Supporting All Students: Productive Mathematical Discourse in Online Environments

2021 ◽  
pp. 105345122110018
Author(s):  
Kristin E. Harbour ◽  
André R. Denham
Keyword(s):  
Learning Disabilities ◽  
Learning Opportunities ◽  
Mathematical Discourse ◽  
Asynchronous Learning ◽  
Thought Processes ◽  
Students With Learning Disabilities ◽  
Online Learning Environments ◽  
Face To Face ◽  
Inclusive Learning ◽  
Face To Face Instruction

Classroom instruction focused on discussion-based learning opportunities can provide productive and inclusive learning experiences for all students, including students with learning disabilities in mathematics and those without learning disabilities. Mathematical discourse allows students to share their ideas, justify their thinking, critique the reasoning of others, and refine their thought processes. While one might typically envision mathematical discourse happening during face-to-face instruction, meaningful discourse can also occur in online learning environments. This article presents a blended format of both synchronous and asynchronous learning opportunities, coupled with Smith and Stein’s (2018) “5 Practices” for productive mathematical discourse to support teachers in designing and facilitating lessons in which all students are actively engaged in the learning processes both for themselves and their classmates.

Implementing Asynchronous Instructional Materials for Students With Learning Disabilities

2021 ◽  
pp. 105345122110018
Author(s):  
Matthew L. Love ◽  
Kathy B. Ewoldt
Keyword(s):  
Learning Disabilities ◽  
Instructional Materials ◽  
Academic Standards ◽  
Asynchronous Learning ◽  
Student Needs ◽  
Students With Learning Disabilities ◽  
Learning Materials ◽  
Instructional Environments ◽  
Students With Ld ◽  
K 12

Online learning continues to be an increasingly popular option in K–12 and postsecondary settings As this trend continues, it is important that the developers of online instructional environments and materials proactively consider the needs of all students. This includes determining how special education and specially designed instruction can be provided in online environments. For students with learning disabilities (LD), a systematic process for determining whether available learning materials address academic standards and specific student needs is key. To support practitioner lesson planning, this column provides guidance for aligning asynchronous learning materials to academic standards and the needs of students with LD. Guidance for supplementing and augmenting available materials is also provided.

Implementation Fidelity and the Design of a Fractions Intervention

2019 ◽  
Vol 42 (4) ◽  
pp. 217-230 ◽  
Author(s):  
Lindy Crawford ◽  
Barbara Freeman ◽  
Jacqueline Huscroft-D’Angelo ◽  
Sarah Quebec Fuentes ◽  
Kristina N. Higgins
Keyword(s):  
Learning Disabilities ◽  
Conceptual Understanding ◽  
Student Outcomes ◽  
Implementation Fidelity ◽  
Learning Opportunities ◽  
Students With Learning Disabilities ◽  
Mathematics Intervention ◽  
Tier Ii ◽  
Higher Order Learning ◽  
And Mathematics

Interventions are implemented with greater fidelity when their core intent is made explicit. The core intent of this intervention was to increase access to higher order learning opportunities for students with learning disabilities or difficulties in mathematics through use of research and practice from the fields of special education and mathematics education. Four steps undertaken in the development of a Tier II fraction-based mathematics intervention designed to improve the conceptual understanding of students with learning disabilities or difficulties are described in this article: (a) articulation of a logic model, (b) delineation of intervention components, (c) analysis of reliability data related to implementation fidelity, and (d) pilot testing to measure implementation fidelity and student outcomes. Results of the pilot study demonstrated no significant effect for the component of technology; however, significant pre–post differences were found in the performance of all groups on their conceptual understanding of fractions as numbers.

