Brain-Based Learning in a Digital Age

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     So a new idea in teaching? Brain-Based Learning. Well...what is it? It is actually quite simple. This new theory is based on the brain and how it functions. (Brain-Based Learning) Basically, everyone does learn and we are learning all the time everyday. So let me guess...You're thinking so what? Another new theory about how children can do better in their classrooms. If you are thinking that, you are wrong, the truth is that this theory can be used in many ways for the 21st century classroom.

First, you need to know the principles and how they can be applied in the everyday classroom. The key fundamentals of brain-based learning are:

“The brain is a parallel processor, meaning it can perform several activities at once, like tasting and smelling." (The Twelve Principles for Brain-Based Learning)

Implementation: If we consider the first principle, it talks about how the brain can learn by performing

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multiple tasks at once. Technology can help teachers reach this type of learning by having the students listen to the teacher teaching the lesson and using their iPad or other device to help visualize the shapes or the
problems in the lesson. This can be extremely important in a geometry class. Students need to have an explanation in words while picturing the concept in their head.  The tablet would allow them to be able to check if they are visualizing it correctly and become faster at visualizing.

"Learning engages the whole physiology." (The Twelve Principles for Brain-Based Learning)

Implementation: The basis of this principle is that the whole health of the child affects their brain and therefore

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their learning capability.  In order for my students to understand the benefit of sleeping at least 8 hours a night and eating healthy, I would encourage physical activity and nutrition. Now you are thinking, well how are you going to do that? Well, I feel that I could present a lesson with statistics on how important taking care of your body is and how it affects their brains. This lesson would hopefully empower my students to keep up their physical health to increase their mental health. 

"The search for meaning is innate." (The Twelve Principles for Brain-Based Learning)

Implementation: This next principle is mentioning the fact that students always search for meaning in everything.  As teachers we need to create a stable and familiar environment with enriched experiences.

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 (The Twelve Principles for Brain-Based Learning) In my future classroom, I feel to reach this goal we need to create a routine for our students to expect everyday. A great way to accomplish this is to have a theme for everyday and also keeping the normal routine. For example, everyday we would start class with warm-up, next we would go through questions on the homework, then we would move to the lesson of the day, and last we would have an "exit ticket" that includes questions of the days lesson. During the lesson of the day we would be able to create these experiences based on the days theme. For example, I could incorporate hands on learning into the lesson by having students go outside to take measurements to find the area of shapes. A tablet can be used for the students to keep track of the measurements and to take pictures of the object that they chose to find its area. 

"The search for meaning comes through patterning." (The Twelve Principles for Brain-Based Learning)

Implementation: Patterns are everywhere. Now why is it important in the classroom? Our brain more

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efficiently takes in information through patterns. When information is taken in through patterns we are better able to make connections with related information. One way to create this is to use the same technique as described above, by having themes for the day. Another way to use patterns to our advantage is to have lessons that are related to more than one topic of study. This allows our brains to remember more information. (The Twelve Principles for Brain-Based Learning) A great is example is the subject of physics, which uses mathematics and science.The Common Core is encouraging teachers to create this environment in the classroom. 

"Emotions are critical to patterning." (The Twelve Principles for Brain-Based Learning)

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Implementation: Emotions are critical to encourage learning in the classroom. Emotions affect the function of the brain. A student needs to have a safe emotional environment. In order to create this feeling I would establish rules about respect in the classroom. It is also important for students to feel comfortable to emote their feelings to one another. Passion is a large source of learning. As a teacher, I want to show my passion for learning to inspire my students to do the same for others. 

"The brain processes wholes and parts simultaneously." (The Twelve Principles for Brain-Based Learning)

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Implementation: I will teach the students the whole concept and then break it down into smaller parts.  By introducing the whole concept and then focusing on the individual parts the student develops a better understanding of the parts.  When the student understands each of the parts, I will discuss the overall concept again and the student will be able to put together the pieces in context (Considering the Whole-Part-Whole learning model).

