Instructional Dream Project

May 1, 2009
Brenda Vaughan

Inclusion of all students within the general education setting in a learning environment

that encompasses a wide range of abilities, personalities, backgrounds, life experiences

and learning styles fairly well sums up my basic educational philosophy. I am not here to

argue the merits of a range of services. There is, of course, some discussion to be had

here, but I believe that if you begin with the premise that all kids belong and that more

segregated and restrictive settings are accessed only when absolutely necessary and only

for as long as absolutely necessary you don’t fall prey to the “build it and they will come”

mentality that is so often prevalent. The description of the following scenario is real with

most of the details based on an actual situation.

In a classroom in a school in a galaxy far, far away…..oh, wait, in a galaxy just down the

road, lives a group of students ages 8-11. These students are grouped into a special

education categorical classroom based on the fact that their academic skill levels are

particularly low. Of this mix, two carry the educational label of ASD with one being

entirely non-verbal, 5 carry the educational label of cognitively impaired, one is

considered severely learning disabled and one carries the label of OHI. All operate in a

cognitive range between about 60-80. One has behavioral issues that can be disruptive

but are typically manageable. It is my contention that the one teaching staff and several

paraprofessionals who filter in and out throughout the day could be more productively

and efficiently utilized by combining these students in general education classrooms.

Furthermore, I believe that the technological tools and options available could be

accessed to create educational opportunities targeted exactly where they are needed.

So how to begin? Grade wise these students are mostly 4th graders. There are two third

graders and one fifth grader. How about this? There are many scenarios that could be

created. For the sake of this exercise, I propose that we look at the 4th graders(5)

integrated into one multi-age classroom of third and fourth graders with the special

education teacher going along with as a team teacher. Our third grade student with ASD

would be a part of this community as well. A percentage of a paraprofessional’s day is

assigned to this classroom for some very specific tasks related to the student with ASD.

The other third is included into the same general education classroom with

paraprofessional support as needed. Our fifth grader is assigned to a general education

classroom. Resource room options are available for academic goals and the other two

paraprofessionals who are currently assigned on a part time basis to the self-contained

classroom could be accessed as needed as well. Already you have freed up resources in

personnel by nearly a full time person.

The technological options already available in this school setting are plentiful. There is a

COW that can be frequently accessed. Each classroom has several computers available

on a full time basis and there is a building computer lab. Wireless is accessible in some

areas of the building; there are Smart Boards for check out; projectors in each classroom

for lesson presentation; and there are flip cameras, recorders, MP3 players and CD

players all around.

Let’s take a look at what a math lesson might look like in the multi-age classroom. This

classroom has two full time teachers to provide the most balanced and dynamic education

that can be offered to this very diverse classroom. The range of learners in this

classroom, from a strictly cognitive perspective, go from levels of approximately 60 to

110. The learning styles are equally diverse, as are the backgrounds and environments of

these students. Our math lesson today involves beginning a section on comparing

fractions and decimals. Students should be able to show, compare and create both

decimal and fractional forms. The lesson is divided into three parts.

PART 1
--Manipulatives are available to all students in the form of shapes with labeled fractional

pieces. 5 minutes is devoted to exploration time.

--Students are led through an introductory lesson involving fractional parts of shapes.

They are asked to place and name the fractional parts as one of the teachers leads with the

computer and projector system so that visuals are available. An overhead speaker system

connects to the microphone the teacher wears to assist in lesson presentation and to center

attention for those that have difficulty filtering extraneous sounds. The second teacher

moves around the room assisting, observing, and recording skill level so that in Part 2

students are grouped most appropriately. Time devoted 10 minutes.

PART 2
--Groups are assigned. One group is sure to require some basic instruction on fractions

and fractional parts. One group, presumably the , would understand the basics of

fractions but would struggle with the transfer from fractions to decimal and have little

skill with demonstrating fractional portion of a shape. Our third group understands
fractions, conversion to decimals and is already beginning to perform operations and

manage these skills in application.

--Group 1 –Works with one teacher using manipulatives, white board, and markers to

receive direct instruction on fractions.

--Group 2—Divided into two groups as this is presumably the largest group of students.

One half will use the Smart Board and an activity where they are asked to match

equivalent fractional and decimal parts. The other half will receive direct instruction

from the other teacher on fractions, decimals, and comparison of both.

--Group 3—The third group of students will work in pairs or threes at computers

practicing skills using game based computer activities.

The following sites offer games and activities that can be stretched for multiple levels.

http://www.visualfractions.com/

http://pbskids.org/cyberchase/games/equivalentfractions/index.html

http://www.bbc.co.uk/skillswise/numbers/fractiondecimalpercentage/comparing/fractions
decimals/game.shtml

PART 3

In the follow-up phases there are many configurations that could ensue. The students in

group 1 may on day 2 receive the same instruction from the other classroom teacher.

Sometimes presentation styles vary slightly and targeting the same skill from a different

adult can strengthen acquisition. Students from group 2 should each have access to the

alternative activity. Students who received direct instruction on day 1 may now get time

to reinforce with the SmartBoard activities. Students in group 3 should get opportunities

to apply the skill in alternative ways. One possible activity involves using digital
cameras. Have students in pairs take pictures of objects and spaces around the classroom

and/or school. These pictures can then be downloaded and using editing options,

photoshop or other programs students must down divide the shapes into parts and label

them with the appropriate fractional and decimal label. The pictures could then be

compiled into a slideshow that other students could use during other times of the day for

skill practice and reinforcement. Time factors for these activities will vary and day 2 may

merge into day 3 and 4 and so on. As students gain skill and understanding they can be

transitioned into activities that will stretch them or offer them additional instruction as

needed. Some of the students with secure skill levels might be used as partners with

students who are just grasping the skills to engage in game type activities on the Smart

Board or individual computer.

This is an example of a math lesson that might be taught with multi-leveled instruction

using the resources available. Throughout the day, I see all sorts of technological options

to offer this group of diverse individuals the most stimulating and engaging educational

opportunities directed at the appropriate skill levels. There are MP3 players and

recorders that might be used during reading instructional times for students who may

need to be challenged beyond their peers or who may need reading at a level less than

peers. They can read with the audio book at times, with staff or peers. AlphaSmarts or

other keyboarding options might be available for written activities. Cameras are a

possibility for demonstrating understanding of some concepts as are computer programs

that allow students to create graphics that can illustrate a particular piece of text. A wiki,

controlled by staff, that could be shared with another classroom of students who are
working on similar curricular activities might be used for students to engage in discussion

forums for social studies or literature.

I think there are so many possibilities. I know that designing, teaching, managing, and

engaging a classroom full of students with such diverse needs and with the sorts of

instructional needs this implies is real and daunting. However, I believe it can be done.

It’s a philosophical belief combined with skills, resources and the kind of optimism and

devout confidence that all children belong and that they all can learn. Belief and

philosophy are the foundation; technology opens windows and doors.