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Assignment 1 t is important for all students, especially students with disabilities, to be exposed to content-based lessons that promote critical thinking and problem solving. There are many areas that a student may struggle in when it comes to mastering complex mathematical tasks. For this reason, it is imperative that teachers are equipped with various instructional strategies for handling these situations.

Part 1: Operation and Algebraic Thinking Lesson Plan

Using the “COE Lesson Plan Template,” design a lesson for the 1-5 grade level of your choice and a corresponding Arizona or other state math standard within the Operation and Algebraic Thinking domain.

Locate four lesson plans that focus on your chosen grade level and math standard from four different websites to review. Operation and Algebraic Thinking Lesson Plan

Using the lesson plans as resources, design a new operation and algebraic thinking lesson plan that encourages critical thinking. The lesson plan must include differentiated strategies for students who struggle with perception and attention as well as differentiation strategies for students who struggle with memory and retrieval.

Part 2: Instructional Strategies Rationale

In 250 words, reflect upon your instructional choices and rationalize the appropriateness of each strategy related to the specified student needs and learning target. Describe how each strategy encourages critical thinking specific to your lesson.

Assignment 2 When students are learning mathematical operations and skills, the concepts and skills will build upon each other. It is important for teachers to plan meaningful learning progressions in their lessons to help with this learning process. Higher-order questioning within a lesson plan can help ensure skill mastery before the next learning concept is introduced.

Part 1: Partial Lesson Plan

Select a 1-5 grade level and a corresponding Arizona College and Career Ready Standard or other state standard based on the Number and Operations in Base Ten domain.

Using the “COE Lesson Plan Template,” complete the lesson plan through the Multiple Means of Engagement section, making sure the activities are supported by the recommendations found in the topic materials.

Include appropriate support and guidance to help students learn related academic language.

Part 2: DOK Essential Questions

Upon completion of the partial lesson plan, draft 20 essential questions to guide meaningful learning progressions and foster problem-solving for students with disabilities, using the “DOK Questions Template.” Five of the questions should activate prior knowledge and the remaining 15 questions should be based on the progression of the lesson activity, probing the four Depth of Knowledge (DOK) levels.

Using four of the questions you drafted, one from each DOK level, identify the following using the DOK Questions Table within the “DOK Questions Template”:

• Examples of student responses
• Rationale of why chosen question meets DOK level

APA format is not required, but solid academic writing is expected.

Assignment 3 Actively observe, interview, and collaborate with the mentor teacher, paraeducator, or aid who currently teaches math in a middle school classroom (Grades 6-8), about collaboration in the inclusive/mainstream classroom.

Your observations should address the following:

• Roles of special education teachers, general education teachers, and students with disabilities in the inclusive setting
• Opportunities to demonstrate leadership while collaborating in each specified role
• Leadership opportunities to collaborate outside of the classroom, for each specified role
• Collaboration models that have been successful for each teacher, taking into consideration student needs
• Ways to create and maintain safe, inclusive, and culturally responsive learning environments to engage individuals with disabilities in meaningful learning activities and social interaction
• Advantages and disadvantages of collaborating while teaching math

Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.

In 250-words, summarize and reflect upon your conversations, observations, and instructional experiences. Explain how you will use your findings in your future professional practice.

Assignment 4 Lesson planning is not just about planning what you want your students to know, but also planning for possible situations that might arise and solutions that can be used. Using academic and behavioral data, a teacher must plan for what each child is going to need to help them access the curriculum as well as any individual accommodations that will be needed. The time spent on planning helps to ensure successful delivery of the lesson.

Select a 3-5 grade level and a corresponding Arizona or other state standard based on the Number and Operations-Fractions domain.

Compose an aligning learning objective and design appropriate activities for a selected group of 3-4 students, of varying academic levels, from the “Class Profile.”

Using the “COE Lesson Plan Template,” complete the lesson plan through the Multiple Means of Engagement section, making sure the activities are supported by the recommendations found in the topic materials.

For your differentiated activities, specifically address:

• Fraction tasks, including area, length, and set/quantity models; or
• Equivalent fractions. In the Multiple Means of Engagement section, draft five questions you could ask students during the lesson that promote conceptual understanding related to fractions.
• In the Multiple Means of Representation section, describe five potential issues and/or roadblocks that might happen while delivering the lesson, based on the needs of the selected group of students. Provide possible solutions to each potential issue.

Assignment 5 With your mentor teacher, identify a student or small group of students with disabilities who would benefit from differentiation and engagement strategies during an upcoming math lesson or activity.

Part 1: Student Challenges

With the mentor teacher, observe the student or small group of students while they work on math problems in class. Identify areas where the student or students seem to struggle.

Areas of concern where students may struggle include (but are not limited to):

• Output difficulties
• Organizational difficulties
• Language difficulties
• Attention difficulties
• Visual spatial or ordering difficulties
• Difficulties with multiple tasks

After observing and noting concerns, discuss with the student/students whether the areas you identified were challenging for them. Continue to work with them with guided practice and support.

Discuss your findings with your mentor teacher. Offer intervention strategies you could implement to help the students learn the math concepts being taught. With your mentor teacher, decide on 1-2 strategies to further develop in Clinical Field Experience C and implement in Clinical Field Experience D.

Part 2: Reflection

After observing and talking with the students and your mentor, summarize and reflect upon your experiences in 250-500 words, including:

• Your initial conversation with the mentor teacher, identifying how the student or students were chosen.
• Areas where the students seem to struggle.
• Summarize the conversation between you and the students discussing the areas that seemed to challenge them. Were they in agreement with you, or did they feel that they did not struggle or did not need support? If so, how did you continue to support them?
• Strategies you suggested to the mentor teacher, his or her feedback, and what strategies the two of you ultimately decided you would implement (which may be the same or different from what you originally suggested).

• Explain how you will use your findings to further assist the students while working with them in this placement. This will also help prepare you for Clinical Field Experiences C and D, as well as your own future classroom engagements.

Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.

APA format is not required, but solid academic writing is expected.