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INSTRUCTIONAL ADAPTATIONS

Kaoutar Salhi
Instructional Material Adoption
Section 9

Section 9

Introduction

An effective teacher of English Language Learners shall be an expert at


modifying instructional materials to meet the needs of a diverse range of English
Language Learners. It is highly suggested that ESL teachers study the instructional
adaptation methods and techniques of his or her colleagues in Special Education.
To meet the needs of a range of learners, ESL teachers must have an understanding
of effective assessment techniques, learning style assessments, co-teaching
practices and collaborative techniques, and other best practices of teaching. All
educators in an inclusive environment should consider Pillars of Practice to
ensure that all students, regardless of learning need and obstacle can succeed.
ESL teachers must have a firm understanding of the general education
curriculum in addition to an understanding of the best practice of second language
acquisition. The assignment models effective adaptation techniques and strategies
for a third grade ESL mathematics assignment. It is vital that all educators
understand that mathematics is a science, but also a language with artistic qualities.

Section 9

Instructional Material
It is a best practice of mathematical instruction to begin a yearlong or
semester unit of study with place-value instruction. It is especially important for
English Language Learners to provide additional instruction of the language of
mathematics for students who are also learning the language in the content area.
This assignment adopts a textbook instructional activity founding in Pearson
Common Core Grade 3 mathematics textbook and involves a center-based activity.
This activity requires students to understand the difference between standard and
expanded form of numbers.
To adopt this material, an educator must have an understanding of the levels
of his or her students. This assignment assumes that the students have received
similar mathematical instruction in his or her native language. As in often the
case, students who immigrate to the United States often have varying levels of
mathematical preparedness, which pose a unique challenge to ESL teachers of
mathematics. The following describes the changes that were made to this
assignment to meet the needs of English Language Learners. First, I would include
a list of common synonyms for words that an ESL teacher would anticipate would
pose a challenge for ESL students such as number and digit. The rationale for
this adaptation is many ESL students have limited and developing vocabulary and
a synonym list will provide students with a better understanding of the

Section 9

assignments directions and help enrich their vocabulary. Another adaptation that
should be considered is including a teacher made sample reference sheet that
models how to solve a similar problem such as an example that models finding a
number in both expanded and standard form. This will ensure that students will
learn the mathematical skill and not struggle at the expense of a vocabulary
misunderstanding or comprehension. Lastly, a mini-lesson should be conducted
that models the skill to the whole group and targeted intervention groups should be
formed, as determined by a pre-lesson assessment, to determine which students
need additional small group guided practice mastering the skill. Some ESL
students benefit from learning a skill in a small group setting with closer proximity
to the instructor so he or she can better understand non-verbal cues that are
important for language acquisition.
Media Source: Place Value Instruction
Another valuable source that will help students integrate this skill from
instructional to independent mathematical toolbox is the use of computer media
based technology. Most students are visual and/or auditory learners and are fluent
in using computer technology. Computer assisted programs targeted for a
mathematical skill is essential to modern 21st century learning. One valuable
website is wathweb.com for learning place value
(http://www.webmath.com/k8placevalue.html). To ensure that students

Section 9

understand the procedures, a teacher should first model the activity on the
overhead projector. Then some ESL students would benefit from assistive
technology reading devices, which can even translate the websites directions in
many languages for early ESL students in some cases, that reads the directions to
the students in an adjustable pace using one of many reading assistive technology
options.

The visual materials analysis


Students tend to learn basic math facts much easier when they can be
represented to them with 3D manipulatives. A manipulative is an object which is
designed so that a learner can perceive some mathematical concept by
manipulating it. Multiple experiences with manipulatives provide children with the
conceptual foundation to understand mathematics at a conceptual level. The use of
manipulatives provides a way for children to learn concepts in a developmentally
experiencing way. Blocks, cubes, legos , play money (or real money), and dice can
all be invaluable tools for students to see how all the math facts work together.
As we all know, mathematical symbols can be very challenging to
comprehend. Using color to differentiate between addition, subtraction,
multiplication, and division problems can be very helpful. In learning sequential
step problems, highlighting each step in a different color can also overcome this

Section 9

natural challenge. Overall, it is important use 3D manipulatives as well as color to


teach math visually and help students succeed on this subject
(http://www.time4learning.com/teaching_math_to_visual_learner.shtml)

References

Education, Inc. "Place Value 1.1 Centers Activity." EnVisionMATH Common


Core. Glenview, Ill.: Pearson, 2012. Print.
"Place Value of a Number." - WebMath. 1 Jan. 2013. Web. 8 Nov. 2014.
<http://www.webmath.com/k8placevalue.html>.
Jones, K. (2014, January 1). Retrieved November 14, 2014, from
http://www.time4learning.com/teaching_math_to_visual_learner.shtml

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