The Planned Supports, Including Allowing Peter To Have

1590 WordsMar 20, 20177 Pages
The planned supports, including allowing Peter to have more time to solve problems, work with a general education peer (this peer should be a trusted individual that we know Peter will work well and effectively with), and the visual manipulatives, align with the learning goal by having a visual learning tool that allows the students to use equal groups and repeated addition to understand that concept of multiplication. Peter will be supplied with a list of activity instructions, and will be supplied with a math addition fact table to assist him (this list will include information that the class has previously discussed during class) with repeated addition.] c. List any special accommodations or modifications in the learning environment,…show more content…
The magnet board and dots allow the students to interpret problems as the total number of objects in different groups; for example, 5x7 is interpreted as 5 groups of 7 objects each. The math fact table, supplied to Peter, will help build connection between prior learning that is essential for the lesson; furthermore, repetition of concepts over the course of the day will be supplied to the student. For example, the skills practiced will be extended into the other courses throughout the day (i.e. english, science, etc.) ] 2. Knowledge of Focus Learner to Inform Teaching of the Learning Segment For each of the categories listed below (2a–d), describe what you know about the focus learner’s strengths and challenges as related to the lesson objective(s) of the learning segment. Cite evidence of what the learner knows, what s/he can do, and what s/he is learning to do in relation to the learning goal and any relevant planned supports. Refer to baseline data obtained prior to the beginning of the learning segment. a. Prior learning and experiences, including prerequisite knowledge and skills related to the lesson objective(s) [ Prerequisite skills that students must master include single and multi-digit addition, the ability to separate objects into equal groups (grouping skills), and the ability to effectively “skip count” with different numbers.
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