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Study
Target Student Portfolio
Name: Kim
Age: 17
Students Strength: Kim has strong numerical and graphical skills in mathematics
learning. He can solve the problems of algebra and calculus faster than other
students in the class.
Students Learning Needs: Kim has difficulties in understanding the instructions and
interpreting the results of linguistic mathematical problems. He needs explicit
instructions to follow in classroom activities, and effective development in
communication and interpersonal skills.
Part 1
In the recent decades, as the awareness and development of inclusive education,
students with disabilities and special learning needs are more and more involved in
regular classrooms (Loreman, Deppeler & Harvey, 2011). In order to include all
students in the classroom, teachers need to make reasonable adjustments in
teaching activities, such as using the framework of Universal Design for Learning
(UDL) (Poed and Elkins, 2012). UDL contains three elements, which are multiple
means of representation, multiple means of expression and multiple means of
engagement (Loreman, Deppeler & Harvey, 2011). UDL requires teachers to
recognise individual needs for every student, and seek alternative approaches to
assist students learning (Pisha and Coyne, 2001). In this justification, I will evaluate
Kims strength and learning needs based on my observation, and discuss the
adjustments of pedagogies according to UDL, so that Kims strength is manifested
and his learning needs are satisfied. I will also show the modifications to a
mathematics lesson plan (shown in blue colour) as an example of adjustments in
pedagogies.
The first element of UDL is multiple means of representation, which means teachers
are expected to provide multiple methods for students to obtain information and
knowledge (Loreman, Deppeler & Harvey, 2011). For Kims scenario, adjustments in
content delivery must break the linguistic barrier that hinders him from mathematics
learning, and take his advantage of numerical and graphical skills. The Teaching for
Inclusion Student Profile Builder (2017) provides suggestions that I can use clear and
explicit linguistic expression to cope Kims difficulty in receiving and processing
verbal and written language. For example, according to the Profile Builder, I can
include word banks, glossaries and highlighted key terms, issue materials prior to
the lesson for student to review, redesign worksheets to clearly identify answer
spaces and working-out areas, arrange for rest breaks to include opportunities for
individualised teacher attention, or colour-code key terms and concepts, so that
he can receive and process linguistic instructions and knowledge easily. Another
literature claims that UDL could be implemented by the use of digital technology and
multiple media (Meyer, Rose and Gordon, 2016). The book suggests that digital
technology, such as calculator, software and internet, will provide alternative
resources for learners with diverse learning needs, it can be considered as an
extension to paper-based resources. Also multiple media resource incorporates
multiple methods of expression, such as sound, texts and images, so that different
types of learners can access the resource and receive information from it. Also Goos
et al (2007, p.78) suggests that technology can help students connect between
multiple representations, such as the symbolic, numerical and graphical expression.
The ideas from the literature are consulted in making UDL adjustments to the
mathematics lesson plan. In the introduction stage of the lesson, I will play a
YouTube video to recall students previous knowledge and concept, as well as make
up the lag of financial mathematics knowledge for Kim, as it is effective and efficient
for Kim to obtain knowledge from the numerical graphical demonstration. I will also
hand out work sheets that contain definitions of terminologies in financial
mathematics, such as future value, in order to assist Kim in understanding the
concept. In the work sheets, I will use different colours for each row, in order to
make Kim aware that for different periods he need to apply different formulas. I will
also demonstrate how to apply the formulas for the interest rate of 1% to provide a
more explicit instruction to him.
The use of UDL framework if effective to assist learnings for students with
disabilities. Instead of one-size-fit-all pedagogies, UDL encourages multiple means of
representation, expression and engagement, so that all students can manifest their
strength, and achieve the learning goals of themselves. For Kim, who is a students
with expression language disorder, the UDL adjustments provides opportunities for
him to demonstrate his strength in numerical and graphical competence, and breaks
the barriers that hinders him from being included in the classroom activities. Not
only for Kim, will UDL also create an inclusive environment for students with and
without disabilities.
Year 11 Financial Mathematics Lesson
Plan
Time Teaching and learning actions Organisation Centred
T/S
Resources:
UDL: Laptop,
Projector and
work sheets.
Body Activity 1. Construct the future value interest factor Teacher: T and S
table. demonstrate
example,
This activity involves jigsaw collaborative learning construct the
strategy. Students form five groups, and calculate the future value
10-15 mins value interest factor at 1%, 2%, 3%, 4% and 5% interest factor
respectively for different periods. Then teacher lead table
students to put all the information into a table.
The formulas for annuity calculation are:
Student: work
1 Period: FV = 1.
out the future
2 Periods: FV = (1 + r%) + 1 value interest
factors table in
3 Periods: FV = (1 + %)2 + (1 + r%) + 1 groups
4 Periods: FV = (1 + %)3 + (1 + %)2 + (1 + r%) + Resources:
1
Teacher demonstrate the calculation of future value
interest factor at 1% for 1, 2, 3 and 4 period on the broad.
Students form four groups, and calculate the value interest
factor at 2%, 3%, 4% and 5% respectively for different
periods. Then teacher lead students to put all the
information into a table.
Resources:
Conclusion Have student discuss about the common mistakes they Teacher: listen to S and T
made in the game, lead their discussion to the difference students discuss,
between annuities and compound interest loans. lead the discuss
5-10 mins UDL: Lead students to construct a future value table of
compound interest loans in groups using the formula
FV = (1 + %) , and make them discuss the difference Student:
between the tables for compound interest loan and participate in
annuity. Hang around to collect response from each discussion
group, including Kims group.
Resources
Opportunity Opportunity
Opportunity
Opportunity
Opportunity Opportunity
Opportunity
Opportunity
Opportunity
Opportunity Opportunity
Opportunity
If a $25000 load is
If a $1000 yearly taken at 3% interest
contribution is paid at per annum, the
4% interest per annum, monthly contribution is
what the total amount $800, what the total
paid after 3 years? amount paid back
during the first year?