Summary of "DC Prep - Snapshot of an Elementary Special Education Lesson"
Summary of "DC Prep - Snapshot of an Elementary Special Education Lesson"
This video captures an Elementary Special Education classroom lesson focused on teaching Division through hands-on activities and visual models. The teacher guides students through understanding Division as separating a total number of items into equal groups, progressing from using physical Counters to Drawing Models to solve Division problems independently.
Main Ideas and Concepts:
- Division as Equal Grouping: Students learn Division by physically separating Counters into equal groups and then counting the number of items in each group to find the quotient.
- Step 1 Review (Using Counters):
The lesson begins with reviewing how to use Counters to model Division problems, emphasizing:
- Identifying total items.
- Separating them into a specified number of equal groups.
- Counting the number of items in each group.
- Writing the corresponding Division sentence (e.g., 25 ÷ 5 = 5).
- Transition to Drawing Models (Step 2):
Students move from using physical Counters to drawing pictures (models) representing Division problems. The goals are:
- Represent Division problems by Drawing Models.
- Solve Division problems by counting items in each group within the drawing.
- Explain their answers verbally using complete sentences that describe the model and solution.
- Model Drawing Methodology:
- Draw the total number of items as X’s.
- Draw circles representing the equal groups.
- Distribute X’s one at a time into each group to maintain equal numbers.
- Count the items in each group to determine the quotient.
- Use a consistent pattern to avoid confusion.
- Error Checking and Correction:
Students are encouraged to:
- Check if groups have equal numbers.
- Count total items to ensure accuracy.
- Fix mistakes by recounting and redistributing items if groups are unequal or totals are incorrect.
- Verbal Explanation of Division:
Students practice explaining their Division models and answers, reinforcing understanding by describing:
- The total number of items.
- The number of equal groups.
- The number of items in each group.
- The Division sentence representing the problem.
- Independent Practice and Exit Ticket: After guided practice, students work independently on similar Division problems using Drawing Models and explaining their answers. The teacher reviews and provides feedback.
- Classroom Management and Encouragement: The teacher uses positive reinforcement, group cheers, and interactive questioning to maintain engagement and build confidence.
Detailed Instructions/Methodology for Teaching Division:
- Using Counters:
- Transition to Drawing:
- Write the Division problem on the board.
- Identify total items and number of equal groups.
- Draw circles for each group.
- Draw X’s to represent total items.
- Distribute X’s one at a time into the circles to maintain equal groups.
- Count the number of X’s in one group to find the quotient.
- Explain the Solution:
Use a sentence frame: "This model shows [total items] separated into [number] equal groups. Each group has [number] items. The answer to [Division problem] is [quotient] because I counted [number] X’s in each group."
- Error Checking:
- Count total X’s to ensure it matches the total items.
- Check each group to confirm equal numbers.
- If groups are unequal or total count is off, recount and redistribute.
- Independent Practice:
- Students complete Division problems on their own using the drawing method.
- Teacher circulates to assist and correct errors.
- Students share their answers and explanations with the class.
- Exit Ticket:
- Students complete a final Division problem independently.
- Teacher collects work for assessment.
Speakers/Sources Featured:
- Primary Speaker/Teacher: The main instructor guiding the lesson, providing explanations, feedback, and encouragement.
- Students: Multiple students named (e.g., Jason, Tyrone, Anna, Robert, Jaden) participate by answering questions, sharing their work, and explaining their thinking.
Overall, the lesson emphasizes a concrete-to-abstract approach to Division by moving from physical Counters to drawings, fostering conceptual understanding and verbal articulation of Division problems in a supportive special education setting.
Category
Educational
