Module 5

Activity 5.2

The Access Center’s “Using Mnemonic Instruction To Teach Math” (2010) on http://www.ldonline.org/article/c656 describes mnemonic instruction as the set of strategies to help improve memory of new information. Using acronyms and acrostics, or examples of a mnemonic strategy, have been included in the first grade curriculum. When teaching descriptive words, I integrate acrostic poems to explicitly introduce, instruct, model, and practice descriptive words. Introducing mnemonic instruction to teach math has been implemented for solving word problems within my first grade classroom. I taught the mnemonic by explicitly explaining “RUDISC,” which is

R = Read word problem

U = Underline important words and numbers

D = Draw pictures or symbols

I = Identify type of math problem

S = Solve

C = Check

In doing so, it helps them learn the set of strategies to complete word problems for math and improve memory of new information.

Activity 5.3

Patricia W. Newhall’s (2008) “Teaching Time Management to Students with Learning Disabilities” provides students with the purpose of task analysis. Task analysis is the process of identifying the priorities of tasks that need to get done, thus finishing a given undertaking. Task analysis requires the students to break apart the large task or learn how to complete tasks in smaller tasks, and properly learning the time to complete the subcomponents. Task analysis is important because the students acquire the steps they need to know to complete a task. I implement task analysis within my classroom, using a “Must Do, To Do” folder during learning centers. Must Do, To Do work is independent tasks that students have practiced and/or mastered, and reinforces the concepts in a variety of approaches. Students are given explicit, direct instruction in the beginning of the school year, where I model and repeat the following steps: (1.) writing name, number, and date as soon as sheets are passed out on the first day of the school week, (2.) completing tasks in the correct order by following the Must Do, To Do list on the whiteboard, (3.) checking both sides of paper to make sure it is complete, and (4.) turning in finished work in the Finished Work Tub. Students are aware of turning in the work completed by Friday means they receive “Fun Friday” time. “Fun Friday” time involves the students engaging in an educational activity, according to state standards. As the purposes of task analysis are to raise students’ awareness of multiple steps in a single task and develop perception of the amount of time it takes to complete a task, the first grade students within my class develop these purposes in a meaningful way. In doing so, these students and students with learning disabilities practice learning the difference between estimated and actual time.

Due to the timing of the school year, I did not implement Rademacher’s (2000) “Pace 1, 2, …” cognitive strategy within the classroom management (http://www.un;.edu/csi/study.shtml). “Pace 1, 2, …” is a strategy for students to self-monitor with a rubric-like system when completing assignments in class or as homework. Prompt means to turn in the assignment on time. Arrange means the task(s) and/or paper(s) are neatly arranged. Complete entails the directions being followed and all the questions are being answered. Edited includes using correct mechanics, well-formed ideas, and accurate content. 1, 2, … refers to the additional assignments included within this PACE strategy. I would like to incorporate a more developmentally appropriate strategy, which includes a rubric that’s comprehensive and incremental in the school year. To explain, I would make the rubric for completing assignments with a smiley face / sad face grading scale in the beginning of the year with few expectations, such as prompt and complete. As the school year progresses, I would include a rubric with same grading scale with additional expectations, such as neat and completed in the correct order of tasks presented.

Archer and Gleason’s (1989) RCRC study strategy for improving memory and comprehension of content materials is useful and applicable to my first grade classroom. This strategy makes memorizing and studying things with more careful approach, and memorable intention. Read means to read the material at least one time. Cover means to cover the material with your hand or plain paper. Recite means to retell oneself, peer or adult the material that has been read. Check means to lift the hand and check. When I have my students read a story aloud in small groups, I have them close the book and retell the main idea of the story to demonstrate comprehension. I guide them to checking the correct information, incorporating beginning, middle, and end by showing the pages this person has retold the information. To memorize lines for a play or reader’s theatre, I have taught my students to cover it and try again, but I like the mnemonic RCRC more because it uses the memory strategy to reinforce the correct studying steps.

Activity 5.4

Discuss scene in which Theo returns home with the results of his test. What were some of the problems that Theo had with the questions on the mythology test?

When Theo returned home with the grade “C” on the Greek Mythology exam, he explained some of his problems on the test. First, he explained the format of the test was multiple choice, which he explained how he struggled reading the questions and understanding what it was asking. Second, the directions to the test confused him because he did not understand what the professor was asking the students to do, and the wording did not make sense. As his mom rephrased it aloud, Theo expressed the struggles to make sense of the multiple-choice problems. She also explained how he was supposed to find the one that was not correct, but he explained his confusion with the wording the professor used on the test. He finally told his mom about how weirdly the test was worded and his frustration towards the amount of time and effort he put into studying as it does not reflect the grade received.

Discuss the scene in which Theo meets with his college counselor. What are some of the problems with Theo’s class notes? Explain how he struggles to answer questions during class. How do these problems tie to the characteristics of a learning disability?

When Theo meets with the learning counselor, she explains that his notes are incomplete and poorly organized. She said that he has many structural and mechanical errors within his class binders and notes. She explains the interest in diagnostic testing for dyslexia because, as she explains, he has a special way of looking at things. To elaborate, she says that Theo displays a glitch in taking in things and processing information. After asking Theo if he has trouble responding in class, she explains that many students with dyslexia have difficulty processing the information to respond in class. These problems directly tie to the characteristics of a learning disability because it entails the difficulty of processing information. To explain, these problems relate to a student with a learning disability because they struggle to structure the information and process it in a way that is meaningful and comprehensible.

Discuss the final scene. Why do you think Theo and his parents are so happy to discover that he has a learning disability?

During the final scene, Theo’s parents wait excitedly for the results of Theo’s diagnostic test results for the learning disability of dyslexia. They look outside the door window. As Theo comes home, they are overjoyed with the diagnosis of him being labeled with dyslexia. I believe that Theo’s parents are overjoyed with his test results because they want him to be given the accommodations and support, if needed, to help him with studying strategies, testing techniques, and accommodations. They express to him that it is his effort that matters, and they are excited because this diagnosis might better reflect the effort and knowledge Theo obtains. In the end, his parents encourage his dedication and hard work, and praise him with hugs and excited words for his good grades after being given accommodations and help with writing organized notes and taped lectures.