On the day before National Truth and Reconciliation Day, I was called into a grade 4/5 classroom at one of our inner-city elementary schools.  The teacher had not left a day plan, only a note to do an Art and Social Studies activity with an âOrange Shirt Day theme.â  Luckily, the students had Library first, so I had 50 minutes to think and plan for what I wanted to do in honour of this important day.  I went to the Orange Shirt Day site (https://www.orangeshirtday.org/) and gathered a few ideas.
What transpired was truly amazing – the students were highly receptive, engaged, insightful, and so very thoughtful. They took to heart what we learned and shared their thoughts, ideas, and emotions so freely, and with such truth and understanding, that it brought tears to my eyes. It was an honour to facilitate and be a part of the learning and sharing that took place in the classroom that day. As such, I share this lesson plan hoping that my fellow teacher candidates will one day have an opportunity to utilize it and share in a similar experience.
First, I began the lesson by showing the following audio-visuals:
The first two videos feature Phyliss Webstad and provide an overview of her experience at residential school and the origin of Orange Shirt Day. The third is a music video titled, âWe Wonât Forgetâ, by the Nâwe Jinan Artists from Skâelep School of Excellence. After each audio-visual, we talked and discussed before watching the next. Many of the children were shocked to learn that Phyliss grew up so close to them (less than 1.5 hours away, in Williams Lake, BC), and that the Orange Shirt Day campaign was born so close to home. We discussed the trauma and the sadness of her story and of the experiences of Indigenous students at residential schools, how unacceptable it was, and how we must acknowledge what happened while remembering and honouring those who suffered (and continue to suffer), and work toward reconciliation and living to do better so that the past is never re-written.
Second, I read aloud the book, âWhen We Were Aloneâ, by David A. Robertson, pausing to discuss as needed.
Third, I asked the students to reflect on everything they had heard and seen thus far, and to tell me how they think Indigenous students felt/were made to feel at residential schools. I wrote: âStudents at residential schools feltâŠâ on the centre of the whiteboard and asked students to raise their hands if they had a thought. With each thought, I would acknowledge it, elaborate on it, and then write it on the board in one concise word. The responses I received were honest and insightful, as follows: sad, scared, lonely, angry, confused, misunderstood, hopeless, helpless, anxious, nervous, de-valued, frightened, hungry, hurt, bored, sick, tired, broken (inside and out), depressed, and home sick. To invoke further student empathy, I asked them to think about how they would have felt, spending up to 300 days straight in such a school as Phyllis had. I re-counted how I was often scared and home-sick when I went to a friendâs house for a sleepover at that ageâa friend whom I knew and liked, never mind 300 nights at a strange place where the people did not treat me well. This elicited the following responses from students: âI couldnât imagine being away from home at a scary place like thatâŠI donât even like going for sleepovers eitherâ and âI donât like staying anywhere but my own house.â The studentsâ empathy was tangible.
Forth, I asked students to think about how they, themselves, felt at school. On an adjacent whiteboard, I wrote: âStudents at school should feelâŠâ and then asked students to raise their hands to tell me their feelings. With each thought, I would acknowledge it, elaborate on it, and then write it down in one concise word. The responses I got were equally insightful and included: safe, happy, excited, understood, forth-coming, valued, comfortable, creative, confident, with-going, willing, unique, kind, open, thoughtful/thought of, encouraged, and friendship. I talked about how I, as a teacher, work hard every day to ensure that students feel this way and that I hoped they felt that!
Fifth, we looked at and compared the two white boards, noting the stark differences between how Indigenous students felt/were made to feel at residential schools vs. how ALL students should feel at school. I solidified that this is why we wear Orange Shirts on Orange Shirt Day and why the slogan, âEvery Child Mattersâ, is so important â to ensure that every child is valued and cared for at school and to honour and remember those who were not valued or cared for in the past. Orange Shirts are symbols of all of this!
Finally, each student got to choose a word from the board that described how students should feel at school and write that word on a paper feather (I found 5 different feather templates on Teachers Pay Teachers at https://www.teacherspayteachers.com/Product/Feather-Outlines-5847965 and printed them out on regular paper). Each word was written on the centre in black and then the feathers were decorated, coloured, and cut out. Students were reminded to do their best work as the feathers were going to be hung on the classroom bulletin board in the hallway. The students took great pride in this and were so excited to show the parents, guardians, grandparents, and elders who attended the schoolâs read-in that afternoon.
If any of my fellow teacher or teacher candidate friends would like to access my full lesson, you can head over to my “Portfolio Components” section, and find in under “Lesson Planning and Resource Sharing” – Indigenous Education!
At the beginning of our first semester, we looked at Dawn Zingaâs chapter, âTeaching as the Creation of Ethical Spaceâ, from Indigenous Education (Huia et al, 2019), wherein she tasked us with becoming more aware of the challenges facing Indigenous students in post-secondary spaces; with recognizing how educational spaces are highly contested and why; with seeing and understanding the ways in which we, as educators, are closely implicated in these contested spaces; with carving out âethical spaceâ within educational institutions and our practices; and, most importantly, with acting and engaging purposefully in these âethical spaces.â
Now, at the beginning of our final semester in this course, we have been given the opportunity to revisit the idea of âethical spaceâ as described by Professor Willie Ermine in his interview, âWhat is Ethical Space?â (McMasters University, 2010), and to start thinking about how we can construct a starting point with our coaching teacher for the intentional integration of the First Peoples Principles of Learning (FNESC). As such, we need to go beyond the idea of âethical spaceâ and focus on how it can be implemented âon the ground.â Ermineâs goal, much like Zingaâs, is aimed at doing just this: creating and carving out ethical spaces within a colonial system that has, historically, made no room for âotherâ ways of knowing or being. As noted by Ermine: ethical space is a thoughtâan ideaâbut thoughts and ideas are only powerful if they are put into action! We must do something to foster âethical spaceâ to really make a difference.
Ermine calls us to action, noting that, âpeople are hungry for something that re-channels their thinking and the way things ought to beâ; going on to say that âit comes from deep inside people, to do good, to be ethical.â Ermine felt the hunger then (in 2010), and I feel it now. As such, I dare to say that I am not concerned about my coaching teacherâs desire to work alongside me to intentionally integrate the FPPL during practicum. Maybe I am being overly optimistic?!? But I donât think I am. If my teaching experience has shown me anything, it is that teachers are ready for this change; students are ready for this change; administrators are ready for this change; and families and the community are as well! How very exciting to be a part of the teaching profession during this change!