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"Learning involves both focused attention and peripheral perception." (The Twelve Principles for Brain-Based Learning)

Implementation: The difference between focused attention and peripheral perception is that in focused attention you have the students full attention.  An example of Peripheral perception is when a student is focused on a particular problem and listening to a side conversation and taking in that information as well. Students need time to process the math concept and how the concept is implemented.  Without this time, the student will not learn at the same rate. This can be handled by breaking the lessons into smaller units.

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"Learning involves both conscious and unconscious processes." (The Twelve Principles for Brain-Based Learning)

Implementation: I will help the student become proficient at the math process by practicing it until they know it on an unconscious level.  Once they learn it on an unconscious level, they will be able to complete the problems quickly and easily (Image 9).

"We have two types of memory: spatial and rote." (The Twelve Principles for Brain-Based Learning)

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Implementation: First, let's think about the definition of rote memory versus spatial memory. "Rote learning, also known as learning by repetition, is a method of learning by memorizing information." (What is Rote Learning?) "In neuroscience, spatial memory is the part of memory responsible for recording information about one's environment and its spatial orientation." (Spatial Memory) We need to learn to reach both types of memory. An idea for reaching rote memory is: A computer program can be used to create the opportunity for repetitive learning by allowing the student to practice a particular kind of math problem.  This repetition allows for long-term retention of a math concept.  The teacher is able to review a concept while the student creatures closure in his mind by using the summarizing and using the concept (Brain-Based Learning in Mathematics).

"We understand best when facts are embedded in natural, spatial memory." (The Twelve Principles for Brain-Based Learning)

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Implementation: Students with weak memories have trouble visualizing word problems.  I am going to translate the word problems into diagrams so that the student can visually understand the problem and be able to solve it.   For example:

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                “A train leaves Chicago for Detroit going 60 mph. At the same time, on an adjacent track, a train leaves Detroit heading for Chicago going 45 mph. Detroit is 280 miles from Chicago. How far are the trains from Chicago when they pass?" (Solution)

"Learning is enhanced by challenge and inhibited by threat." (The Twelve Principles for Brain-Based Learning)

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Implementation: As you can see by the pyramid to the left, a student will retain significantly more if they are able to practice the math concept by doing problems on a computer repetitively rather than having the teacher continue to review the concept in a lecture format.  The computer software can select the level of the problem based on the level of the student offering repetition and then challenge when they have mastered the easier problems.  The student remains alert because they are doing the calculations and using their brain to create new and easier methods of reaching the answer.  This system provides immediate and concrete feedback to the student telling them if they have the answer correct or not.

"Each brain is unique.” (The Twelve Principles for Brain-Based Learning)

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Implementation: Since every brain is unique, it would make sense that every student learns and understands ideas in different ways right? Well, a man named Howard Gardner sure did think so. He came up with nine intelligences that he believes will help teachers better able to reach more students. (Howard Gardner’s Theory of 

Multiple Intelligences) As shown in the picture on the right, I may have students in my classroom that are not just visual learners, but may be kinesthetic learners. In order to reach these students I will need to adapt my lessons based on the types of learners in my classroom. If I had students that were kinestethic learners I would create hands on experiences in the classroom. I may do this by having students do group projects or use technology that allows students to do examples of problems on their own. 

As a teacher we also need to remember that each student will have to deal with problems in their life. To make sure that my students understand this I can incorporate it into my mathematics class through this quote: "Every person is born to a unique set of circumstances, time, place, family, natural affinities, intrinsic motivations, attraction to objects, activities and people in our environments. Fifty factors in different combinations would give us a figure of 50! or 3.04140932 × 10⁶⁴.  The permutations and combinations of all the factors that create a human being may reach to the infinite."   (Every Brain is Unique)

 I will treat each student as an individual and try to account for the differences. A woman named Jill Bolte Taylor wrote these 12 techniques after she suffered a stroke and had to reteach herself everything she used to know. I will remember that:

  "1.  I am not stupid.  I am wounded.  Please respect me.

