Unit of Work for a Student with Intellectual Disability - Speech or Presentation Example

UNIT OF WORK FOR STUDENTS WITH INTELLECTUAL DISABILITY Unit Description: Mathematics Year 6 STUDENT NAME PROFESSOR’S NAME COURSE TITLE DATE Unit Description: Mathematics Year 6 Concepts and Ideas 1. It focuses on enhancing numeracy skills acquired at year 5 2. Introduces students to work with positive numbers and introduce the student to negative numbers such as temperature 3. Enable a student to discover in the learning experience the practicalities of using numbers 4. Relationship between mathematics and other subject areas are identified Mathematics Year 6 Outcomes At the end of the unit, the student needs to have: 5. Mastered the use of negative numbers in everyday life 6. How to represent negative numbers on a data display 7. Recording sets of temperatures onto a graph 8. A student must effectively and efficiently apply mental and written strategies and appropriate technologies in solving problems with whole numbers 9. Ability to investigate everyday situation by using integers 10. Describe number patterns resulting from multiplication, subtraction, addition and division 11. Are confident users and communicators of mathematical concepts through investigation and representation of situations in their personal and work lives as active citizens (ACARA, 2009) A students needs to have acquired the following skills 12. Problem solving skills though formulating and solving problems through use of fractions, decimals, measurement and percentages 13. Interpretation skills through interpreting both secondary and primary data. 14. Logical reasoning 15. Fluency skills, 16. Analytical skills Relevant Prior Training 17. The student needs to have knowledge in number and place value and apply it on available digital technology 18. Have prior knowledge in collecting numerical data through observation and interpretation of numerical data through survey and observations. 19. Ability to construct displays, including graphs , tables and plots Mathematics Standard The proficiency strands in mathematics year 6 are: Understanding: The students need to demonstrate an understanding of mathematical concepts and make connections to new ideas. Students need to understand the why and how of mathematics, identify commonalities and differences in mathematical concepts and represent the concepts in different ways. Fluency: Fluency in mathematics is proved by a student’s ability to appropriately apply formulas and procedures, flexibly and accurately use them in solving problems, recall concepts readily and apply the knowledge. Recognize different ways of applying their mathematical knowledge; manipulate expressions and equations in order to find solutions to the problems. Problem solving: Students need to develop the ability to make choices, interpret data and formulas, investigate word problems and communicate solutions to it effectively. Represent mathematical data in a logical formula and verify their answers through use of different mathematical strategies.\ Reasoning: Students are required to demonstrate their abilities and capacity to logically think and act, analyze and evaluate mathematical problems, infer and justify their answers, and explain how they arrived at the answer. Reasoning extends to comparison and differentiation of different mathematical concepts, transfer learning to other areas and explain their choice of formula or method Key terms: accuracy, clarity, describe, consistency, efficiency, familiarity, investigation, interpretation, explanation, discussion, comparison , justify, problem-solving recall, represent, recognize, familiarity and represent Assessment Standards The students will be assessed on their abilities to demonstrate their skill, knowledge and understanding through both written and any other form of assessment. The assessment will focus on evaluating the students on their abilities to recognize whole numbers, fractions, decimals, percentages and how to use integers in solving everyday solutions. Itemize on assessing a students to solve problems of addition and subtraction of fractions and decimals. The student needs to demonstrate their abilities to solve the problems using area, volumes and interpret and compare data displays as well as evaluate secondary data. In the assessments students need to demonstrate their abilities to locate fractions and integers on a number line. Ability to communicate probabilities, construct pyramids and prisms as well as demonstrate ability to use the Cartesian plane. Assessment Tasks 1. In Unit 1 the students will be given an assessment task of creating a fraction poster to be presented during a class sections and at the same time represent fractions as decimals and percentages i.e ½, 50% and 0.5%. Students can work on any kind of fraction sample and choose a design of their choice to represent fractions. 