I look forward to working with my coaching teacher to create space where all knowledge is valued and, therefore, where all students (as humans) are valued. Ermineâs âcreation of an ethical spaceâ, combined with Zingaâs ideas on âethical spaceâ, the First Peoples Principles of Learning, and Dr. Tina Fraserâs 9 Râs will serve as a roadmap to help me navigate the process. These ideas and models will provide the perfect framework to start the important conversations; to act with my coaching teacher to ensure that the classroom we share is a place of equitable learning, where Indigenous learners, alongside their non-Indigenous peers, feel safe and confident in their ways of knowing and being. A place where each individual is looked upon as human first; where there is no need to question difference (as was done so harshly in the past), but rather celebrate its value.
I look forward to working together with my coaching teacher to create an âethical spaceâ that welcomes and values one anotherâs knowledge and the knowledge of our students, their families, the community, and other staff members within the school. I look forward to co-constructing and co-creating engaging school days for our studentsâto making school a space of fulfillment and enrichment for all involved! A space where the 9 Râsârespect, relationships, responsibilities, reciprocity, relevance, reverence, reclamation, reconciliation, and reflexivityâare embodied and not just words on a paper!
Sources
Professor Willie Ermineâs âWhat is Ethical Spaceâ (McMasters University, October 1, 2010).
Dr. Tina Fraserâs 9 Râs, based on the work of Kirkness and Barnhardt (1991) with the addition of her five Râs (2021).
The First Peoples Principles of Learning (FNESC n.d.)
âTeaching as the Creation of an Ethical Spaceâ (Zinga, 2019) from Indigenous Education (Huia et al, 2019).
Joining all the kiddos out there, posing for the “mandatory” 1st day of school photo đ
It is hard to believe that year one is done and year two has begun!
Year one was no easy feat! The days were long and hard, and it was a constant challenge to juggle my three kids’ school and extracurriculars with my own schooling, as well as working as an uncertified teacher on call, but I did it!! We all survived and, although the days were long, the year flew by!
I am sure this second year is going to be just as challenging, if not more challenging (with two long practicums, coursework, and final assignments), and go by just as fast! This time, however, there is a light at the end of the tunnel!
With only T-minus eight months until graduation day, there is not only light at the end of the tunnel, but opportunity! As a certified teacher, I will have the opportunity to get my own classroom; to bid on a continuing contract; to say goodbye to student life and hello to solely working/professional life!
I am so, so, so looking forward to May 2022…to juggling one less thing and wearing one less hat! But, until then, I better buckle in and hold on tight because these next eight months are gonna be wild!!
Phew, that was a tough four months! The Spring and Summer intersessions were no joke! They were super condensed and left little (to no) room for anything (or anyone) outside of the program!
Thankfully, I adore my Quesnel BEd peeps! They made the group projects bearable (LOL), helped me maintain some semblance of sanity, and kept me accountable to the many independent tasks that could have been put on the back burner in favour of enjoying the lovely spring and summer weather đ
And, thankfully, I had my family and friends outside the program who understood, were patient, and gave me the time and space I needed to get my assignments done! They could have disowned me, but instead they offered me amazing support, encouragement, and love! I could not be any luckier to be surrounded by the people that I am!!
Now, to enjoy every minute that is left of summer…it may only be a few weeks, but I will make the most of it with the people that I love and who are there for me on this journey!
Spending some much needed time with family & friends!Soaking in Summer!!
I found this weekâs assigned readings and viewings extremely beneficial and highly relevant to teaching in todayâs dynamic classrooms. I wish I had the base knowledge offered within these resources prior to beginning my career as an uncertified teacher. Sadly, I did not receive any training (nor was I directed to such resources) and, therefore, was not fully equipped to support students with Attention-Deficit Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (ODD), Conduct Disorder (CD), anxiety disorders, depression, or brain injuries. My only saving grace was my extensive experience with children (having been an empathetic and nurturing mother of three), which gave me the ability to get down to childrenâs levels and walk them through their emotions, feelings, and behaviours.
My previous experience with children helped me gain student attention, aided in de-escalating heightened behaviours and feelings, and guided me when I needed to âsit in the muckâ with a student until they were ready to get up and carry on. However, as discussed in this weekâs resources, children with ADHD, ODD, CD, anxiety disorders, depression, and brain injuries struggle above and beyond most children when it comes to executive function and managing feelings, emotions, and behaviours, which often leads to the magnification (or spiraling) of feelings, emotions, and behaviours. Thus, despite my experience with children, there have been times when I did not know what to do or how to help a student because I was never adequately informed or trained to meet the needs of specific diagnoses. It is with this lack of knowledge and training that I now act as a sponge and reflect upon this weekâs resources!
ADHD
Attention-Deficit Hyperactivity Disorder results from differences in the brain and The Understood Team (2022) does a great job synthesizing and summarizing the causes and effects of these differences. The Team outlines how areas of the brain involved in executive functioning take longer to develop in people with ADHD; how ADHD effects women and girls just as often as men and boys; and how ADHD is genetic and tends to run in families. The Team details the struggles that go along with ADHD, particularly around executive functioning: paying attention, self-control, sitting still, following directions, managing emotions, getting and staying organized, setting priorities, managing time, planning, remembering information long enough to use it, and shifting focus from one thing to another; but also the strengths, outlining how individuals are able to focus intently on things they find interesting and are âoutside-the-box-thinkersâ that (with the right support) thrive in school and in life.
I appreciate The Understood Teamâs emphasis on ADHD not being about laziness or lack of discipline, noting that âpeople with ADHD are often trying as hard as they can to focus and keep their impulses in check.â As I have witnessed, and as the Team points out, fidgets, movement breaks, frequent reminders, subtle cues, reward systems, and medication are particularly helpful in managing symptoms and helping students focus and be successful in the classroom. The evolving nature of ADHD was also evident in the Teamâs article: âADHD doesnât just go away as people get older. Most of the time, hyperactivity and impulsivity lessen or disappear by the teen years or a little longer. But trouble with focus usually continues.â They also highlight the myth of the âADHD kidâ: âthe stereotype of kids with ADHD is that theyâre always in motion, theyâre impulsive and hyperactive, and that they act out at home and at school. But some people with ADHD never have those symptoms [and] only struggle with focusâ (2022).
The additional video links on Understoodâs website illuminate what it is like to be a child with ADHDâchildren saying it is like living in âla la landâ with âso many distractions that make it hard to focus on the teacher and instructionâ; one boy speaks of how it is âimpossible to stay on task when his brain is always in overdriveâ; another tells of how it helps to âdoodle, fidget, or go for a lap around the school once in a whileâ; and another says âitâs like I canât think, like I donât even have a brain when I need to know what needs done first, second, third, or where I put things, where things were left, or where they need to go!â These glimpses can help teachers better understand and meet the needs of students with ADHD. With understanding and knowledge, we can provide structure and routine; we can ensure students have time to practice; we can break big jobs into small tasks; we can have ample patience and give students time and encouragement; we can build in movement and develop individual strategies to get, keep, and re-gain student attention (eye contact proximity, reminders, and/or cues).
