Section 2: Designing Instrucion to Reach All Learners

 One of the things my students have most trouble with is math problem-solving.  It seems, however, that my struggling students are mostly the LEP.   If they see an unfamiliar word in the story problem, they are stumped, even if that word does nothing to help understand or solve the problem.  I think the following theories would help my students:

1.      Schema Theory and Cognitive Load Theory- The idea that our brain can have “knowledge…in long-term memory packets” and “organize information…in systematic and predictable ways” is exactly what LEP  learners need to accurately solve those math story problems.  As they acquire that English vocabulary, it needs to be stored on a long-term basis and easily accessed as needed. 

2.      Cognitive Information Processing-My LEP students’ learning is definitely impacted by their environment—home and school.  Most of them have proven to benefit from sensory and short-term learning experiences.  Long-term, however, is a challenge.  Most of what they learn in their second language is not part of their everyday environments, hindering knowledge retention.

(Trends and Issues in Instructional Design and Technology, Chapter 4) 


http://leanlearning.wikispaces.com/instructional_design,

*The following is a table that compares and contrasts Gagne's Nine Events of Instruction with the First Principles of Instruction, as well as how I could apply those principles to a learning goal.

Gagne’s Nine Events of Instruction	First Principles of Instruction	Learning Goal: Math Problem Solving
Gaining Attention
Informing Learners of the Objective
Stimulating Recall of Prior Learning	Learning is promoted when existing knowledge is activated as a foundation for new knowledge.	Use a KWL chart to guide students through activating prior knowledge.
Presenting the Stimulus Providing Learning Guidance	Learning is promoted when new knowledge is demonstrated to the learner.	Use document camera to have students follow some examples of how to solve story problems.
Eliciting Performance Enhancing Retention and Transfer	Learning is promoted when new knowledge is applied by the learner.	Have students work with partner, small group, and independently to solve math story problems.
Providing Feedback
Assessing Performance
	Learning is promoted when learners are engaged in solving real-world problems.	Use scenarios to create story problems and solve them.  Bring food and create a real life situation that requires problem-solving.
	Learning is promoted when new knowledge is integrated into the learner’s world.	Assign homework as an extension activity that will include real math problems to solve.

Learning goal:  The students will be able to solve math story problems.

Whole-Task:  With the end in mind, this approach would be used to guide students step by step through a predetermined process.  For example, every story problem would be read three times.  Then the question is to be underlined, highlighting key words that help determine what operation(s) to use.  Next, a list of key information is listed and the “trash” information is crossed out.  Subsequent steps would lead the student to solving the problems as well as evaluating them.

Scaffolding:  My LEP students could use a list of key words to guide them through a problem-solving process.  Also, a graphic organizer would help them sort the information before trying to solve and evaluate their responses.  Having manipulatives available and acting out the problem would also allow the scaffolding of needed skills.

Mathemagenic:  In small groups, I would provide students with a number sentence.  Then they would have to create a story problem to match it.  Also, I could give them a number and have them create two different story problems for that answer;  each story problem should require different operations to solve.

(Trends and Issues in Instructional Design and Technology, Chapter 8)

ESL in the Elementary Classroom

Attention
Perceptual Arousal: Inquiry Arousal: Variability:	Use pictures, music, technology Use Q&A session for building background knowledge Learn about student interest such as drawing, technology, etc. to Incorporate a variety of activities
Relevance
Goal Orientation: Motive Matching:      Familiarity:	Observe and assess individual needs; document progress Allow students to express likes, dislikes, and interests Allow students to ask questions and share experiences/concerns
Confidence
Learning Requirements: Success Opportunities: Personal Control:	Praise and provide feedback frequently Provide enrichment activities for learning objectives Teacher-Student conferences on a regular basis to discuss progress and concerns
Satisfaction
Intrinsic Reinforcement: Extrinsic Rewards: Equity:	Plan activities that include real life/community issues Praise, recognition, and student-selected reward such as computer privileges Positive feedback; allowing a continuation of the learned objective where student felt successful

based on Table 9.2 Chapter 9

Benefits

I think the benefit of engaging in design research is that we learn to think outside the box.  We learn from each other and become more aware of our students’ needs.  After all, as educators our primary concern is to serve the needs of the minds we teach.  The more we know about our learners’ minds, the better we can design and plan the lessons that will have the greatest impact on the learning process.  We can keep our students interested in learning by continuing our own education, searching for new ways to reach all learners.