  2.    Repeat yourself.  Assume I know nothing and start from the beginning, over and over.

  3.    Be patient with me the 20^th time you teach me something as you were the first.

  4.    Approach me with an open heart and slow your energy down. Take your time.

  5.    Do not access my cognitive ability by how fast I can think.

  6.    Cheer me on.  Expect me to recover completely, even if it takes twenty years.

  7.    Break all actions down into smaller steps of action.

  8.    Look for what obstacles prevent me from succeeding on a task.

  9.    Clarify for me what the next level or step is so I know what I am working toward.

10.  Remember that I have to be proficient at one level of function before I can move  onto the next level

11.  Focus on what I can do, rather than bemoan what I cannot do.

12.  Celebrate all of my little successes.  They inspire me." (Every Brain is Unique).

     There are multiple techniques for brain-based learning such as orchestrated immersion, relaxed alertness, and active processing (Wilson).  A student will understand and learn more if these brain-based techniques are utilized.   A teacher can utilize these techniques in a variety of way including those that are based in technology.  Technology can be used as a tool to provide a mechanism for the teacher to immerse students in complicated and interactive learning experiences, allow students to feel challenged so that they maintain alertness, and to allow the student to create different ways of solving the problem.  In addition, the use of technology can constantly increase the challenges to the student, maintain alertness in the class, and allow diverse solution creation. Technology can individualizes the curriculum and reinforces the best learning method for each student. The student must feel that they are being enriched by the material, obtain feedback from the instructor, and be able to visualize the material (Powell).

     YouTube can be used to create video lectures for the students to review when they have a question while doing their homework.  If a student encounters a problem he does not understand in his homework he can play the video link that shows the class lecture (Technology in the Classroom - US News).  These links can be broken down into small segments so that the student can listen to the one(s) that directly apply to the problems he is completing.  For example, the student is completing a graph but does not remember how the graph should be set up.  The student will go to the Facebook page for the class and click on the link with the YouTube lecture video.  The student will be able to repeat the necessary information and then practice the concept while completing his homework.  This process will allow for a greater retention by using a mix of brain-based learning techniques and technology.

      A computer based grouping can be accomplished so that all math students can share information and work together solving homework problems.  Facebook, twitter and Skype provide the tools a group of students need to work together while completing homework assignments from different locations.  Students who teach math concepts to other students will have the highest level of concept comprehension because they have to understand how to complete the problem and how to tell another person to complete it (Brain-Based Learning in Mathematics).  These technologies allow students to provide feedback to each other in real time. 