CADDRAâs (2021) infographic is another wonderful resource to consult, utilize, and disseminate to ensure that there is adequate ADHD awareness, knowledge, and consideration in our classrooms. CHADDâs Tips for Teachers Video Series (2022) is an additional place to start, especially when thinking about how to differentiate student work for productivity, learning, and student success; how to make accommodations for students with ADHD in the classroom and what intervention may be appropriate; and how to create a positive dialogue with parents of students with ADHD.
ODD & CD
Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD) are disruptive behaviour disorders that often get confused with ADHD (Morin, 2022). Prior to this week, I do not recall reading about or hearing the terms ODD or CD. As such, I was highly interested in Morinâs article and what she had to say about disruptive behaviour disorders in general:
All kids act up and act out from time to time. Itâs normal to test limits to see when no really means no. Most kids have angry outbursts and sometimes use aggression to solve problems. These things are part of growing up and learning to be independent. Most kids learn that refusing to listen to a parent, throwing tantrums and hitting people have consequences. But some kids act angry, defiant and aggressive in spite of the consequences. If this behavior is severe and continues for six months or more, it can be a sign of disruptive behavior disorder.
Morin, 2022
What Morin had to say about ODD and CD, in particular, was also interesting: âThere are two main disruptive behavior disordersâconduct disorder (CD) and oppositional defiant disorder (ODD). Theyâre different from each other, although kids with CD may also have ODDâ (Morin, 2022). Morin states that âConduct disorder is a serious condition that typically isnât diagnosed until the teenage yearsâ; she goes on to say that it is âbelieved to be caused by a combination of genetic, psychological and environmental factors.â Signs of CD include causing harm and hurting other people; lying without feeling bad about it; threatening behavior toward others (fighting, bullying, and emotional abuse); stealing and destroying things; refusing to follow rules or laws; and an overall disrespect or disregard for other peopleâs rights or feelings (Morin, 2022). This is different from ODD, which typically shows up before age 8 and includes the following signs: being uncooperative on purpose; not following the rules; arguing, even about small and unimportant things; and an overall irritable and negative attitude (Morin, 2022).
Looking back on my three years of teaching, I can think of several students who fit the description of ODD, and perhaps one that fit the description of CD. However, as Morin points out, I probably mis-diagnosed these students as having ADHD:
Kids with ADHD can have problems following the rules and may be easily frustrated and angry, but those are just some of the many symptoms. The way the brain works in kids with ADHD makes it harder for them to stay still and to control impulsive behavior. The brain matures more slowly in kids with ADHD than in kids without. Kids with ADHD may also have lower levels of the brain chemicals that help regulate mood and movement. The result of these differences in brain development may look like disruptive behavior issues. But not all kids with ADHD have an ongoing pattern of negative behavior. Kids with ADHD may react to their environment and get upset. But kids with disruptive behavior disorder seem to be looking for arguments and ways to break rules and rebel.
Morin, 2022
Armed with this information, I am now aware and understand the differences and similarities between CD, ODD, and ADHD and will be better at distinguishing and helping students who struggle with behaviour in the classroom.
Anxiety & Depression Disorders
Anxiety and depression seem to be more prevalent in schools today than ever before, especially in the aftermath of Covid-19. As such, it is crucial that teachers make themselves aware of the signs and symptoms of anxiety and depressive disorders and arm themselves with the knowledge and tools to help students cope and find treatment. According to Anxiety Canada: âAs educators, increasing your awareness of the impact of anxiety is important for supporting your students and yourselfâ (2022). Knowing what to look for and how to address anxiety is an essential part of a teaching:
Students spend between 25-30 hours or more in school each week. As teacher or administrative staff, youâre in a position to play an essential role in identifying and assisting students with unwanted anxiety. The first step is to become educated about what anxiety disorders look like in students within the classroom setting. Anxiety specialist have identified that when a child or teen experiences anxiety more often (e.g. most days, and for months at a time), and more intensely than other peers of the same age, it is more likely that the student has an anxiety disorder.
Anxiety Canada, 2022
Here, Anxiety Canada reminds us that some anxiety is normal and healthy, but too much is unhealthy and can be indicative of an anxiety disorder. Anxiety Canada also points out that anxiety is often obviousâgiving an example of a young student who cries and clings to his motherâs leg daily for months, or the student who has lost her sibling to suicide and now withdraws from others, skips class, and has difficulty concentratingâbut it can also be invisible: ânot necessarily noted by the busy teacherââgiving an example of the student who is performing below their capacity, is late to school most days, and is reluctant to read out loud in class, or the child who is known as the âdream studentâ but, unbeknownst to the teacher, spends upwards of six hours daily doing homework to perfection, has trouble sleeping due to fear of failure, and refuses to engage in non-educational activities for fear it will rob her of essential learning opportunities (2022).
Anxiety Canada urges teachers to consult the school counselor or principal if they suspect a student is experiencing excessive, intense, or disruptive symptoms of anxiety that interferes with attendance, completing assignments, joining social, athletic, or recreational clubs, learning, making friends, or participating in class. Once a consultation has been completed, scheduling a meeting with the student and/or their family is recommended; this allows one to gather more information and provide resources. Knowing this process, and the steps one should follow, relieves the burden of not knowing what to do or how to handle situations involving students with anxiety. I also appreciated Anxiety Canadaâs âCaretoonsâ and will be incorporating them into future Health Education classes as a way to introduce mental health topics, help students recognize anxiety in their lives, teach them coping techniques, and help them realize that it is ok to ask for help.
Like anxiety (where some is ânormalâ and healthy), it is ânormalâ for students to sometimes feel sad, down, or to be in a bad mood; however, if such feelings last for extended periods of time, a student could be suffering from depression: âa low mood that lasts for more than a few weeks and makes it hard for a child to function at school, with friends or in their daily lives can be a sign of depressionâ (Kelty Mental Health, 2022). According to Kelty Mental Health (2022), depression is a mood disorder characterized by sad, irritable feelings that last longer than a few weeks and includes the following signs and symptoms: negative thinking, changes in appetite or sleep, and loss of enjoyment in activities (2022). Kelty Mental Health says that there is no one single cause of depression; rather, it is often due to a combination of genetics, environmental factors, psychological vulnerability, comorbidities, stressors, and biology. More importantly, though, is that depression is a treatable condition and educators are uniquely situated to observe and intervene when depression is suspected. Helping students seek treatment is a top priority and I am thankful for the advice offered by Kelty Mental Health.