2. By the end of Unit 2, the students needs to have understood the concepts of area and volume, units of measurements, construction of prisms and pyramids. In this assessment, the students will be required to construct prisms using interlocking cubes, and record and describe their findings. They will present to the class the type of prism, its breadth, height and length and show recorded information through use of diagrams. Students need to represent formulae for volume and area of the prisms 3. In unit 3 the students will be assessed on calculating probabilities and recording outcomes on a sheet of paper using as spinner. Students will work in groups of three and record the different outcomes of the scores after spinning a number on the spinner. They need to record frequency of the results obtained, order the results from the least likely to the most likely outcome. Compare it between experimental and theoretical probabilities and make conclusions about the game. Marking or Assessment Criteria 1. Connection and description of understanding of mathematical concepts 2. Accurate and good recollection and use of facts, definitions and symbols 3. Systematic application of formulas to solve problems 4. Interpretation of the results from investigations and inquiries 5. Clear expiation of mathematical thinking and justifications Differentiations for students with learning disabilities 6. Demonstrate an understanding of the core concepts 7. Knowledge of one or two areas of the unit 8. Deadline extension of at least one week for submission 9. Present their assignments in a way that is suitable for them Differentiation in Assessment UNIT 1 Unit Topic : Number and Algebra Duration: 1 week- 3 weeks Unit Focus/ Inquiry Question This unit introduces students to numbers and algebra. Involves the description of different types of numbers, solve problems involving whole numbers, locate numbers and represent them on a number line. Introduce students to fractions, decimals and percentages, convert fractions to decimals and percentages, addition and subtraction of decimals. Students learn on monetary calculations using discounts, patterns in algebra using brackets and order of operations. TEACHING STRATEGIES AND LEARNING EXPERIENCE Concept/Content/ Skills Teacher Strategies Student Activities Supportive Learning Environment Adjustment for Needs of Learners Resources -Numbers and algebra -Listening skills -Communication skills and problem solving skills -Interactive skills and problem solving -Listening skills and Problem solving skills -Group work -Problem solving skills and listening skills -Creative and critical thinking skills, Fluency and numeracy skills -Problem solving skills, counting of currency -Introduction of students into the unit topic numbers and algebra and state the expectations in the unit 1. Introduce students to identify and describe properties of prime, composite, square and triangular numbers - Give examples of prime and composite numbers, factors and factorization 2. Fractions and decimals. Give examples of fractions with denominators and teach the students on how to represent it on a number line. 3. Give student an understanding on fractions whose result is a whole number -Fractions of whole numbers -Word problems involving fractions -Introduce students to making connections with fractions, decimals and percentages i.e. 50% , ½ , 0.5 -Conversion of improper fractions mixed numbers 31/6 to 5 1/6, and convert between percentages, fractions and decimals 4. Creating patterns and algebra forming sequences using fractions, decimals and whole numbers. -For example growth patterns, increase growth patterns, patterns involving addition and subtraction and word problems. 5. Teach students on money and finance such as calculation of discounts of 50%, 25%, or 10% on sale of items. -Students are expected to listen while the teacher introduces the unit to the students -Students participate in class activities in addition and subtraction of whole numbers to 1,000,000 -Add and subtract whole numbers in word problems -Multiplication of whole numbers -Student participate in solving word problems involving fractions , compare fractions with like and unlike denominations -Students work individually to solve the problem -Student share their answers with the class -Students use fraction posters, investigate fractions and do mixed operations using numbers -Instruct students to come with coins in order to encourage classroom participation and how to calculate financial calculations -The Disability Standards for Education 2005 (Cth) at Section 6 requires that education providers need to take reasonable steps to ensure that the course or unit is designed to allow all the students to participate in the learning . -Scaffolding the students to encourage participation in classroom activities -Consultations with the parents to what which learning styles work best for him or her --Creation of a learners profile of students preferred manner of learning and working for differentiated instruction (McCarthy 4MAT or use of the Dunn and Dunn’s learning styles -Different learning outcomes from those of other students but same content -Extension of time to interact with students with disability in order to supervise and train them on areas they find difficulty -Promotion of ethical and cultural understanding in the classroom -Pre-teaching, use of pictures and charts for a student to understand concept dealing