References:
1. (2011, 14). Funderstanding: Education, Curriculum and Learning Resources. Brain-based Learning | Learning Theory | Funderstanding: Education, Curriculum and Learning Resources. Retrieved February 21, 2014, from http://www.funderstanding.com/theory/brain-based-learning/brain-based-learning/
2. The Talking Page Literacy Organization . The Twelve Principles for Brain-Based Learning . Retrieved February 20, 2014, from http://www.talkingpage.org/artic011.html
3. Wilson, L.O. University of Wisconsin - Stevens Point. Overview of Brain-based Education. Retrieved February 20, 2014, from http://www4.uwsp.edu/education/lwilson/brain/bboverview.htm
4. Powell, S.D. (2010, 20). Education.com | An Education & Child Development Site for Parents | Parenting & Educational Resource. Brain-Based Learning | Education.com. Retrieved February 22, 2014, from http://www.education.com/reference/article/brain-based-learning/
5. (2011, 25). Pierce College. Brain-Based Learning in Mathematics. Retrieved February 22, 2014, from http://www.piercecollege.edu/departments/mathematics/Brain-Based%20Learning%20in%20Mathematics.pdf
6. U.S. News & World Report. Technology in the Classroom - US News. Retrieved February 22, 2014, from http://www.usnews.com/education/technology-in-the-classroom
7. Image1: http://farm5.staticflickr.com/4105/4998125861_eca92a2ec4_z.jpg
8. Image 2: http://bloximages.newyork1.vip.townnews.com/southernminn.com/content/tncms/assets/v3/editorial/a/0e/a0eaa927-5657-5c9b-a17f-7d95dcaa272c/522ff218934bd.preview-300.jpg
9. Image 3: http://www.thenewstribe.com/wp-content/uploads/2012/07/mental-physical-health.jpg
10. Image 4: https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1aBCtPr5UI9YQm0xm_uHowtZe7Q-ngSpXIvc43TsyYBvBr2RkMYnYYdv6YoLsS0Wzam-op4fQq1Fny-eTT5SmsWiCRL6rWQtctubRAdLTfSgUffr4DEL13-nw3ti6BCjQGAbBjonLNJVs/s1600/classroom+routines+.tiff
11. Image 5: http://images.betterworldbooks.com/158/Physics-Formulas-Sparkcharts-9781586636630.jpg
12. Image 6: http://rlv.zcache.com/class_rules_respect_print-r2b018ac4c21145fa97359510b958ed2b_aikcp_8byvr_512.jpg
13. WiseGEEK. What Is Rote Learning?. Retrieved February 24, 2014, from http://www.wisegeek.com/what-is-rote-learning.htm
14. Dictionary, Encyclopedia and Thesaurus - WordIQ Dictionary.Spatial memory - Definition | WordIQ.com. Retrieved February 24, 2014, from http://www.wordiq.com/definition/Spatial_memory
15. Image 7: http://learningworkshop.mindedge.com/static/blog_wholepart2.jpg
16. MindEdge, Inc. | Corporate, Continuing, and Higher Education.Considering the Whole-Part-Whole learning model. Retrieved February 24, 2014, from http://www.mindedge.com/MindEdge_WPW_WhitePaper.pdf 
17. Image 8: http://usablealgebra.landmark.edu/wp-content/uploads/2008/12/working-memory-2.gif
Algebra Homework Help, Algebra Solvers, Free Math Tutors.SOLUTION: Problem: A train leaves Chicago.... Retrieved February 24, 2014, from http://www.algebra.com/algebra/homework/word/travel/Travel_Word_Problems.faq.question.117126.html
18. Image 9: http://www.stevescottsite.com/stages-of-learning.jpg
19. Image 10: http://www.thecurriculumcorner.com/wp-content/uploads/2013/01/multmain.jpg
20. Image 11: http://www.whitegadget.com/attachments/pc-wallpapers/74437d1315223108-train-train-pics.jpg
21. Image 12: http://wownesia.com/wp-content/uploads/2011/04/crh3-train.jpg
22. Image 13: http://funstuffonly.com/teachdocs/Learning%20Pyramid.jpg
23. NIU - Northern Illinois University - Learning Today, Leading Tomorrow. Howard Gardner’s Theory of Multiple Intelligences.Retrieved February 24, 2014, from  http://www.niu.edu/facdev/resources/guide/learning/howard_gardner_theory_multiple_intelligences.pdf
24. Image 14: http://dianaaissaigon.files.wordpress.com/2010/10/gardners-theory.jpg
25. Taylor, J.B. Exponential Education-Releasing Human Potential.Every Brain Is Unique . Retrieved February 24, 2014, from http://www.exponentialeducation.info/Every_Brain_Is_Unique.html

The Spanish and Punjabi Culture in Manteca, California

Mexico (Source 7)

Mexican Spanish Culture

                Spanish is the first language for approximately 328 million people with the largest population living in Mexico.  Spanish has five vowel phonemes, nineteen to twenty consonant phonemes, and is a syllable timed language.  Nouns are marked for gender and number.  Verbs have two regular conjugations and there are a great number of irregular verbs.  There are three tenses, four moods, and two voices (Source 1).   Spanish is the primary language spoken in the Hispanic home and many homes do not have an adult proficient in English.   The student often acts as a translator for their parents.   The home is organized as a traditional family with the father being the primary decision maker.  Family is extremely important and the Mexican-American family values nuclear and extended family. (Source 3)  Aunts, uncles, and other family members may attend the parent teacher

Spanish Alphabet (Source 10)

conferences because they take an active interest in the well- being and progress of the student.   Hispanics typically need less personal space than Americans and this difference can cause an instructor to appear rude when speaking with parents and students  because she is standing too far away while speaking.  Hispanic students are typically louder while working in the classroom, if they are used to the education system in Mexico, which includes more discussion.  Hispanic male young adults may display macho behavior because this behavior is important in their cultural development.  Teachers should try to use content-are vocabulary because a typical student cannot master English in the first few years and should not be placed in a Special Education program because of this deficiency (Source 2).