Brain Injuries
Brain injuries range in severity depending on the area of the brain that was damaged. I know, from personal experience with an adult who suffered a severe frontal lobe brain injury, that the road to recovery is a difficult and lengthy process. For students, and their teachers, this road can be particularly challenging. According to Bowen (2008), âStudents who have sustained a traumatic brain injury (TBI) return to the school setting with a range of cognitive, psychological, and physical deficits that can significantly affect their academic functioningâ (Abstract). I witnessed first-hand how difficult this return to the classroom can be when a young adolescent in our community suffered a TBI and spent months in hospital before gradually returning to schoolâa few hours at a time, with modified workload, until full days were realized. Still, adaptations were necessary (preferential seating near the teacher to help with focus, reduced workload, frequent reminders, one on one support with directions, etc.). This example aligns with what Bowen outlines in his article:
Children with frontal lobe injury typically experience greater difficulty with executive function, which includes attentional processes, self-regulation, goal setting, initiating, and inhibiting behavior. Many behavior and social problems observed in children with TBI are related to executive functioning. They may also have problems with organizationâplanning, prioritizing, analyzing tasks, and completing a sequence of activities. Cognitive impairments can include memory problems, slowed information processing, and language disturbances. Memory impairment (recalling and retaining information) is one of the most common deficits associated with pediatric TBI
2008, Common Sequelae of TBI.
Understanding and anticipating the challenges of brain injuries and how they present in students and in the classroom is important and can help us, as teachers, structure our classrooms and environments, make necessary accommodations, seek out available resources and services, and adopt specialized teaching strategies that are beneficial to students with brain injuries. âAlthough some children with brain injury experience persistent cognitive and behavioral changes, when provided appropriate resources and strategies, all students can reach maximum potentialâ (Bowen, 2008, Summary).
Summary
Teachersâboth new and old, service and pre-serviceâstand to benefit from this weekâs assigned readings and viewings, and many of the resources (websites and infographics) are valuable resources that can be shared with families of students (both with and without said disorders) to help spread knowledge and awareness of the strengths and stretches of students with ADHD, ODD, CD, anxiety disorders, depression, and brain injuries.
References
Anxiety Canada. (2022). Educator Resources. Accessed August 2, 2022, from
This weekâs assigned podcast, ERRR #062. Margaret McKeown on Robust Vocabulary Instruction (Lovell, 2022), combined with the assigned reading, âChapter 6: Assessing and Maintaining New Vocabularyâ (Beck, McKeown, and Kucan, 2013), solidified how important it is for teachers to provide students with strategically delivered and robust vocabulary instruction that goes beyond the typical word-definition instruction seen in most classrooms.  Beck, McKeown, and Kucan argue that âschool vocabulary instruction tends to be dull, rather than the sort that might instigate studentâs interest and awareness of wordsâ (2013, p. 13).  The authors go on to say that âbecoming interested and aware of words is not a likely outcome of the way instruction is typically handled, which is to have students look up a definition in a dictionary or glossaryâ (2013, p. 13).  If teachers want students to take an interest in words, and become keenly aware of their meaning and uses, they need to ensure that their vocabulary instruction rich, lively, and engaging.  Margaret McKeown, and Bringing Words to Life, can help teachers do just this!
According to McKeown, vocabulary is the basis of all communication and should form the basis of all instruction (Lovell, 2022). As alluded to earlier, such instruction cannot be focused on definitions alone; rather, it must be robust and vigorous enough to help students with reading comprehension, be both contextual and definitional, provide students with multiple exposures and opportunities to experience words, and be interactive, engaging, and fun (Lovell, 2022). If teachers focus on the definitions of words, students will lose out on contextual knowledge and be left with a shallow (versus deep) knowledge of words (Lovell, 2022). McKeownâs robust approach piques studentsâ interest and curiosity of words and their relation to other words and helps them âownâ words (2013, p. 14). When students come to âownâ words, they become part of their vocabulary repertoires and can continually be drawn upon in conversation and in writingâboth inside and outside the classroom (on the playground, at home, on the sporting field, etc.)âwhich is the ultimate goal!
McKeown and colleagues, in Bringing Words to Life (Chapter 4 and Chapter 5), and McKeown, in the ERRR #062podcast, outline how this goal can be reached via a fairly straightforward instructional sequence. Day one generally involves reading a text that contains six to ten âTier 2â target words, followed by a discussion of the words (i.e. meaning of the words in the text as well as other ways the words could be used). Days two, three, and four include verbal and visual review of target words, along with several engaging vocabulary activities: examples and non-examples, word associations, generating situations, contexts and examples, sentence stems and other writing situations, returning to story contexts, and bringing in previously learned target words. Day five consists of an assessment, often modelled after one or two of the weekâs vocabulary exercises. McKeown stresses, in both Bringing Words to Life and in the ERRR podcast, that assessment can come in many forms, need not be overly complex, and is dependent on purpose:
A key concept here is that many different kinds of activities can serve as assessments. What undergirds a decision on the kind of assessment to be presented is the goal of learning. If you want to know whether students have learned words deeply, that will signal a different kind of assessment than if you want to whether students can recall a brief association to a word.
Beck et. al., 2013, p. 115
McKeown also stresses that learning be continual and not end at the assessment:
[T]he assessment should not be thought of as closing the door on learning a word. Students need to continue their interactions with words across a semester or school year. The more opportunities students have to think about and use the words that they are learning, the more elaborate their mental representations of the words will be. [âŠ] This includes attention both within and beyond the classroom.Beck et. al., 2013, p. 103
McKeown provides several great suggestions to ensure that learning is continual, including: having dedicated wall space to display all learned vocabulary words; creating classroom reference resources that serve as an ongoing record of the words being learned and include word meanings and sample uses for words (i.e. a classroom dictionary and/or set of index cards, as well as individual vocabulary notebooks for older students); incorporating words into new situations and new texts; and extensions beyond the classroom (i.e. âWord Wizardâ and âIn the Mediaâ challenges). All of these suggestions help solidify studentsâ vocabulary repertoires while reinforcing the enjoyment of words.
After this week, I urge teachers to take a good hard look at their vocabulary instruction and question whether what they are doing is robust enough. If one is even remotely unsure, she/he/they should read Bringing Words to Life and listen to the ERRR #062 podcast. There is much to take away from these resources that will greatly enrich oneâs vocabulary instruction. All students deserve robust vocabularies. As such, all teachers must provide explicit and robust vocabulary instruction.
References
Beck, I., M.G, McKeown, and L. Kucan. (2013). Bringing Words to Life: Robust Vocabulary Instruction. The Guildford Press, New York, NY.
