Ickes,+Jeffrey

Welcome to Mr. Ickes' class at Springer Middle School. I teach the community based program for student's with disabilities according to the DAPA curriculum. Some of the goals of the classroom are to teach functional and academic skills across settings. This summer, I just finished my Master's degree in Special Education at Wilmington University.

Welcome to Mr. Ickes' class at Springer Middle School. I teach the community-based program for students with disabilities according to the DAPA curriculum. Some of the goals of the classroom are to teach functional and academic skills across settings. This summer, I just finished my Master's degree in Special Education at Wilmington University.

1. Lesson: Displaying number patterns This lesson is designed for studnets with disabilities, and is formated in small chunks of learning objectives. This is a two part lesson which will require the student to perform the task of number reasoning, and apply the information accross two settings using technology to bridge the gap. It may take several days, or a few weeks depending on the ability of the student. It can be difficult to set goals for students with severe disabilities. Sometimes you have to adapt instruction into small parts or "chunk" information. For example, before a student can draw a graph, they have to be able to draw a straight line. Therefore learning new skills can be difficult. Understand numbers, ways of representing numbers, relationships among numbers, and number systems has to be done systematically. This lesson is for students with disabilities to learn counting and number relationships by integrating technology. Students will be able to use a computer with internet access, and a calculator. Some student's needed to learn how to count in many different settings and this can be a difficult task. I have found that some students can count on a number line, but if they had to count items or sequence items, they cannot apply this information. Using a computer with a 100's board will enable students to use technology, and learn how to count across settings. Some of the lessons that have been considered include using pictures to sequence the order of a story. This lesson can be good practice to allow students to identify details in a story or picture, which would indicate the order of events. Other tools that could be used are a web based graphic organizer, KWL chart, or main idea charts.

2. Objectives learned. Students will Materials Used In this two-part unit, virtual hundred boards and calculators furnish a visual way of highlighting and displaying various patterns and relationships among numbers. Using calculators and hundred boards together encourages students to communicate their thinking with others, as discussed in the [|Communication Standard]. In this first lesson, Displaying Number Patterns, the same patterns are displayed on a calculator and on a hundred boards simultaneously. In the second lesson, Patterns to 100 and beyond, students examine number patterns, using a calculator to move beyond 100. A major learning goal for students in the primary grades is to develop an understanding of properties of, and relationships among, numbers. Building on students' intuitive understandings of patterns and number relationships, teachers can further the development of number concepts and logical reasoning as described in the [|Number and Operations] and [|Reasoning and Proof Standards]. In this two-lesson unit, virtual hundred boards and calculators furnish a visual way of highlighting and displaying various patterns and relationships among numbers. Using calculators and hundred boards together, teachers can encourage students to communicate their thinking with others, as discussed in the [|Communication Standard]. In the first lesson, Displaying Number Patterns, the same patterns are displayed on a calculator and on a hundreds board simultaneously. In this second lesson, Patterns to 100 and beyond, students examine number patterns, using a calculator to move beyond 100.
 * Develop an understanding of properties of, and relationships among, numbers.
 * Computer and Internet Connection
 * Calculators
 * Wide Graph Paper

3. To integrate these strategies into a lesson plan, the objectives must be broken down into multiple objectives. For example, a student must be able to count and identify numbers. A good starting place form many students may be to practice counting, and writing numbers. This lesson would be applied to a student who already knows how to count and identify numbers from 1-10.

A major learning goal for students in the primary grades is to develop an understanding of properties of, and relationships among, numbers. Building on students' intuitive understandings of patterns and number relationships, teachers can further the development of number concepts and logical reasoning as described in the [|Number and Operations] and [|Reasoning and Proof Standards]. In this two-lesson unit, virtual hundred boards and calculators furnish a visual way of highlighting and displaying various patterns and relationships among numbers. Using calculators and hundred boards together, teachers can encourage students to communicate their thinking with others, as discussed in the [|Communication Standard]. In the first lesson, Displaying Number Patterns, the same patterns are displayed on a calculator and on a hundred board simultaneously. In this second lesson, Patterns to 100 and Beyond, students examine number patterns, using a calculator to move beyond 100.

4. Prepare the environment. The learning environment for this lesson can be conducted in the any classroom with two computers with Internet access. The students can work in groups of two, or with a peer mentor, or paraprofessional to assist. For the purposes of applying this lesson for student’s with disabilities, prior skills may need to be developed before using the computer and the hundreds board. The students can learn how to draw straight lines with a ruler, and construct a number line to determine number sense. Eventually, as the students become more independent, they will use the calculator. When they can apply number sense from the number line to the calculator, that will indicate that they are ready to try the computer. This will allow them to apply information to another setting, or medium to reach the lesson objectives.

For assessment, the students will be graded based on a four point rubric. http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_id=1601457&