachers differently than other schools so that we can fit into the IB best practices?
So it is late and I am reading Why are School Buses Always Yellow? by John Barell. He specifically has a chapter devoted to inquiry in the special education classroom. Some points that make me say, "Hmmmm," or, "Hey, I like that:"
Important concpets that are meaningful for all students: Access to alternative resources, learning, and assessment strategies.
having shared decision-making control over means of learning (could my kiddos actually help write their own IEP's?)
Creating structures for learning that afford flexibility.
Using and planning time effectively.
Close support from experienced educators and parents.
Observations
What do you wonder?
Link it to your life.
Sometimes we are the limiting factor in our students' success.
REmember to provide appropriate structure, time and support. THey need to shape their learning into ways that are meaningful to them.
In modifying units of inquiry for students, the core teacher should be able to answer, "If you had one week to teach your unit/course, what would be the most important aspects of what you want to teach?" If we narrow that down specifically, then we can possibly focus on those areas to guarantee our students that need more structure, time and support will be able to walk away knowing those aspects.
I have recently started and worked my way through what I would consider my first iquiry with my students. It has been a challenge to me and fun to engage in. My students have been enthusiastic and motivated to learn and I enjoy watching them be passionate about learning. Then I think of their IEP's and progress reports where once again I have to focus specifically on skills and progress percentages. Will the time away from traditional special ed skill focus be beneficial when being measured with this system of measurement? I know the engagement level has increased. I know the students have extended their learning. I know the students can look at what they have done and be proud of their hard work. THe dichotomy of these two worlds colliding with one another is one with which I continue to struggle and hope that I am not the one that is a limiting factor in my students' success.
I want to have the kids explore the relationships between area and perimeter. We will use the idea of picture frames. My provocation would be to bring in a bunch of picture frames and have them make a prediction as to which would have a larger area and perimeter. They would then make picture frames for the perimeter and mosaics on grid paper. for the area
article: Inquiry Based Learning in Special Education,
Anne Vize
http://www.brighthub.com/education/special/articles/17827.aspx
Advantages of using inquiry:
- Students using an inquiry based learning approach take responsibility for their learning tasks
- Students are actively involved in the planning and preparation phase, and so develop skills in these areas
- Teachers are able to develop 'softer skills' in their students, such as cooperation, teamwork, planning and organisation and creativity, all of which are vital and are often the focus of many and varied special education teaching strategies used throughout the curriculum.
If students are taking responsibility for their learning tasks, they have to know what it is they are working towards. They have to have buy in to what they are learning and to where they are moving towards. What would happen if we did student defined goals and IEP's? How would the awareness of areas they should be working on improve their skills/abilities. How would if affect their motivation? Hmmm...http://www.ibo.org/programmes/pd/special/
http://www.ibo.org/programmes/pd/special/documents/dpspecialassessment.pdf
There is a shift from specialist teachers solving issues to collaborative planning by all
teachers who are part of a student’s education anywhere along the learning continuum.
Teaching generic learning strategies separately from teaching academic content tends to result in students’
failure to apply these strategies when it really counts, which is in learning academic content as well as in
daily living. Teachers new to IB programmes may require factual and procedural knowledge when teaching
SEN students, such as:
• information about factors that affect a student’s learning, particularly with regard to inquiry-based
learning
• how best to respond to the student’s needs
Special educational needs in IB programmes
Special educational needs within the International Baccalaureate programmes 3
• how to differentiate and match teaching approaches to the student need, as indicated in the school’s
SEN policy
• knowledge of technology that has assisted in alleviating and removing barriers to learning.
If all these aspects are addressed in some way then it is possible for transformational learning to take
place, enabling the majority of students to express their deep understanding and critical thinking in a
variety of ways.
There should be a variety of activities and resources that match the goals
and methods of the learner and are relevant to their skills and knowledge. It is essential that all students
have an understanding of themselves as learners so that they will be able to self-advocate independent
learning skills within any of the IB programmes.
Tomlinson and Eidson (2003) state: “If, as teachers, we increase our understanding of
who we teach and
what
we teach, we are more likely to be flexible in
how
we teach.”
If inclusion is our goal in IB, how do we bridge the gap between sped and finding the minutes to be able to fit that into the day? Can we increase the time for students? Can we manage our caseloads and number of teachers differently than other schools so that we can fit into the IB best practices?
http://occ.ibo.org/ibis/documents/general/specific_interest/special_needs/d_x_senxx_csn_1008_1_e.pdf
http://occ.ibo.org/ibis/documents/general/specific_interest/special_needs/d_x_senxx_csn_0408_1_e%20.pdf
http://web.me.com/dr_dotterweich/index/Roslyn_-_SEN_Inclusion.html
So it is late and I am reading Why are School Buses Always Yellow? by John Barell. He specifically has a chapter devoted to inquiry in the special education classroom. Some points that make me say, "Hmmmm," or, "Hey, I like that:"
Important concpets that are meaningful for all students: Access to alternative resources, learning, and assessment strategies.
having shared decision-making control over means of learning (could my kiddos actually help write their own IEP's?)
Creating structures for learning that afford flexibility.
Using and planning time effectively.
Close support from experienced educators and parents.
Observations
What do you wonder?
Link it to your life.
Sometimes we are the limiting factor in our students' success.
REmember to provide appropriate structure, time and support. THey need to shape their learning into ways that are meaningful to them.
In modifying units of inquiry for students, the core teacher should be able to answer, "If you had one week to teach your unit/course, what would be the most important aspects of what you want to teach?" If we narrow that down specifically, then we can possibly focus on those areas to guarantee our students that need more structure, time and support will be able to walk away knowing those aspects.
I have recently started and worked my way through what I would consider my first iquiry with my students. It has been a challenge to me and fun to engage in. My students have been enthusiastic and motivated to learn and I enjoy watching them be passionate about learning. Then I think of their IEP's and progress reports where once again I have to focus specifically on skills and progress percentages. Will the time away from traditional special ed skill focus be beneficial when being measured with this system of measurement? I know the engagement level has increased. I know the students have extended their learning. I know the students can look at what they have done and be proud of their hard work. THe dichotomy of these two worlds colliding with one another is one with which I continue to struggle and hope that I am not the one that is a limiting factor in my students' success.
Math inquiry: area and perimeter. We have done the traditional teaching with area and perimeter and are now going to go the route of inquiry. I found these web sites:
http://mathteachingstrategies.wordpress.com/2009/04/13/area-and-perimeter-2/,
http://alex.state.al.us/lesson_view.php?id=7238
I want to have the kids explore the relationships between area and perimeter. We will use the idea of picture frames. My provocation would be to bring in a bunch of picture frames and have them make a prediction as to which would have a larger area and perimeter. They would then make picture frames for the perimeter and mosaics on grid paper. for the area