This weekâs assigned readings, Bringing Words to Life: Robust Vocabulary Instruction (Beck, McKeown, and Kucan, 2013) and The Writing Revolution: A Guide to Advancing Thinking Through Writing in all Subjects and Grades(Hochman and Wexler, 2017), are extremely resourceful and lend themselves well to lesson planning in general, and integrated and cross-curricular unit planning in particular. These books are not only helpful in Language Arts (as most would assume when they hear the words vocabulary and writing) but for all subjects in British Columbiaâs redesigned curriculum. If in doubt, all you have to do is look at my groupâs integrated, cross-curricular unitâ âOur Canoe Storyââand see that both resources were crucial to its planning. Many of the booksâ activity suggestions make up the backbone of our lessons, especially my English Language Arts/Drama lessons, which I titled: âExplicit Vocabulary Instruction & Reinforced Teaching via Vocab Games, Stories & Skits.â
Vocabulary is absolutely essential: âa rich vocabulary supports learning about the world, encountering new ideas, [and] enjoying the beauty of languageâ (Beck et. al., 2013). As such, we knew that our integrated unit needed to begin with vocabulary instruction. Students come from various backgrounds and hold a wide range of background knowledge, so it is important that we (as teachers) do our best to âlevel the playing field.â Explicit vocabulary instruction has the power to do this; it has the power to take an individual from knowing nothing about a concept, topic, or (in our case) activity (i.e. canoeing), to knowing a great deal. This was the goal of my series of lessons:
In this section of the unit, which is spread over seven afternoon blocks (1 – 1.5 hours in length), students will be introduced to, and work toward mastery of, vocabulary specific to the activity of canoeing. Explicit vocabulary instruction will be provided and students will partake in several vocabulary activities/games that will reinforce prior teaching, allow for ample retrieval practice and repeated exposure, and strengthen studentsâ depth and breadth of vocabulary knowledge. Several stories will be read throughout the second week and students will create concept maps and skits based off of these books. Skits will be rehearsed during the last block and performed around the campfire during the overnight field trip.
In this overview, I mention âexplicit vocabulary instructionâ, âvocabulary activities/gamesâ, ample âretrieval practiceâ, and ârepeated exposureââall things recommended and endorsed by Beck et. al.: âthe operative principle for vocabulary instruction is that it be robust: vigorous, strong, and powerful in effect. A robust approach to vocabulary involves directly explaining the meanings of words along with thought-provoking, playful, and interactive follow-upâ (p. 3); adding that âmultiple encounters are required before a word is really knownâ (p. 83).
During my first lesson, âOur Canoe Story: Vocabulary & Sentence Stemsâ, students are asked to perform a canoe vocabulary self-assessment intended to help them (and the teacher) assess prior knowledge. This assessment was adapted from a chart in Bringing Words to Life, âChapter 1: Rationale for Robust Vocabulary Instructionâ (p. 18). Upon completion of the self-assessment (attached for reference), the teacher walks students through a PowerPoint that discusses each vocabulary word, complete with a student friendly definition, example, and picture (also attached for reference). Beck et., al. continuously emphasize the importance of student friendly definitions and examples throughout âChapter 4: Bringing Vocabulary into the Earliest Gradesâ and âChapter 5: Instructional Sequences for Later Grades.â The use of a vocabulary notebook is encouraged (Beck et., al., p. 96), which is why I chose to provide students with a âCanoe Story Journalâ, complete with student friendly definitions and sentence stems for each vocabulary word.
Over the course of my lessons (and the unit), words are re-visited multiple times to help students successfully navigate unit concepts. Students receive explicit instruction on sentence stems (which I alluded to earlier) and are asked to complete a sentence stem for each vocabulary word. Sentence stems are another activity highly touted in Bringing Words to Life (Chapter 1, pp. 14-15; Chapter 4; Chapter 5) and in TWR (pp. 40-41). Having students write about the words they are learning is key and using the contractions: because, but, and so (highlighted in TWR) are favoured since they âreinforce crucial vocabulary [âŠ] while simultaneously familiarizing students with complex syntax that rarely appears in conversationâ (Wexler, 2022). These contractions ârequire students to think analyticallyâ and âengage in far more specific and focused thinking than just asking them to respond to an open-ended questionâ (Hochman & Wexler, 2017, p. 40). Vocabulary games are another favoured way of reinforcing vocabulary, which is why I created my second lesson: âVocab Games – Matching, Charades & Jeopardyâ, where students work in pairs to create âCanoe Vocabulary Memory Matchâ and participate in âCanoe Vocabulary Charadesâ and âCanoe Jeopardyâ, both of which involve unit vocabulary. Beck et., al. highly recommend taking advantage of games and they mention Jeopardy in Chapter 1 (p. 15). The âVocab Gamesâ in my lessons are intended to solidify vocabulary knowledge and make learning the vocabulary fun and lively: âstudents need to develop an interest in and awareness of words in order to adequately build their vocabulary repertoiresâ (Beck et., al., p. 14).
In my third lesson, âCanoe Story Read Aloud & Modeling Story Concept Mappingâ, the teacher reads aloud the short, illustrated childrenâs book, âme and you and the red canoeâ by Jean E. Pendziwol. Following the read-aloud, the teacher draws attention to the bookâs use of unit vocabulary and models how to build a concept map for the story. In later blocks, students read stories and create concept maps of their own, which they use to make skits (to be performed at the overnight canoe trip). Bringing Words to Life advocates strongly for using story to help build the depth and breadth of student vocabulary, specifically at our targeted grade level (i.e. 6-7): âthe vocabulary work at upper grade levels can also be more rooted to a text and dealt with in a way that both teaches the words and brings enriched understanding to the textâ (Beck et., al., p. 94).
All in all, it is safe to say that this weekâs assigned readings were crucial to the development of âOur Canoe Storyââespecially my lessons on âExplicit Vocabulary Instruction & Reinforced Teaching via Vocab Games, Stories & Skits.â I highly recommend adding both Bringing Words to Life and TWR in your teaching arsenalâfor lesson planning in general, and integrated and cross-curricular unit planning in particular.
Supplementary Material from my Lessons
Sample of âOur Canoe Story – Assessing Prior Vocabulary Knowledgeâ assessment chart:
Example of student friendly definition, with example and visual depicting the vocabulary word (note: a non-example should be discussed but was not included on PowerPoint slides for fear students would hold onto incorrect information instead of correct information):
Sentence Stems:
Examples of the Sentence Stems I included in the âCanoe Story Journalâ:
References
Beck, I., M.G, McKeown, and L. Kucan. (2013). Bringing Words to Life: Robust Vocabulary Instruction. The Guildford Press, New York, NY.
Hochman, J., and N. Wexler. (2017). The Writing Revolution: A Guide to Advancing Thinking Through Writing in all Subjects and Grades. Jossey-Bass: A Wiley Brand, San Francisco, CA.