India (Source 8)

Pakistan (Source 9)

Punjabi Culture

                 Punjabi is the first language of 27 million people in India.  Western Punjabi is spoken in Pakistan by 60 million people.   There are thirty different dialects which have differences in vocabulary and pronunciation but are similar and usually can be understood by a speaker of any dialect (Source 4).  The Gurmukhi is the alphabet used in India Punjabi while the Pakistani Punjabi uses the Shahmukhi alphabet.    The consonants include an inherent vowel as part of the script.  Diacritics can be used above, below, before, or after the consonant to change the inherent vowel sound.  Vowels can be an independent symbol if they are used at the beginning of a syllable.  Constant sounds can be blended together in special combination by use

Punjabi Alphabet (Source 11)

of a symbol.   Punjabi is pronounced using a three tone system.  The tones used in Punjabi are a deep-rising tone, a high-falling tone and a mid-tone (Source 5).   Punjabi is often the primary language of the parents and grandparents.  The father is the head of the family and bears full responsibility for the family unit.  The family is of critical importance in this culture and each member of the family has specific responsibilities (Source 6).  The family unit is of extreme importance in the culture and education is seen as a high priority for the family.  Many family members are interested in the rearing and education of the young in contrast to the American culture where this responsibility is primarily held within the nuclear family unit.

References:

1. Thompson, I., & Phillips, J. (2013, 16). About World Languages.Spanish | About World Languages. Retrieved February 13, 2014, from http://aboutworldlanguages.com/spanish

2. Dipple, S. Primary Education Oasis - Evidence Based Teaching that Works. Mexican American Culture Differences. Retrieved February 13, 2014, from http://www.primary-education-oasis.com/mexican-american-culture-differences.html

3. Young, J. (2010, ). Dimensions of Culture | Cross-Cultural Communications for Health Care Professionals. The Importance of Familismo | Dimensions of Culture. Retrieved February 13, 2014, from http://www.dimensionsofculture.com/2010/11/the-importance-of-familismo/

4. Thompson, I., & Phillips, J. (2013, 23). About World Languages.Punjabi | About World Languages. Retrieved February 13, 2014, from http://aboutworldlanguages.com/Punjabi

5. Omniglot - the online encyclopedia of writing systems and languages. Punjabi language and the Gurmukhi and Shahmuhi scripts and pronunciation. Retrieved February 13, 2014, from http://www.omniglot.com/writing/punjabi.htm

6. Punjab Online. Culture of Punjab - Punjabi heritage & traditions. Retrieved February 13, 2014, from http://www.punjabonline.com/servlet/library.culture

7. http://www.travelvivi.com/wp-content/uploads/2010/04/mexico-city.jpg

8. http://www.indiatravelbug.com/wp-content/uploads/2011/01/Taj-Mahal-Agra_ori.jpg

9. http://www.paxgaea.com/images/Islamabad.jpg
10. http://static1.123teachme.com/cms_images/landing/spanish_alphabet_410x200.jpg
11. http://www.indif.com/kids/Learn_punjabi/images/punjabi_alphabet_chart.jpg

English Language Learners

     Within the next year I hope to be teaching a high school algebra class.  For this algebra class, I will have to be teaching a unit on functions. The unit on functions will be addressing function notation and the definition and concepts of functions.  This unit involves three Common Core standards.  These standards are:
1. "Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range.  If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x.  The graph of f is the graph of the equation y = f(x)." (Source 1)

(Source 2)

2. "Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context." (Source 1)

(Source 3)

3. Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers.  For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) +
f(n-1) for n ≥ 1." (Source 1)

An objective for each of these standards are:
1. Students will be able to understand the concept of a function by explaining the definition of a function and determining if f is a function.
2. Students will be able to solve functions to evaluate functions domains and outputs with context.
3. Students will be able to understand functions include some sequences by determining and explaining if sequences are functions.

     For this unit on functions, if I were to have four students at different stages in their English Language Development, I would tailor the objectives above to meet their learning needs and help them succeed in the classroom. For example, let's say that I had one student at the beginning level, one student at the early intermediate level, one student at the intermediate level, and another student at the early advanced level. The reason that I chose these levels is because the earlier levels of your English Language Learner takes more care and modifications to help the child benefit from the classroom.

