Instructional Management Plan
When approaching an Instructional Management plan for students in a math class, is it important to address the needs of every student in the class. In this particular situation modeling, rehearsal and feedback techniques are explicit instructional strategies the incorporated in the classroom. These strategies require the classroom teacher to be extremely organization as well a rehearsed in order to ensure the lesson plan and instructional strategies are implemented properly.
Modeling, rehearsal and feedback techniques address the needs of students with Learning Disabilities (LD) as well as English Language Learners (ELL) and students with Attention Deficit Hyperactivity Disorder (ADHD) as described in this scenario.
When drafting lesson plans the instructor must incorporate reading, paraphrasing, visualizing, estimating, computation, and self-check strategies. These strategies help to develop cognitive skills necessary for problem solving which is typically a weakness for LD students. Continued implementation and practice of these strategies help the student to incorporate these skills so that they are able to self regulate when necessary.
Additionally, LD student’s needs must be addressed in through the design of the classroom. Peer grouping and curriculum modifications or accommodations will also help to address the cognitive needs. The most common practice for teachers was to group students homogenously, however research shoes that this strategy can lower self-esteem, reduce motivation in lower functioning students, increases social separation, and widens the gap between academic achievers and those that struggle. In this scenario the class is a heterogeneous group, which requires a variety of groupings. For the purpose of this instructional Management plan it is important for the teacher to implement whole class, small group, and one on one grouping.
Teachers must consider the common traits of students with ADHD in order to address their needs
Modeling, rehearsal and feedback techniques address the needs of students with Learning Disabilities (LD) as well as English Language Learners (ELL) and students with Attention Deficit Hyperactivity Disorder (ADHD) as described in this scenario.
When drafting lesson plans the instructor must incorporate reading, paraphrasing, visualizing, estimating, computation, and self-check strategies. These strategies help to develop cognitive skills necessary for problem solving which is typically a weakness for LD students. Continued implementation and practice of these strategies help the student to incorporate these skills so that they are able to self regulate when necessary.
Additionally, LD student’s needs must be addressed in through the design of the classroom. Peer grouping and curriculum modifications or accommodations will also help to address the cognitive needs. The most common practice for teachers was to group students homogenously, however research shoes that this strategy can lower self-esteem, reduce motivation in lower functioning students, increases social separation, and widens the gap between academic achievers and those that struggle. In this scenario the class is a heterogeneous group, which requires a variety of groupings. For the purpose of this instructional Management plan it is important for the teacher to implement whole class, small group, and one on one grouping.
Teachers must consider the common traits of students with ADHD in order to address their needs
References: Montague, M., Enders, C., & Dietz, S. (2011). Effects of Cognitive Strategy Instruction on Math Problem Solving of Middle School Students with Learning Disabilities. Learning disability quarterly. 34(4) The National Center for Learning Disabilities, Inc. (2012). Retrieved from http://www.ncid.org Palacio, R. J. (2012). Wonder Random House, Inc., New York Wood, Judy W. (2006). Teaching students in inclusive settings. Adapting and accommodating instruction.