Phew, that was a lot to take in and is a lot to synthesize and reflect upon in a few double-spaced pages! I took forty-five pages of notesâyes, 45âso I was like: âHow am I going to tie all of this together?â; âHow do I articulate and reflect my thoughts on all of these different sources?â Thankfully, there was a distinct theme that stood out above the rest and which was evident in every single source; it kept popping up throughout the one hundred, seventy-three minutes and ninety-five seconds of audio-video (yes, I counted), and I could see that it boiled down to one important fact: individuals with Fetal Alcohol Spectrum Disorder (F.A.S.D), Autism Spectrum Disorder (A.S.D.), and Down Syndrome are, first and foremost, P.E.O.P.L.E!!
As such, we must think of, and treat, these individuals as peopleânot as a disorder; not as a disease; not as a victim âsuffering fromâ or âliving withâ this or that; not as someone who is ill and in need of a âcureâ or âfixingâârather, as a wholly unique person with his/her/their own strengths, struggles, interests, and abilitiesâŠjust like everyone else! Only when we treat individuals with F.A.S.D, A.S.D, and Down Syndrome as people can we begin to successfully address the second critical theme within the sourcesâthat is, providing adequate and appropriate support (without stigma) to individuals and families. We need a strength-based approach, one that focuses on what individuals and families can do, not what they cannot doâon the positives, on what they bring to the table, and what we can learn from them!
Fetal Alcohol Spectrum Disorder – FASD
FASD is a lifelong disability that affects cognitive function (PreventionInstitute1, 2018). All the disorders covered this week are lifelong disabilities that affect cognitive function; FASD, however, is the only one that is preventable (i.e. by mothers abstaining from drinking alcohol during pregnancy). This brings with it a whole other set of judgements: not only do individuals with FASD battle to be seen as people first, but so do their mothers (who are often seen as addicts and users rather than as mothers). This is where FASD education is critical: society needs to be educated and aware that there are many underlying factors facing mothers of individuals with FASD and judging them is not the least bit helpfulâthey already judge and blame themselves harshly (Calgary Herald, 2019). Many women do not know they are pregnant until three months into their pregnancy and thus consume alcohol without knowing the risk to their unborn children (PreventionInstitute1, 2018 and 2020); many others are battling lifeâs challenges with little support from the people and community around them (Calgary Herald, 2019).
If we continue to treat individuals with FASD and their mothers as âproblemsâ (rather than as people), we make it harder for them to find supportâleaving them too ashamed to seek and access the help and support they need to become the best people they can be. We all deserve to be the best versions of ourselves; people with FASD and mothers of FASD children are no different! Instead of judging and seeing individuals with FASD (and their mothers) as disruptions to society, we must educate ourselves, promote dignity and respect, and build understandingâinto FASD campaigns (PreventionInstitute1, 2020); into our classrooms and approaches to teaching and learning (POPFASD, 2019); and into our language, attitudes, and behaviours (PreventionInstitute1, 2018 and 2020; POPFASD, 2019). Adverse outcomes can be mitigated with positive supports and individuals and families can succeed!
Autism Spectrum Disorder â ASD
Autism is a lifelong neuro-developmental condition that affects cognitive function (POPARD, 2022). As with FASD, the resources on ASD stress the importance of a strengths-based approachâone that does not make assumptions, but rather focuses on the uniqueness of each autistic individual and the strengths they bring to the world around them:
Autism is often described using a diagnostic-driven, deficit-based framework. However, autism is much more than a collection of impairments! When viewed from a strength-based perspective, autism can be understood as an essential part of an individualâs identity (POPARD, 2022).
This concept is highlighted beautifully in Five Questions about Autism (Mass General Giving, 2018) and You Canât Ask That: Autism (CBC News Network, n.d.), wherein autistic individuals answer questions and give their input on what it is like to have Autism. The overall consensus was this: âyes, it is often hard being autistic, but I would not change it for the world!â Those interviewed had the same wants and needs as everyone else: to be seen as a person; to be loved, included, and respected; to feel a sense of belonging; to do what they enjoy and have opportunities to shine; to have their own voices and not be judged; and, most of all, to be understood (Mass General Giving, 2018). With the adequate support, autistic individuals can have all of this. And, with all of this, they will learn and thrive!
Down Syndrome
Down Syndrome is a naturally occurring chromosomal condition associated with chromosome 21, with three different types identified: Trisomy 21, Translocation, and Mosaicism (Canadian Down Syndrome Society, 2022). Like FASD and ASD, the resources on Down Syndrome stress that:
No matter which type of Down syndrome [a] child has, the effects of the extra genetic material will be unique to them. They will have their own strengths, likes, dislikes, talents, personality and temperament. Think of [them] first as a child. Down syndrome is just part of who they are (Canadian Down Syndrome Society, 2022).
The Society stresses how important it is that we see the ability in individuals with Down Syndrome, rather than the disability. They urge us to talk and learn from those who are different than ourselves; to be respectful and kind; to use person-first language; and, above all, to remember that a person is not âsufferingâ from Down syndromeâthey like and do many of the same things as everyone else!
The message is clear and the evidence concrete: individuals with Fetal Alcohol Spectrum Disorder (F.A.S.D), Autism Spectrum Disorder (A.S.D.), and Down Syndrome are, first and foremost, P.E.O.P.L.E deserving of our support and respect, capable of living and thriving just like everyone else!
Over the past thirty years, societies in general, and educators in particular, have made great gains in understanding and helping students who struggle to learn in the classroom. Many gains are thanks to science and advancements in our scientific knowledge of the human brain and how it functions and processes information. Understanding what is actually happening in the brains of struggling learners allows us to better help them learnâbe that through different approaches and/or with additional supports. Many other gains are thanks to inclusion and advancements in our societal attitudes and behaviours toward individuals with learning challenges. Our values, beliefs, and preconceived notions affect our understanding and our willingness to help those who struggle. A positive attitude, coupled with the belief that all students are worthy and capable of learning, empowers us to meet the needs of struggling learners. How Difficult Can This Be? The F.A.T. City Workshop (Lavoie, 1989) reveals just how important science, scientific knowledge, attitudes, and behaviours are to understanding and helping students with learning disabilities succeedâin the classroom and in life.
I begin with a discussion of the latter (attitudes and behaviours) because how we, collectively and individually, think about and speak of students with learning exceptionalities is critical. Language has the power to help or to hurt: âthe language we use creates us and defines the world we live in. The words we use also make a difference to how people see themselves, and how they exist in our world. Words are powerful!â (Moore, 2016, p. 39). Throughout The F.A.T. City Workshop, Richard Lavoie (director), shows just how important language is to supporting students with learning disabilities. The film begins with Lavoie discussing and defining exclusion, arguing that âwhen we talk about disabled children, we talk about what he is not, rather than about what he is!â Unfortunately, over thirty years later, this is often still the case. Collectively, we are getting better at highlighting the positives while we seek out adaptations and modifications, but many individuals still focus on what needs âfixingâ in the child.