Decision-Making Practices During the Instrument Selection Process: The Choices We Make

2018 ◽  
Vol 44 (4) ◽  
pp. 281-291
Author(s):  
Jessica A. Rueter ◽  
Rochell McWhorter ◽  
Julie Delello
Keyword(s):  
Decision Making ◽  
Learning Disabilities ◽  
Selection Process ◽  
School Personnel ◽  
Learning Disabled ◽  
Basic Knowledge ◽  
Students With Learning Disabilities ◽  
Instrument Selection ◽  
Face To Face ◽  
Decision Making Processes

The purpose of this article is to understand the decision-making processes by assessment personnel when choosing instruments to evaluate students with learning disabilities. Eight school personnel responsible for the evaluation of students in Texas participated in face-to-face, semistructured interviews. The instruments chosen were based on a variety of factors including the personnel’s basic knowledge and training on the use of the instruments, the culture and climate of the district, and the overall characteristics of the child being tested. The findings of this study suggested that assessment personnel encounter many decisions when evaluating children with learning disabilities. Implications from this study include the need for frequent support in encouraging reflective thinking and assessment training for those responsible for the important decisions regarding the identification and placement of students who are learning disabled.

scholarly journals Psychological Aspects of Students With Learning Disabilities in E-Environments: A Mini Review and Future Research Directions

2021 ◽  
Vol 11 ◽  
Author(s):  
Stefania Cataudella ◽  
Stefano Carta ◽  
Maria Lidia Mascia ◽  
Carmelo Masala ◽  
Donatella Rita Petretto ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Emotional Distress ◽  
Self Regulation ◽  
Well Being ◽  
Emotional Awareness ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Face To Face ◽  
E Learning ◽  
Learning Platforms

What are the main learning difficulties or advantages encountered by students with learning disabilities (LDs) within e-environments? As a result of the Covid-19 emergency, e-learning is being increasingly used to support students’ learning processes. A number of countries closed their schools altogether, so face-to-face lessons were and have been replaced by distance lessons. A search of current literature via Scopus, Eric and Google Scholar electronic databases was conducted according to Prisma Guidelines. Other sources of literature were also considered, starting from the references in the full text of the articles consulted. We used the following search keywords: “LDs” combined with the “AND/OR” Boolean operator and “e-learning platforms,” “well-being,” “psychological factors,” “emotional distress,” and “self-regulation.” One body of literature highlights the lack of inclusive accessibility standards and a lack of attention to specific tools for addressing LDs, which causes students to develop high levels of stress/anxiety and emotional distress, in addition to low levels of well-being, self-esteem and self-efficacy. Another area of literature looks at how students can develop high levels of self-regulation and emotional awareness, as well as high levels of inclusion. Results are discussed in terms of the promotion of e-learning that focuses on the psychological well-being of students and teachers use of technological tools.

scholarly journals Techniques for Mirroring Practice Online

10.28945/2638 ◽  
2003 ◽  
Author(s):  
Renay Buchanan ◽  
Robert McDougall
Keyword(s):  
Online Learning ◽  
Worked Examples ◽  
Learning Opportunities ◽  
Online Resources ◽  
Online Environment ◽  
Electronic Medium ◽  
Educational Tools ◽  
Face To Face ◽  
Innovative Work ◽  
Face To Face Instruction

In this paper we describe the creative and innovative work that has emerged from the collaboration between content experts and creative designers. The project detailed here focuses on enhancing the current range of online learning opportunities for students studying a level one business mathematics course. We highlight some of the positives and negatives encountered when converting existing print-based materials to quality online educational tools and the mapping of face-to-face instruction into the electronic medium. A discussion of some of the major challenges encountered when creating resources such as these for distribution in an online environment is included. The conference presentation for this work will demonstrate the two primary online resources, worked examples with audio enhancement and simulations.

Teaching Students With Learning Disabilities in a Virtual Learning Environment

2021 ◽  
pp. 19-41
Author(s):  
Pankaj Khazanchi ◽  
Rashmi Khazanchi ◽  
Simran Randhawa
Keyword(s):  
Learning Disabilities ◽  
Learning Environment ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Students With Learning Disabilities ◽  
Face To Face ◽  
Rapid Changes ◽  
Development Support ◽  
K 12 ◽  
Virtual Mode

COVID-19 brought unprecedented changes in the education sector at all levels globally. These rapid changes have transformed the way teachers are transacting the curriculum in K-12 classrooms. Teachers have had to adapt and depend on a virtual mode to reach students and facilitate student engagement and subsequent learning. In the absence of professional development support, such overnight changes and giant leaps from traditional face-to-face interaction with students have been extremely challenging for teachers and equally stressful for students and their parents. Many teachers describe their helplessness with growing absenteeism and delayed submission of student assignments. It is even more difficult for students with a learning disability to engage virtually for a longer time in front of a computer screen. They often need intensive, one-on-one support from the parent. This chapter aims to highlight the challenges faced by professionals to teach students with specific learning disabilities effectively in a virtual learning environment and identify effective solutions.