(Source 6)

There are six levels of English Language Development. These six levels are:
1. "Beginning - From Total Physical Response (TPR) to simple sentences.
2. Early Intermediate - From phrases to complete sentences.
3. Intermediate - From complex sentences to paragraphs.
4. Early Advanced - Content language support through higher order thinking and speaking.
5. Advanced - From oral to written language proficiency
6. Reclassified - Many students are reclassified at the Early Advanced Level and will need continued support to access and develop a strong base of academic language."  (Source 4)

(Source 5)

     For the student at the beginning level, he/she needs to have a modified a rate of speech and more enunciation when being explained instructions. (Source 4) This change in the language allows the student to learn new words to boost their vocabulary.  Another modification that I would make, would be to use many visuals (ie: pictures of the functions like the ones above and gestures to emphasize what is meant by the arrows) and emphasize the key words of the lesson. (Source 7)  It is also important for me to make sure that I do not overwhelm the student by giving him/her too many new words in one day.  Also, for the beginning English Language Learner I would try to pair them up with a student who can speak their language to help push the student into further understanding.

(Source 9)

     For the student at the early intermediate level, I would provide notes that are fill in the blank.  This encourages the student to focus on the key words of the lesson.  If the student is struggling with the pronunciation of a word I would an Elkonin Box to help the student understand what the syllables in the word are and how to pronounce each syllable. (Source 4)  The next modification that I would make for this student would be to Mind Map these concepts.  (Source 4)  The Mind Mapping will allow the student to make connections between the mathematics skills that are necessary for the lesson.  For example, in the unit as explained above I would use the Mind Mapping technique to help the student understand the steps when dealing with a function (ie: Is the problem given a function? -> Does one of the elements in A associate to more than one element in B? -> Do one of the elements in A not map to any element in B -> Does everything in A map to at least one element in B? -> etc.). (Source 4)  This is especially important in a mathematics class because most concepts are connected to another.

(Source 10)

     For the student at the intermediate level, I would provide a sufficient amount of time for the student to respond because at this stage the student may know the words, but it may take them time to translate it in their head before responding. (Source 4)   I would also try and encourage the student to clarify the key concepts in their primary language. (Source 4)  This allows the student to think on a deeper level in their first language so their understanding in their second language also advances.  I would increase the level of difficulty in their responses by giving them more depth in their sentence starters.  For example, "We have concluded that...", "My thoughts are that...", "Perhaps it would work if...", etc. With the new change in the standards to Common Core, it is important that students are able to express mathematical concepts in writing.  In order to be successful at this the student must be able to explain, analyze, and compare, which they are starting to be more effective at doing at this level.

(Source 11)

     For the student in the early advanced level, I would use simulations to help the student determine the concept. (Source 4)  These simulations would include doing examples of each on the board for the students to see.  This would allow the student to feel confident in their understanding when trying them on their own. I would also encourage these students to highlight information that is important when working on the assignments or taking notes.  (Source 4)  This is also important for parents and teachers because they are easily able to see if the child is grasping the concept and if not what areas of information are they missing.  Another strategy that I would use is called a Double Entry Journal.  (Source 4) A Double Entry Journal "...enables students to record their responses to text as they read. Students write down phrases or sentences from their assigned reading and then write their own reaction to that passage." (Source 8)  This is a great tool for mathematics because students often forget details after the lesson is taught, so having to write two entries they will be able to go look back at notes written for their understanding and hopefully catch the subtleties of the lesson.  

(Source 12)

     In conclusion, it is important to tailor the classroom material to the students in your classroom.  Even if the student is learning English as their second language, we can help them by changing our strategies on giving the lesson to benefit the child's understanding.  We, as teachers, need to be able to share the strategies and ideas that work to benefit students while helping each other.  The people who benefit in the end is our students in their successful future.  