During much of the film, I was like âwow, Lavoie is addressing concepts and using language far ahead of his time!â But there were instances, specifically when he outlined his criteria for designating the âlearning disabled childââthat is, the ones left after you take away the âmentally impaired and retarded,â the emotionally âdisturbed,â the physically disabled, deaf, and blind, and those who had been denied an opportunity to learnâwhere his language revealed his time. It is not that he was trying to be exclusive, but from todayâs standpoint (where the words âretardedâ and âdisturbedâ are socially unacceptable terms) his language affected how I received his message. I had to adjust my lens and account for societal shifts in language before I could see that Lavoie whole-heartedly cared about, and was advocating for, the inclusion of children with disabilities. He was doing his best to draw attention toward accentuating the positives; not dwelling on what learning-disabled children cannot do but instead on what they CAN do!
Lavoie advocates by walking participants through simulations, wherein he takes on his societyâs biasâthat learning disabled students are âlazy and dumbâ; that they are unmotivated and donât try hard enough; that they set out to âruin classes and plansâ; and that they are distractable and have low attention spansâall in the hope that participants would experience what it was like to be a learning-disabled child. As I watched, I found myself cringingâthe behaviours and language stemming for the bias were hurtful and demoralizing. Sadly, this behaviour and language (fueled by the same underlying bias) is still evident in our schools today. Some of what was said and done throughout the filmâs simulations were, to a less blatant extent, said and done in several classrooms I observed during my observational practicum (the âlost-causeâ attitude toward students, sarcasm, rhetorical questions, anxiety-inducing pressure, students being put on the spot/ridiculed when answering questions and/or reading aloud). As a TTOC, I have overseen demoralizing behaviour and overheard hurtful language coming out of studentsâ mouths, as well as out of the mouths of teachers, support workers, administrators, and parents. Said individuals would benefit from being put through the same simulations as the group in the filmâperhaps at our districtâs next professional development day! Maybe then they would realize just how difficult it is to struggle with learning and understand that children with exceptionalities are capable of learningâthey just need our support. Collectively, we need to have the mindset that, âunless I presume competence in all people, I am the one who is disabledâ (Moore, 2016, p. 34). The slogan at the end of the film hit the nail on the head: âLearning Disabilities: The real challenge is educating those who donât have one!â
Moving to science and scientific knowledge, I was impressed with much of the information that Lavoie was giving participants regarding children with learning difficulties and anxiety (how it inhibits their learning and causes them to withdraw); processing (how the pace of the class is too fast and does not allow for adequate processing time, thus creating distractable students who disengage because they cannot keep up); risk-taking (how negative feedback without positive reinforcement kills risk-taking); perception (how everyone can see but not everyone can perceive and therefore asking a student to âlook harderâ or âtry harderâ is not the solution, explicit teaching is); motivation (how no student is motivated to do badlyâall students want to do well but motivation only allows us to perform to the best of our ability); explicit teaching (how struggling students need direct instruction from experienced teachers and cannot be expected to âgo in a corner and teach themselvesâ); reading comprehension (how it is a very complicated task that requires explicit instruction; we cannot assume that if a student understands every word in a passage that they will understand what the passage is sayingâteachers must teach vocabulary and ensure that students have the necessary background knowledge to understand what they are reading); oral expression (how students with learning challenges often have dyssomniaâthe tip of the tongue phenomena that makes word-finding difficultâas a result of the brainâs storage and retrieval system not functioning optimally, making speaking a cognitive task rather than an associative task); reading and decoding (how children who struggle to decode words spend so much energy decoding that they cannot comprehend or understand the content they are reading). So many good points, each backed by current science and discussed in our program thus far.
There was one part in the film, however, that did not jive with what we have learned and is not in line with current scientific researchâthat is, the information on auditory and visual capabilities. Lavoie talks about how a learning disabled child will often come up to the teacher after receiving a worksheet and say: âI donât understand thisâ; to which the teacher replies, âthe instructions are right there, read themâ; to which the student replies, âI did, but I still donât understand what to doâ; to which the teacher replies, âjust read it, itâs all right thereâ; and this goes on until the teacher gets frustrated and finally tells the student what the instructions say; to which the student goes, âoh, okâ and sets off to do the work. Lavoie claims that âthese kids need to hear instructions first in order to understand what they are supposed to do!â In an attempt to solidify his point, Lavoie walks participants through a âCan you translate this story?â activity, wherein they are asked to silently read a passage full of mis-spelled words. When asked to translate the story, the participants are unable to do so. Lavoie then reads the passage aloud, giving participants the information through their ears rather than through their eyes. When asked to translate the story for the second time, the participants are able to do so.
The activity was intended to help participants relate to being an auditory (vs. visual) learner and Lavoie used it as grounds to argue that âyou could have a learning-disabled student read something over and over again and they would not get it unless given some sort of auditory input.â He went on to argue that, for this reason, auditory learners should have books on tape rather than in print. The problem though, is that the passage participants were asked to read was incomprehensibleâfull of spelling mistakes and written the way a person who struggled to read would speak:
Won supporter dime wonder fodder over coat tree washer ladle bouy heroes wall king onus pompus from witty window hot chat
Andy foulder chair retreat end tucker window ratcher end chapter dun. Dentist popper campus trolling buy âCHEESES PRICED!!â setee “husband shopping dun much hair treat?” “donner buster got” sadist sun, George, “I canatoll ally idea nitwit ma window ratcher”
Denis fodder loss distemper and tucker swish unpadded ladle judge tillers canvas ore
Mural: Donor chapped on chair retreats.
The activity had nothing to do with visual vs. auditory processing and everything to do with decoding. Getting it through their ears (versus their eyes) is not the solution; rather, the solution is to learn how to decode words fluently and accurately enough to read and understand the passage as it is written:
Once upon a time walking on his property was a little boy he was walking on his Fathers farm with a little hatchet
And he found a cherry tree and took a little hatchet and chopped it down. Then his father came strolling by.
âJesus Christ!!â said he âWhose been chopping down my cherry tree?â âDonât….â said his son, George. â I cannot tell a lie I did it with my little hatchetâ Then his father lost his temper , and took a switch and paddled little George till his can was sore
Moral: Do not cut down Cheery Trees
The Simple View of Reading (from Gough, P. & Tunmer, W., 1986) tells us that reading comprehension is dependent upon word recognition x language comprehension:
Reading ability depends on both the lower level building blocks that drive printed-word recognition, including knowledge of sounds, syllables, letters, and meaningful parts of words, and the higher level aspects of language important for comprehension, including word meanings, phrases, sentences, and discourse (Moats, 2020, p. 2).
