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Inclusive Differentiation in Geometry Instruction for Diverse Learners

Explore how to make geometry lessons accessible to all students by differentiating instruction for diverse learners, including those with special needs. Understand the importance of removing barriers and providing modifications, assessment strategies, and addressing specific learning disabilities and ADHD. Discover methods to enhance spatial reasoning through geometric systems and practices.

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Inclusive Differentiation in Geometry Instruction for Diverse Learners

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  1. Chapter 13

  2. Reaching Exceptional Learners Geometrical & Spatial Reasoning

  3. Mathematical Routine:Shape puzzles

  4. Conversation in Mathematics • Discuss how the lesson was accessible to all the students in the class. What did the teacher do to differentiate the lesson?

  5. Exceptionality • Pedagogy

  6. How We Learn

  7. Access and Equity • Equal access versus identical instruction • High expectations • Providing modifications for students with an IEP versus unidentified students • Importance curriculum and instruction plays • Teachers of students of special needs must be familiar with the grade level curriculum and practices of general education students

  8. Role of Assessment • Individual assessments provide the most information • Modification of assessments for children with language difficulties (are we testing language or math?)

  9. Differentiating Instruction

  10. Advanced Learners or Gifted Students

  11. Struggling Learners

  12. Specified Learning Disabilities & ADD/ADHD • For a child to be considered having a specific learning disability, there must be a significant gap between his intelligence and achievement in one ore more of the following areas: • Oral Expression • Listening comprehension • Written expression • Basic reading skills • Reading comprehension • Math calculations • Math reasoning

  13. Possible Barriers • Memory • Self-regulation • Visual procession • Language processing • Related academic skills • Motor skills

  14. Removing Barriers

  15. Dyscalculia • Disorder in calculation • May perform inconsistently from one year to the next - quality of instruction is critical! • May perform at grade level in other subject areas, such as reading.

  16. Students with Severe Learning Needs • All students need to pass through the same steps: concrete/semi-concrete/abstract. • They basically need to make the same generalizations, but they may take much longer to do so.

  17. Geometric & Spatial Reasoning • Content

  18. The Four Geometric Systems • Topological Geometry • Transformational Geometry • Euclidean Geometry • Coordinate Geometry

  19. Spatial Reasoning • A combination of Topological and Transformational Geometry • symmetry • flip • slide • rotation (rotational point outside the shape; rotational point inside the shape)

  20. Tessellations

  21. Euclidean Geometry(two and three-dimensional figures) • Polygon sort • Three-dimensional solids (always use actual solids before introducing pictures - each pair of children need to be able to manipulate their own set of solids).

  22. Coordinate Geometry • The Cartesian Plane • Ordered Pairs • Translations

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