(Source 13)

1. Common Core State Standards Initiative | Home. Mathematics Standards . Retrieved February 13,  2014, from http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf
2. http://kwiznet.com/px/homes/i/Grade9/Relations/Relations_And_Functions.gif
3. http://www.mathsisfun.com/sets/images/domain-range-codomain.gif
4.Irma Bravo, L. (2009). California Levels of English Language Development (CELD). Stanislaus      County Office of Education.
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7. (2005). Southern Utah University - Cedar City, Utah. Six Key Strategies for Teachers of English-Language Learners.Retrieved February 13, 2014, from http://suu.edu/ed/fso/resources/esl-six-key-strategies.pdf
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10. https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEid7r08d4y-Tbi29BTqo-JRO5Qn0fDibtM6RTcMmZnbpW7E9lEfYpWtMGeWtft5OBXI4ixO9RNwJeJ4nEwNA1VHFcFvHirn-L-8XLLB_1OVnjxcsWRKfa0idpdAk5Vyqa4CqXkXNd9F9bI/s1600/IMG_1406.JPG
11. http://www.scholastic.com/parents/sites/default/files/styles/featured_image/public/field_asset_image/6913/0650/7736/Girl_chalkboard_math.jpg?itok=MDuSNbMS
12. http://shrdocs.com/pars_docs/refs/9/8850/img5.jpg
13. http://whitney.org/image_columns/0032/5295/pd_3_500.jpg

Special Education Referral Process

(Source 1)

     Special Education is an integral part of the school system.  After talking to Sierra High School in Manteca, California, I feel that it may be an even larger part of the system in the future.  I am hopeful that there can be a change in the system that will include all students that are in need of assistance.  Although it may be difficult for schools that have a large amount of students, I do believe that the definition of Special Education in Finland is a logical response to our future students.  Now why do you ask I think there should be a change?  The answer, I feel that cyber-bullying is now an extreme issue that has some dire consequences. 

(Source 2)

     Finland's definition of Special Education includes students who may be struggling with their self esteem, problems at home, and dealing with bullying in school (Source 8).  Some of this success may be due to this fact: "Diagnostic labels for students struggling with learning disorders are rarely used and students receive immediate support when they begin to experience academic difficulty." (S0urce 9) This is important because if a teacher feels that a student needs help for any reason, ie. bullying, then they will be helped and helped quickly. I feel that because of the integration of technology into children's lives there are some downfalls that need to be addressed.  Unfortunately, many students use social media, especially those in middle school, to continue bullying outside of school.  This type of use must be recognized by teachers and be dealt with before it is too late. 

(Source 3)

     I interviewed a few teachers at Sierra High School and the program specialist for the special education department.  During these interviews, I learned an extreme amount of information on California's special education system.  For the special education system, I found that there are many rules that need to be changed, but this is undoubtedly controversial subject. 

(Source 4)

   The first person that I was able to interview was the department chair for the special education department.  She was incredibly helpful to improve my understanding of the system.  She explained to me that the process all starts with either a parent or a teacher noticing a problem with a child in the classroom.  Once this has been noticed, the teacher or parent will inform a counselor who will start the process of deciding how to help the child.  To make these informed decisions he will set up a Student Success Team (SST) meeting.  The students SST includes a counselor, general education teacher and parents.  The teacher may feel that only certain accommodations maybe necessary.  Once some accommodations have been implemented they may need to began a 504.  A 504 is a section of the Rehabilitation Act of 1973.  The 504 deals with the anti-discrimination of students with disabilities. After working through a 504 plan they start the Individualized Education Program (IEP).  For the student to receive these plans they need to go through an evaluation process. There are two parts in the evaluation process.  The first part is a psychological evaluation that is conducted by the school psychologist.  The second part is an educational evaluation, at Sierra this is done by the department chair, which involves deciding what areas the student has difficulties.  After being given these specifics I asked her "As a future general education mathematics teacher, how can I help the special education students in my classroom?"  She was surprised I asked this question because most students that have disabilities have an extremely difficult time in mathematics, so most at Sierra are in special education mathematics classes.  She felt that the best way for me to find the answer to this question was to speak to another special education teacher at the school.  This teacher told me that it varies based on the students abilities, but the best way to help the students is to have patience and be willing to make accommodations. 