in calculations of currency -Students can calculate costs of products and discounts based on price of food and drinks at the cafeteria -Use of images, charts and graphics -Illustrations and drawings -Repetition to create familiarity in teaching -White board and marker -Paper cuts and symbols -Use of Information and communication technologies (ICT) -Coins for counting Unit Reflection Consider the feedback from the students through interactions in class, their questions on mathematics calculations and dealing with numbers and whether the unit topic has been understood. At the end of the unit, a student needs to have mastered number skills and be able to do number problems especially decimals, fractions and percentages on their own. A student needs to demonstrate the ability to solve mathematical problems that requires simple additions and subtraction of currency, calculation of discounts. Student can individually solve amongst mathematical problem without any assistance, create patterns and represent figures on a number line or a Cartesian plane. In regards to students with intellectual disability, the student needs to do simple calculations in regards to fractions, decimals, percentages and represent it on a number line. Ability to do calculations given in monetary terms and count. Unit 2 Unit Topic : Measurement and Geometry Unit Focus/ Inquiry Question Introduces students to units of measurements, conversion of different units of measurement, common metric units , understand connection between volume, capacity, interpret the times table in calculation of area and volume, construct shapes and impact geometric reasoning. TEACHING STRATEGIES AND LEARNING EXPERIENCE Concept/Content/ Skills Teacher Strategies Student Activities Supportive Learning Environment Adjustment for Needs of Learners Resources - Geometry and Measurement -Critical and Creative thinking skills -Problem solving skills and interactive skills -Numeracy skills -Problem solving skills -Problem solving skills -Introduce the students to the unit of measurements and geometry. Familiarize the students on units of measurements such as meters, kilometers, pounds ad kilograms 1. Teach students on how to connect decimal representations to a metric system, conversion between common metric units of length, mass and capacity -Compare metric systems and convert the units of measurements -Give examples on how to convert between cubic metres and litres 2. Explain to the students how to solve problems that involve the comparison of lengths, areas and other appropriate units. -This includes showing them how to convert and compare metric units 3. Explain to the students how to connect volume and capacity as well as the units of measurements such as cubic metres and litres -Reintroduce the calculation table upto 10 x 10 in the calculation of volume 4. Show the students shapes such as prisms and pyramids that is figures with 2 and three dimensional figures -Explain to the students the name of the shapes through counting edges, faces and the vertices as well as identification of shapes such as polyhedral -Students listen to the teacher -Students work in pairs through making representations using different units of measurement -Students draw representations of the different shapes in groups -Ask the students to identify the different shapes presented on the chart -Ask students to name shapes according to descriptions given The Disability Standards for Education 2005 (Cth) at Section 6 requires that education providers need to take reasonable steps to ensure that the course or unit is designed to allow all the students to participate in the learning . -Creation of a learners profile of students preferred manner of learning and working for differentiated instruction (McCarthy 4MAT or use of the Dunn and Dunn’s learning styles -Different learning outcomes from those of other students but same content -Partnering with another teacher to scaffold and pre-teach student Creation of a supportive classroom climate Peer support from other students Positive feedback for student Consultation with students and pre-teaching sessions Conducive learning environment Collaboration with other teachers to reinforce skills. Vocal output communication aid , use of symbols in communication Scaffolding Pre-teaching of mathematics concepts and formula Assistance in classroom through peer interactions and discussions -Charts representing the different shapes Unit Reflection Consider feedback on the outcome of the unit through assessing the discussions in the classroom, feedback on assessment, questions, answers and the interactive nature of the students. At the end of the unit, students need to demonstrate their abilities to connect decimals representation on a metric system, solve problems that involve comparisons of length and areas using appropriate units, convert between metric units of length, capacity and mass. Ability to use the mathematics table 10 x 10, construct simple prisms and pyramids, ability to use the four quadrants of a Cartesian plane. Demonstrate the ability to investigate translations, reflections, rotations, angles at a point without employing the use of any form