Disconnect

Students with severe learning disabilities still perplex me. Even though I know quite a bit of the theory behind various learning disabilities… I still don’t understand it. I don’t understand because I just can’t relate. I’ve tried putting myself in their place, but no matter how much I try to find something in my own experience that mirrors theirs, I just can’t.

I know how to modify curriculum. I know how to break down tasks into small, exact steps. I know about color coding, multiple modalities, and a plethora of other things to help a student with LD to be “successful”. What I don’t know is if these adaptations/modifications actually help the student learn (and retain what they’ve learned). How do these help with problem solving and integration of concepts? These are questions I asked when I was getting my sped endorsement. I never received a satisfactory answer — instead all of the answers pertained to passing classes.

I’m not talking about “mild” LD here. I’m talking about the kids who have significant working memory impairments and/or processing deficits and/or language disorders.

My kids with emotional disturbances (no such thing as a behavior disorder anymore) I can relate to (not sure what that says about me).

Theory Disproven

I’ve had a theory in the back of my mind as to why my 8th period seniors as a whole ask fewer questions than do my 4th period seniors. My thought was that they were hesitant to ask questions due to the fact that Andy is in the class (as a student assistant). I thought they may be hesitant to “show” that they didn’t understand something in front of him. I discussed this with another math teacher last night - he agreed it might be possible.

Well, that theory was shot to hell today. Yesterday we covered max/min word problems. We set them up together in class and the homework was to finish them (find the domain in the context of the problem, evaluate the function at given values, find max/min values, and sketch the function). We reviewed the answers at the beginning of each class - 4th period had questions, 8th didn’t. Next, I gave out a packet of new questions, told each group that they were responsible for answering all of the questions, and that tomorrow I would randomly collect one from each group to grade.

4th period had many questions and I spent the remainder of the period circulating and answering their questions with questions of my own (I’m not going to just give them the answer - they have to think). 8th period also had questions (actually more) and they were more than willing to ask questions of Andy too. So we both spent the remainder of the period circulating and answering questions by asking questions.

I learned a lesson today that I somehow forgot (relearned?). I need to plan for more time for the students to actually be doing the math. Apparently I also have to collect and grade it for them to care. Ugh. Oh well, maybe in a few months they’ll have a more intrinsic motivation for understanding how to do the problems. Right now though, I’ll take them understanding how to do the problems - or at least trying to understand.

Andy, thanks again for the help. Everyone who isn’t Andy… have you voted for his program yet? Don’t wait - voting ends midday on Thursday.

Unrealistic Expectations?

Note: This may sound like ranting (and it may be), but there are some serious questions at the end.

I gave my seniors an alternative assessment on piecewise functions. I told them that this would count for a quiz grade on piecewise functions. I handed out graph paper with the questions. I told them that I expected complete sentences. I assigned this on Tuesday (due on Friday). I told them to please see me before or after school if they had questions. On Wednesday, I asked if there were any questions on the assignment. On Thursday, I reminded them of the assignment and again asked if there were any questions.

There was a table with three different companies, listing the shipping rates charged by each for three different weight categories.

The tasks:

1. Write a piecewise function for shipping x pounds with…

2. Write a piecewise function for shipping x pounds with…

3. Write a piecewise function for shipping x pounds with…

4. On the same set of axes, graph…

5 - 7 Asked questions about shipping choices.

Of the 36 (out of 46) that were turned in:

• 6 students did not have any graphs
• 7 students did not graph piecewise functions
• I stopped counting the number who did not use complete sentences
• I stopped counting the number who did not graph the functions on the same set of axes

Overall, many students did well and seemed to understand the concept, 33% earned a B or higher. Despite this, the stats were definitely skewed to the left - loooong tail. (I know, I can’t help it - I’m a geek and calculate stats for every major assignment). Overall, fourth period did considerably better than did eighth period. Fourth period also asked questions on Tuesday, Wednesday, and Thursday about the assignment. I need to figure out why there is such a discrepancy.

I am just amazed by the number of students who didn’t turn in the assignment or didn’t follow directions - and never came in for help. Are my expectations too high? These are seniors who are taking their fourth year of high school mathematics. They have taken Algebra I, Geometry, and Algebra II. They are preparing for college next year.

Is it unrealistic that I expect them to take information, synthesize it, and deliver a product where they are asked to make interpretations? I know these are higher order thinking skills. Is this too much to expect from “average” level students? I hope not. If it isn’t, how do I not become overwhelmed when my expectations aren’t met?

17th Carnival of Mathematics

The 17th Carnival of Mathematics is up at Math Notations. Dave provides a lead in with some interesting facts about the number 17 — which reminded me of this site on 17 and yellow pigs. JD’s post about the carnival has led to Beatles songs running through my head –at least it wasn’t titled “My Little Rock & Roll Queen”. Anyway, head on over to the carnival!