Scarboroughâs Rope (in Moats, 2020, p. 15) clearly shows that proficient reading is dependent upon BOTH language comprehension (background knowledge, vocabulary, language structures, verbal reasoning, literacy knowledge) AND word recognition (phonological awareness, decoding, sight recognition of familiar words).  Skilled readingâfluent execution and coordination of word recognition and text comprehensionâcomes when language comprehension is increasingly strategic and word recognition is increasingly automatic.  So, contrary to what Lavoie claimed, visual capability is not the problem and auditory support not the sole solution.  The problem is unskilled reading and the solution lies in getting behind the âScience of Readingâ movement and putting it into practice!
Together in education,
Ms. H
References
Moats, L.C. (2020). Speech to Print: Language Essentials for Teachers. Paul H. Brookes Publishing Co.
Moore, Shelley. (2016). One Without the Other: Stories of Unity Through Diversity and Inclusion.
Rosen, P. (Producer), Lavoie, R. D. (Director), Eagle Hill School Outreach., Peter Rosen Productions, & PBS Video. (1989). How Difficult Can This Be? The F.A.T. City Workshop. [Motion Picture]. YouTube. https://www.youtube.com/watch?v=Q3UNdbxk3xs
In this weekâs assigned readings, a number of valid points were addressed, and several strategies offered, to assist students who struggle with mathematics in the early years (and beyond). In the article, âWhen Language Prevents Kids From Succeeding At Math,â Wexler (2022) makes a number of valid points, many of which were addressed thoroughly in EDUC 397, and which we continue to address in this course. The first point worth noting is how âstudents who donât read well or lack crucial vocabulary often face unnecessary obstaclesânot just in reading but also in math.â When a student struggles with oral language comprehension, their ability to understand math problems is stemmed. Simply put: âif you canât read a math problem, you canât solve it. And even if you can read itâor listen to someone else read itâif you donât have the vocabulary you need to understand it, youâre also out of luckâ (Wexler, 2022).
Wexler cites an instance where a student did not know what combine or before meant (and therefore probably struggled with other mathematical vocabulary) and whose lack of understanding was interfering with his ability to do assigned math. I have often run into this problem while teaching and have dealt with countless students who could not solve math problems because they did not understand what was meant by the words combine, sum, product, quotient, total, decrease, increase, deduct, and so forth. Not knowing essential mathematical vocabulary completely halted the studentsâ ability to solve the math problems I was asking them to do. As such, and as Wexler argues, it is crucial that we provide explicit teaching of the math vocabulary involved in the problems we expect our students to solve. Just like in learning to read (where students should only be expected to read the âcodeâ they have been explicitly taught), learning in mathematics must account for studentsâ prior knowledge and understanding of explicitly taught math vocabulary.
One strategy to help build studentsâ vocabulary, as outlined briefly in Wexlerâs article and more substantially in The Writing Revolution: A Guide to Advancing Thinking Through Writing in all Subjects and Grades (Hochman and Wexler, 2017), is to have students write about the mathematical concepts they are learning: âan effective approach for many students is to use explicit instruction that is embedded in whatever math content theyâre learning, beginning at the sentence level to modulate the heavy cognitive burden writing imposesâ (Wexler, 2022). Sentences using the three contractions: because, but, and so (highlighted in The Writing Revolution) are favoured because they âreinforce crucial vocabulary and math concepts while simultaneously familiarizing students with complex syntax that rarely appears in conversationâ (Wexler, 2022). Wexler leaves the reader with this: âitâs clear we need to remove whatever barriers to learning that we can. And ensuring that kids can read and understand their math problems shouldnât be all that difficult.â I would add that it can be difficult, but it is absolutely essential if we want our students to succeed in math!
Moving to the second reading of the week, âAssisting Students Struggling with Mathematics: Intervention in the Elementary Gradesâ (IES, 2021), I found several more helpful strategies for math intervention and general instruction. Despite it being an American publication, all recommendations can be applied in a northern B.C. classroom, including:
Recommendation 1: Systemic Instruction (i.e., math instruction is provided systematically, instructional elements intentionally build studentsâ knowledge over time toward an identified learning outcome, reviewing and integrating previously and newly learned content is highlighted to maintain understanding of concepts and procedures, adequate verbal and visual supports for students to learn and understand new concepts and procedures is emphasized, as well as immediate and supportive feedback to students in order to address any misunderstandings).
Recommendation 2: Mathematical Language (i.e., as outlined by Wexler, routinely teaching mathematical vocabulary to build studentsâ understanding of the mathematics they are learning is key, in addition to using clear, concise, and correct mathematical language throughout lessons to reinforce studentsâ understanding of important mathematical vocabulary words, and supporting students in using mathematically precise language during verbal and written explanations of problem solving).
Recommendation 3: Representations (i.e., providing students with the concrete and semi-concrete representations that effectively represent the concept or procedure being covered, connecting concrete and semi-concrete representations to abstract representations, providing ample and meaningful opportunities for students to use representations to help solidify the use of representations as âthinking toolsâ, and revisiting concrete and semi-concrete representations periodically to reinforce and deepen understanding of mathematical ideas).
Recommendation 4: Number Lines (i.e., represent whole numbers, fractions, and decimals on a number line to build studentsâ understanding of numerical magnitude, compare numbers and determine their relative magnitude using a number line to help students understand quantity, and use the number line to build studentsâ understanding of the concepts underlying operations).
Recommendation 5: Word Problems (i.e., teach students to identify word problem types that include the same type of action or event, teach students a solution method for solving each problem type, expand studentsâ ability to identify relevant information in word problems by presenting problem information differently, teach vocabulary or language often in word problems to help students understand the problem, and include a mix of previously and newly learned problem types throughout intervention).
Recommendation 6: Timed Activities (i.e., identify already-learned topics for activities to support fluency, choose the activity and accompanying materials wisely and set clear expectations, ensure that students have an efficient strategy to use as they complete the timed activity, encourage and motivate students to work hard by having them chart their progress, and provide immediate feedback by asking students to correct errors using an efficient strategy).
The explanations and examples that accompany each recommendation are extremely beneficial and will greatly support my teaching practice. And although I already use most of them, this article will help me work toward mastering each recommendation so that I can assist all the struggling math learners that come my way!
References
Hochman, J., and N. Wexler. (2017). The Writing Revolution: A Guide to Advancing Thinking Through Writing in all Subjects and Grades. Jossey-Bass: A Wiley Brand, San Francisco, CA.
