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ALBOR, RANDEL A.

MCC2020-1639
BSED-Math 3-A4 FLCT

LESSON 5.2
Application

Read & Learn

Question: What should be your frame of mind in terms of teaching methodologies, if


students are diagnosed as having special needs?

1. Social and behavioral disability

When instructing students with social and behavioral disabilities in a math


setting, it is essential to embrace adaptability and personalized strategies. I will start by
comprehending and adhering to the specifics of each student's Individualized Education
Program, customizing teaching methods to suit their distinct requirements. Utilize
diverse instructional approaches, including visual aids and technology, to cater to
various learning styles. Create a well-organized and encouraging classroom
atmosphere with explicit expectations and routines. Collaborate closely with support
personnel, counselors, and parents to ensure a unified approach in addressing social
and behavioral challenges. Embed social skills development within the curriculum and
employ positive reinforcement techniques to encourage and acknowledge positive
behavior. Ultimately, establishing a constructive and inclusive learning atmosphere
demands a willingness to adjust, empathy, and a dedication to addressing the unique
needs of every student.

2. Giftedness & Talented

When instructing students identified as gifted and talented in a math class, it's
crucial to cultivate an environment that both challenges and nurtures their advanced
capabilities. Implement differentiated instruction by delivering enriched and accelerated
content that extends beyond the standard curriculum, ensuring these students remain
engaged and intellectually stimulated. Foster critical thinking, problem-solving skills, and
independent exploration, allowing them to delve deeper into mathematical concepts.
Employ flexible grouping methods to facilitate collaboration among peers with similar
abilities. Continuously assess and adjust the pace and complexity of instruction to
ensure an ongoing sense of challenge and motivation. Additionally, offer opportunities
for them to explore real-world applications of mathematical concepts and engage in
projects aligned with their interests, fostering a genuine passion for learning and a more
profound understanding of mathematics.

3. Learners with Difficult circumstances and Indigenous Group.

When instructing students identified with special needs in learners facing difficult
circumstances and indigenous groups, it is essential to adopt an inclusive and culturally
sensitive approach. Respect and acknowledge the diverse backgrounds, languages,
and learning styles present within the indigenous community. Utilize teaching methods
that integrate culturally pertinent examples, contexts, and practical applications of
mathematical concepts. Cultivate a supportive and empathetic classroom environment,
recognizing the unique challenges these learners may encounter. Collaborate with
support personnel, cultural experts, and community members to gain insights into
effective teaching approaches. Deliver differentiated instruction by adjusting content to
meet individual needs while considering the socio-cultural context. Emphasize the
significance of indigenous knowledge and perspectives in the learning process,
developing a math curriculum that mirrors the cultural richness of the students and
encourages meaningful involvement in the subject.
ALBOR, RANDEL A. MCC2020-1639
BSED-Math 3-A4 FLCT

LESSON 5.3
Application

Defining the Definition

Directions: Based on your answers in Activity 1 and your understanding of the lesson,
describe what makes a school environment fair and safe?

A school environment characterized by fairness and safety, grounded in


inclusivity, is one that actively embraces diversity, ensures equal access to
opportunities, and nurtures a culture of mutual respect. Robust anti-bullying policies
create an environment where students feel confident reporting incidents without fear.
The curriculum is carefully crafted to be inclusive and culturally responsive, reflecting
the diverse backgrounds of the student body. Facilities are designed for accessibility,
and supportive teaching practices cater to a variety of needs. Continuous professional
development for staff emphasizes cultural competence, and strong partnerships with
parents and the community foster a collaborative ethos. Conflict resolution programs
instill in students the importance of resolving conflicts peacefully. Ultimately, the school
establishes secure spaces where every student is valued, acknowledged, and
empowered to excel.

Compare it!
What are the similarities and differences that you notice between the two mentioned
practices that support inclusive education? What are your insights about fair and safe
learning environment? Use the diagram below to articulate your ideas.

RTI UDL

Similarities

RTI and UDL share similarities in their commitment to individualized instruction, early intervention,
data-informed decision-making, tiered support structures, collaboration among educators, a focus
on inclusivity, and flexibility in instructional approaches. Both frameworks aim to enhance
educational outcomes by addressing diverse learner needs.

Differences Differences

-RTI focuses on identifying and addressing UDL has a broader focus on proactively designing
academic and behavioral challenges through universally accessible learning environments from
the start, addressing the variability of all learners
tiered interventions with a primary emphasis
through flexible instructional methods and
on early intervention. materials.
-specific and targeted UDL is comprehensive, aiming to minimize barriers
for all students.

Insights
RTI provides targeted interventions for specific academic and behavioral challenges through a tiered approach,
emphasizing early intervention. UDL, on the other hand, focuses on proactively designing universally accessible learning
environments from the outset, catering to the variability of all learners through flexible instructional methods and materials.
Both aim to enhance educational outcomes by addressing diverse learner needs but differ in their approach and scope.
Educators may benefit from integrating elements of both frameworks based on the unique needs of their students.
ALBOR, RANDEL A. MCC2020-1639
BSED-Math 3-A4 FLCT

LESSON 5.4
Application

Fill it!