Introduction to the Special Issue on Transitioning to Blended Learning

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Anthony G Picciano
Keyword(s):  
Blended Learning ◽  
Educational Leaders ◽  
Asynchronous Learning ◽  
Instructional Designers ◽  
Special Edition ◽  
Learning Networks ◽  
Face To Face ◽  
Face To Face Instruction ◽  
Definition Of ◽  
Scholarly Production

In 2004, the Alfred P. Sloan Foundation funded an invitation-only workshop on blended learning. It was one of the first such events to focus entirely on the concept of combining online and face-to-face instruction into a new instructional modality and since has evolved into the Annual Sloan Consortium Blended Learning Conference and Workshop. Over the past seven years, this Conference and Workshop has added significantly to the research base and best practices that apply to blended learning. Its scholarly production includes a plethora of important studies and resources that have contributed significantly to what is known about blended learning. For example, the work of this Conference and Workshop has produced: • a comprehensive look at a definition of the term “blended learning”; • the first book dedicated entirely to the research on blended learning [1]; and • an extensive review of blended learning instructional models. [2] In April 2010, the 7th Annual Sloan Consortium Blended Learning Conference and Workshop attracted almost three hundred educational leaders, faculty members, instructional designers and researchers who discussed, shared and considered effective practices in the design and delivery of blended learning environments. The purpose of this special edition of the Journal of Asynchronous Learning Networks is to preserve some of the knowledge and insights shared at this event. The articles selected also represent well the theme of this special edition – transitioning to blended learning.

Interactive Reading Instruction: A Comparison of Proximal and Distal Effects of Instructional Conversations

1995 ◽  
Vol 61 (6) ◽  
pp. 536-552 ◽  
Author(s):  
Jana Echevarria
Keyword(s):  
Learning Disabilities ◽  
Reading Instruction ◽  
Culturally Diverse ◽  
Hispanic Students ◽  
Learning Opportunities ◽  
Concept Development ◽  
Students With Learning Disabilities ◽  
Interactive Approach ◽  
Instructional Conversations ◽  
Culturally Diverse Students

This study examined the effects of an interactive approach, instructional conversations (IC), on the language and concept development of Hispanic students with learning disabilities. This study compared traditional instruction (basal approach) with instructional conversations. Results of proximal measures indicated higher levels of discourse and greater participation with IC than with a basal approach. The distal indexes yielded uneven results: evidence of greater understanding of the concept following IC but no differences in literal comprehension or postlesson narrative results. The overall results suggest that IC may provide linguistically rich learning opportunities for culturally diverse students with learning disabilities.

Impacts of Behavior Modeling in Online Asynchronous Learning Environments

2007 ◽  
pp. 128-151
Author(s):  
Charlie C. Chen ◽  
Albert L. Harris ◽  
Lorne Olfman
Keyword(s):  
Social Presence ◽  
Perceived Usefulness ◽  
Behavior Modeling ◽  
Asynchronous Learning ◽  
Software Application ◽  
Face To Face ◽  
Asynchronous Learning Environments ◽  
The Face ◽  
Face To Face Instruction ◽  
Live Instruction

The continued and increasing use of online asynchronous learning (OAL) environments for training raises the question whether behavior modeling, the most effective training method in live instruction, will prove to be effective in OAL environments. If it is effective, to what extent will it be effective? In this study, behavior modeling training was delivered in three modes: face-to-face, videotaped, and scripted. Each behavior modeling mode expresses social presence to a different degree, and therefore could impact both learning performance and the willingness of students to take online asynchronous training. This study reports on the effect of behavior modeling modes on three variables in an OAL environment, perceived usefulness, near-knowledge, and far-knowledge transfer, when learning a software application. Nine hypotheses were proposed. Four hypotheses were supported and five were not. This research found that the face-to-face environment is not significantly more effective than an OAL environment. The impacts of social presence seem to be higher in face-to-face OAL environments. Although videotaped instruction and scripted instruction were lower than face-to-face instruction, they deliver same degrees of social presence and lead to similar satisfaction level.

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