(Source 5)

   The next people I was able to interview were a couple of teachers at the school who had previously referred student.  The two teachers that I spoke with are the life skills department chair and an art teacher.  I chose these teachers to interview because the special education teacher that I spoke with told me they have referred many students to special education.  They both agreed that most of the identification process deals with observation and/or assignments/test.  Most clues com from written grammar and sentence structure.  Also, they agreed that some students with problems usually give brief answers to these types of questions.  The life skills teacher teaches a food science class that includes mathematics and said that the students who struggle with the concept or miss a large amount of problems is a red flag.  They both agreed that at Sierra there are many accommodations that teachers will try prior to referring a student for special education.  Some of these accommodations are one on one help, peer pairing, reworking an assignment to check for understanding, move students to the front of the room, and contacting parents to see if there is any issues that they need to know about.  They both told me that is important to detect the problem as soon as possible and try to help the student in any way that is effective. 

(Source 6)

     The last person I was able to speak with is the program specialist for the special education department.  She also agreed with the special education that teachers and parents are the largest sources of referrals.  She mentioned that "It is always the goal to serve every student in the Least Restrictive Environment, so every effort is made to ensure that accommodations and modifications have been attempted in the general education setting prior to referral to special education."  This was important because it made me feel that as a general education teacher we need to be flexible and aware that these accommodations are a part of our job.  We need to be willing to change our lessons for many students in our classroom to benefit their education process.  For the progress of the of the child before and after the referral they are assigned a case manager.  This case manager is usually the psychologist or a teacher.  However, when I was speaking with the special education teacher she mentioned to me that the administration at Sierra take part of the pressure of these cases.  She explained that the Vice Principal takes 60% of the cases at Sierra to follow through, the Principal takes 20% and the Assistant Principal takes the last 20%.  The Vice Principal mostly deals with the students who are having behavioral problems. The provisions that are made for students depends on the individual needs.  There are many provisions available, including special day class, resource classes, speech therapy, adaptive PE, and many others. The level of parent involvement varies greatly.  Speaking to the program specialist she told me that the most integral part is the fact that the parent must sign a consent form for all assessments tied to special education.  Therefore, they a large part of the students IEP. She and the special education teacher said "If a parent writes a letter requesting testing of any kind, the district has 60 days to assess and hold an IEP meeting.  The special education teacher at Sierra indicated that the parents of the students in special education at this school are constantly in touch with them.  They usually speak with the parents at least once a week. 

(Source 7)

     After conducting all of these interviews and all of this research, I feel that I am adequately prepared to help special education students in my classroom.  The most important idea that I learned throughout this process is that you need to be patient and be willing to make modifications for the success of these students.  I hope that this blog gives parents or future teachers an idea of the Special Education System. 


References:

1. http://rhonda3.edublogs.org/files/2011/03/Special-Education-1-uo2ulj.png
2. (2012, 20). YouTube. YouTube - Special Education - AntiBullying PSA. Retrieved February 07, 2014, from http://www.youtube.com/watch?v=qPlaMin9n34 
3. https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjziPQP5Yzg83CtXy6iFXVthc-CbCbnr8ZKWQ7y0Aa9QJmPkbYgQox5Es8783ALLSdJAxz0WJirYTXsHPyjgswtEK2OcvrKjQDV8cVjFrYgKFg_LjXYj88DjuDRWuRMwUQ28K7qOTXgAF4/s1600/cyber-bullying+3.jpg
4. http://www.westonranchhomes.com/images/gallery/image_020.jpg
5. http://www.wrightslaw.com/blog/images/504.diagram.jpg
6. http://media.salon.com/2011/05/death_to_high_school_english-460x307.jpg
7. http://www.pacer.org/parent/images/ParentsNeedToKnow.jpg
8. (2012, 25). YouTube. YouTube - Finland's Formula for School Success (Education Everywhere Series). Retrieved February 07, 2014, from http://www.youtube.com/watch?v=HsdFi8zMrYI
9. Kinlan, C. (2011, 21). Hechinger Report | Informing the Public about Education through Quality Journalism. Rethinking special education in the U.S. | Hechinger Report. Retrieved February 07, 2014, from http://hechingerreport.org/content/rethinking-special-education-in-the-u-s_5003/