Before meeting with Ingrid's grandmother, I would like to review Ingrid's scores on her standardized testing achievement tests and brainstorm on ways to improve her skills in the areas that she seems to be struggling with, which, according to the test, include: spelling, math computation and math concepts.
Upon meeting with Ingrid's grandmother, I would tell her that overall, Ingrid did well on the standardized achievement test. I would then show Ingrid's grandmother the test results and explain the results for the different academic areas. I would explain to her that this test compares Ingrid with other students her age and also would explain the difference between a norm-referenced and criterion- referenced test so that Ingrid's grandmother is aware that this test is not 100% accurate in showing all of Ingrid's knowledge and capabilities.
I would then tell Ingrid's grandmother that I am a little concerned about the three areas that Ingrid struggled with on this achievement test. I would also tell her that I would like to help Ingrid better understand these concepts.
*Firstly, before giving Ingrid any extra work for any of the areas that she struggles with, I would like to collect data and write down what she specifically struggles with in Mathematics and spelling. This will help me get a better understanding of her academic abilities.*
For spelling, I would give Ingrid a new book to bring home to read (that is at her reading level), because reading will cause Ingrid to soak up the correct spelling of words. Each book will include spelling words included in the lessons for the week. Ingrid will also be given time during class to work on spelling activities that I will help her with to correct some of her spelling difficulties.
To improve Ingrid's Mathematic concepts skills, I would give Ingrid flashcards to practice some of the math concepts we will be practicing in class. I would also give Ingrid a list of the math concepts we will be covering in class for the week (this will include definitions and explanations/examples) so she can have a deeper understanding of the mathematical concepts that will be covered in class.
To improve Ingrid's math computation skills, I would give Ingrid a mathematical computer program that will give her practice with computing math problems. If Ingrid does not have a computer at home, she is welcome to use class time to use the computer program. I would prefer her to do the program at school so that I can give corrective feedback on her mathematical skills.
Lastly, I would like to pair Ingrid (as well as the rest of the class) with a buddy to practice their mathematical skills. Ingrid will be paired with a buddy that is at a higher level in mathematics. Both students will tutor each other during class time. Since Ingrid struggles with math the most, this will benefit her in the long run because she will listen to her tutor and will have the chance to teach the other student about mathematical concepts and computations. When she is accountable for teaching the information presented in class, she will master the mathematical concepts so that she can teach it to the other student correctly.
The studies has shown that the best way to learn is by teaching. I think peer teaching is beneficial for both: tutor and learner.
ReplyDeleteMoreover, peer teaching has proven it's validity and success in many areas. Learners can feel at ease with their peers, they may ask questions easily; they may also feel more comfortable on a one on one learning environment specially with their own classmates.Their camaraderie and closeness in age can be a facilitator factor in the learning process.
I have found that this strategy, especially in my foreign language classroom, is successful for a number of reasons. When students are pronouncing or coaxing others to pronounce, they are speaking, listening and in the process, learning. This also enables the teacher/facilitator to cover more ground, making certain that students are on task and making progress rather than checking in on every single student individually during a full-class discussion. I have also begun to assign students small bits of information or lessons with which to come to the next class prepared. When they know they will be responsible for delivering a quick review to their peer learner/partner or even the entire class, they will prepare more and make certain that they have mastered their information.
ReplyDeleteGabrielle,
ReplyDeleteYou focused on how you will help Ingrid get caught up in the areas of which she is struggling. Your ideas were great! I really agree that peer-pair strategies would be so useful in mathematical concepts. Your use of a math program and flashcards make a great variety for that little bit of extra help for Ingrid. I guess if Ingrid were a real student of yours, I would tell you to try and come up with strategies Ingrid's grandmother could use at home with Ingrid to give her the extra practice. These ideas really are great, but I think if you were to give her grandmother tips, these might be a little too difficult for in-home practice. Lastly, thank you for implementing the importance of DATA, DATA, DATA! That is one thing I definitely didn't think of in my blog response!