of digital technologies. Differentiation, a student with intellectual disability needs to understand an understanding of shapes, know a number line, understand concepts of capacity, mass and lengths in measurement and construct simple prisms and pyramids in geometry. UNIT 3 Unit Topic : Statistics and Probability Duration: Week 6- Week 8 Unit Focus/ Inquiry Question This unit builds the student’s ability to interpret as well as compare a range of data displays in graphs as well as representation of variables. It will aim at enhancing a student’s ability to represent secondary data in digital media. Describe probabilities through use of fractions, decimal and percentages, conduct chance experiments, compare and observe frequencies, interpret secondary data and compare the different range of data. TEACHING STRATEGIES AND LEARNING EXPERIENCE Concept/Content/ Skills Teacher Strategies Student Activities Supportive Learning Environment Adjustment for Needs of Learners Resources/Equipment -Statistics and probabilities, chance and frequencies -Problem solving skills, reasoning and communication skills -Numeracy skills -Fluency -Introduce students to probabilities and statistics 1. Explain to the student what probabilities and statistics means by using a simple event as an example. -Use simple events such as jumping of a frog, skipping to generate statistics through the number of times one skips or jumps. 2. Explain to the students how to conduct a chance experiment using spinners -Student listen while the teacher introduces the unit -Students can jump or skip and enter their own data on a paper display -Ask students to work in pairs and generate statistics from spinning a wheel or any other form of experimentation -The Disability Standards for Education 2005 (Cth) at Section 6 requires that education providers need to take reasonable steps to ensure that the course or unit is designed to allow all the students to participate in the learning . -Scaffolding of student and pre-teaching sessions to introduce and familiarize the students on concepts of probability and statistics -Consultation with other teachers on student strengths and weaknesses and the ideal mode of learning -PowerPoint Presentations, Images, white board and marker, Charts and graphic representations -Audio prompts, gesture prompts and visual prompts -Digital technologies (computers) -Use of charts and graphic representations Unit Reflection Consider feedback from students through interaction in the classroom, ability to perform assessment tasks and group tasks, questions and answer and their interest in the unit being taught in the classroom. At the end of this unit, a student needs to be able to know what probability and statistics entails through use of fractions, decimals and percentages. Demonstrate ability to conduct chance experiments using whole numbers and application in digital technologies; compare the frequency of occurrence of statistics in experiments. Ability to represent data and interpret data displayed on media. In differentiation, a student with intellectual disability needs to portray an understanding of chance, what is probability and represent it either as fractions, decimals or percentages. Interpret statistics obtained from spinners as well as interpret secondary data. Core Content Descriptions 1. Literacy in mathematics is important for students and students must learn vocabulary associated with the numbers such as addition, subtraction, and other common words in mathematics (ACARA). The vocabulary needs to be associated with numbers, space, measurements, mathematical processes and concepts. Regardless of their intellectual abilities, students must shows ability to interpret word problems, use literacy to answer questions and pose questions, engage in solving mathematical problems, discuss and give solutions and explanations. 2. Numeracy is attained when a student demonstrate their knowledge and skills in mathematics. The unit provides opportunities for students to apply mathematical skills, understanding in different areas of learning (ACARA, 2009) 3. ICT Capability is the ability of a student to develop and use technology in investigation, creation and communication of mathematical concepts. Students employ use of ICT to calculate mathematics problems, draw graphs and other representation, and exchange information. Use of geometry software, spreadsheets, computer algebra software promotes understanding of key mathematical concepts (ACARA, 2009). 4. Students develop creative and critical thinking when they generate their own knowledge, apply concepts and skills to solve numerical and word problems. Creative and critical thinking is acquired by giving students activities that require thinking, use of skills, logic and resourcefulness. 5. Personal and social capability is attained when students work in pairs or teams to find solutions to problems. REFERENCES Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: History for Foundation–10, www.australiancurriculum.edu.au/History/Curriculum/F-10 Tennant, L.J. (2000). Students with severe disabilities in inclusive classrooms. The Delta Kappa Gamma Bulletin, 66, 17-23 Read More