Blog post 4

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This week we had few more gathering introductions on assessment tools, and I learned numerous new evaluation instruments that I didn’t know about already. In any case, in this blog I additionally need to say some about the instructing methodologies that were adjusted to these assessment tools, especially for ADHD students.

Some of them are: Have lessons incorporate visual and sound-related angles, Utilize shorter lessons to keep up the concentration of the students, Furnish a classroom with couple of diversions when conceivable, Have students work in sets or little gatherings versus vast gatherings to look after core interest, Utilize spatial techniques (Cases may incorporate realistic coordinators or chart paper to help with number arrangement of math issues), Give cases and models and Incorporate innovation inside lessons to keep student locked in.

The majority of the above showing procedures were superbly adjusted to assessment tools that our companions exhibited. In the first place introduction was math and the utilization of assessment tools, for example, mistake investigation as far as charting, tests and exams was exceptionally intricate. My own particular research gave me some understanding to assessment tools that can be utilized as a part of the classroom structure allocated to us. (Margaret and Mary five Practices for orchestrating productive mathematics discussions) provide a great layout of assessment, beginning with envisioning students reactions we can create parcel of on spot developmental evaluation, for example, agendas, coordinators and accomplishment graphs.

Moreover, teach thought have some great assistive tools that can also evolve into great assessment tools. Tools such as text to speech, intel reader and mathtalk are very useful for teachers and students and provide some great deal of ease for all parties.

In all, this week class was loaded with intuitive introduction and information exchanging.


One comment

  1. Great post Abdul!

    I enjoy how you were able to point out the specific adaptations people made to their assessments in regards to a student with ADHD. The math assessment plan that you are talking about in your post is the one that Hanna, Kylie, and I created. I think it would be beneficial to give you more specifics of what we did in this math unit. We made specific adjustments to the lesson plans and we created tasks that were involving the students in the lesson without needing to make specific adaptations to the assessment tools. We tried to involve the students as much as we could and make the adaptations throughout the lesson so we wouldn’t have to adjust the final assessment portion of the lesson. For the student with ADHD, we tried to make our lessons as hands on and active as possible to help benefit this student. We even made our summative assessment (final exam) into two parts so the student with ADHD can do a hands on activity, as well as a written exam.
    I read an article on how to make accommodations and adaptations for students with learning disabilities when writing an exam, and there were some great ideas. The article was written by Sarah Powell and is titled “High-stakes testing for students with mathematics difficulty: Response format effects in mathematics problem solving”. In this article, it shared that extending testing time, and allowing students to read questions aloud and verbalize their thoughts are two great ways to help students with learning disabilities become more successful when writing exams. Another interesting thing I read was that changing the format of the exam to multiple choice instead of short answer helps students with learning disabilities in written expression because they are able to circle which answer is correct instead of trying to write a bunch of stuff to prove their reasoning.

    If you want more information on making adaptations and accommodations for students with learning disabilities in a mathematics classroom, let me know because I wrote an entire research paper on it!

    The Five Practices is also a great way to anticipate what students would do for the task you are presenting them, and having these anticipations will help you better guide the students in the right direction further on in the lesson. Since you already have the anticipations, you would know what kind of questions you want to ask and you would have an idea of how to help students in multiple ways as they approach the task.

    Great ideas Abdul!


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