Directions: Using the matrix below, discuss the following factors that influence and
promote learners’ participation. Subsequently, provide a concrete example for each.
Generally, explain why these factors are crucial to the learners’ engagement in the
teacher-learning process.
Factors Class Communications Feedbacks Personalized
Environment learning
The class Effective Timely and In a math class,
environment in a communication in a constructive personalized
math class plays math class involves feedback is learning
Discussion a vital role in clear explanations of crucial in a involves
creating a concepts, math class as it recognizing and
conducive space encouraging helps students accommodating
for learning. An questions, and understand different
organized and promoting their strengths learning styles
supportive discussions. Open and areas for and paces.
setting with clear lines of improvement. Tailoring
expectations communication help Feedback instruction to
fosters a positive demystify guides them in individual needs
attitude towards mathematical ideas refining allows students
mathematical and encourage problem-solving to connect with
challenges. students to voice strategies and mathematical
their uncertainties. enhances their concepts more
overall meaningfully.
mathematical
skills.
A math teacher A math teacher uses After a math A math teacher
arranges the questioning quiz, the provides
classroom in a techniques to prompt teacher optional
Example way that student discussions provides extension
facilitates group during problem- individualized activities for
work and solving sessions. feedback on students who
problem-solving This encourages common errors grasp concepts
discussions. students to articulate and offers quickly and
Collaborative their thought specific offers additional
workstations and processes, fostering guidance on support, such as
math-related a deeper how students visual aids or
visuals create an understanding of can improve manipulatives,
environment mathematical their for those who
where students concepts. approaches to may need extra
feel comfortable mathematical assistance in
exploring problem- understanding
mathematical solving. mathematical
concepts principles.
together.
General explanation:

These factors are crucial for learners' engagement in the math teacher-learning process
as they contribute to a positive and effective learning environment. A well-organized class
environment, clear communication, timely feedback, and personalized learning experiences
cater to the diverse needs of students. In a math class, where problem-solving and conceptual
understanding are key, these factors collectively enhance students' motivation, confidence, and
active participation in mathematical learning. They create a foundation for a positive math
culture that encourages exploration, collaboration, and a deeper appreciation for the subject.
ALBOR, RANDEL A. MCC2020-1639
BSED-Math 3-A4 FLCT

LESSON 5.5
Application

What’s Wrong?

Directions: Read carefully scenario below. Subsequently, solve the problem by using
Coloroso’s (1994) a six-step process for behavioral problem-solving.

Corona is a persistent problem in the eight-grade Science class of Ms. Dalisay. She is
disrespectful and continuously challenges her teacher’s authority. In most cases,
Corona shows an apparent display that the lesson is a waste of time, and makes fun of
her classmates. Straightforwardly, the class runs much smoother when she is absent.
Students seem to be more focused without her in the class. Today, a full 15 -minute
after the class has begun, Corona comes sauntering into the classroom, slamming the
door behind her. Consequently, a sudden silence engulfs the room while the whole
class is on her.

Define the problem


1
The persistent disruptive behavior of Corona in Ms. Dalisay's eighth-grade Science
class, including disrespect towards the teacher, challenges to authority, mocking
classmates, and overall disturbance, is negatively impacting the learning
environment.

Evaluate the possible solutions against a set of criteria


2
Set Clear Expectations: Clearly communicate and enforce classroom expectations
for all students, including consequences for disruptive behavior.
Offer Individual Support: Provide one-on-one counseling or support to understand
the root causes of Corona's actions.
Involve Parents: Communicate with Corona's parents to discuss her behavior and
collaborate on a plan for improvement.
Select an option/offer a strategy
3
Set Clear Expectations: This strategy establishes clear behavioral boundaries for
the entire class.
Offer Individual Support: This option addresses potential underlying issues
contributing to Corona's behavior.
Involve Parents: Seeking parental involvement can provide additional support and
insights.
Plan the implementation
4 a. Set Clear Expectations:
Clearly communicate classroom expectations and enforce consequences for
disruptive behavior.
Reinforce positive behavior and discourage disruptions.
b. Offer Individual Support:
Schedule a meeting with Corona to discuss her behavior and explore potential
underlying issues.
Collaborate with the school counselor or support staff for additional assistance.
c. Involve Parents:
Arrange a meeting with Corona's parents to discuss her behavior and develop a plan
for improvement.
Seek their input on potential reasons for her behavior and work together to find
solutions.
Review the problem
5  Continuously assess Corona's adherence to established expectations.
 Monitor the effectiveness of individual support and parental involvement.
 Adjust intervention strategies based on ongoing evaluation.

Let’s Interview!

Directions: Interview a private or public teacher in elementary or secondary school. Document


the interview and submit a report to your instructor. Use the interview guide questions bellow:

a. What are the behavioral problems that he/she encountered in the class?
b. How do these problems affect his/her class?
c. How did you solve these problems? What are the steps that you applied to address
these circumstances?

Randel:Hi, Ma'am Celeste. I hope you're doing well. I'm tasked to interview my teacher
and ask some questions, and I was hoping to get some insights from you.

Ma'am Celeste: Hello, Randel. Of course, I'd be happy to help. What do you want to
know?

Randel: Great! So, to start, could you tell me about any behavioral problems you've
encountered in the class?

Ma'am Celeste:One challenge has been students getting easily distracted during
lessons. It can sometimes disrupt the flow of the class.

Randel How does that impact the class as a whole?

Ma'am Celeste:Well, it affects the overall engagement and can slow down our progress.
It's important for everyone to be on the same page to make the most of our time.

Randel:I understand. So, how did you solve these problems? What steps did you take?

Ma'am Celeste:To address it, I introduced interactive elements into the lessons to keep
students engaged. Additionally, I set up a reward system for active participation and
incorporated more visual aids to cater to different learning styles.

Randel:That sounds effective. Were there any specific steps you took?

Ma'am Celeste:Yes, I also started having short individual check-ins with students to
understand their concerns. This helped me tailor my approach and offer support where
needed.

Randel:Thanks, Ma'am Celeste. This gives me a lot to work with for my homework.

Ma'am Celeste:You're welcome, Randel. If you have any more questions or need further
information, feel free to ask. Good luck with your homework!

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