Collaborative Problem Solving (CPS) is an approach to understanding and helping children with behavioral challenges originated by Dr. Ross Greene. The CPS model views behavioral challenges as a form of learning disability or developmental delay -- in other words, behaviorally challenging kids are lacking crucial cognitive skills, especially in the domains of flexibility, frustration tolerance, and problem-solving -- and seeks to create fundamental changes in interactions between kids with behavioral challenges and their adult caregivers by having caregivers engage kids in solving problems collaboratively. Dr. Ross Greene is the author of The Explosive Child and the founder of Lives in the Balance. Think Kids uses Collaborative Problem Solving and works out of MGH Hospital in Boston, MA. Here is the document we will use to think about a child. Kids do Well if They Can is an amazing article that helps you rethink problem behaviors.
Behavior is a symptom of a lagging skill deficit and an unmet classroom expectation (academic, behavior, social). Our job is to identify the skill deficits and provide opportunities to learn so the behavior decreases and the child is better able to meet the classroom expectations.
Share a successful strategy in increasing appropriate behavior.
Consider these instructional actions when teaching mathematics to students with disabilities in an inclusive setting:
Misunderstood Minds thinks about what areas could be affecting progress in learning. All Kinds of Minds considers options to support students with specific challenges.
Boston Public Schools provides specific resources to support you in planning your mathematical curriculum.
This Weebly has a number of math supports to consider: Ten Frames and Subitizing.
Illustrative Mathematics The Illustrative Mathematics Project uses high quality, rigorously reviewed tasks from teacher leaders across the nation to illustrate each of the Common Core State standards for Mathematics.
Common Core Tools Blog about resources related to CCSSM implementation
Mathematics Assessment Project The Mathematics Assessment Project (MAP), a collaboration between the University of California at Berkeley and the Shell Centre at the University of Nottingham with support from the Bill & Melinda Gates Foundation, offers formative assessment lessons and summative tasks to support implementation of the CCSSM.
K-5 Mathematics Resources This site provides an extensive collection of free resources, math games, and hands-on math activities aligned with the Common Core State Standards for Mathematics.
Achieve the Core - Steal the Tools
You may also want to review the Common Core Math Standards
Counting and Cardinality
Operations and Algebraic Thinking
Number and Operations in Base Ten
Measurement and Data
Number and Operations—Fractions (Grade 3 Only)
You may also enjoy read articles about how to support inclusion in mathematics:
Helping Students with Mathematical Disabilities Succeed
An Overview of Dyscalculia
Math Instruction and Behavior Problems
Teaching the Meaning of the Equal Sign
"Going Beyond The Math Wars"
BLOG: Let's begin a dialogue that will focus on strategies and beliefs of inclusive mathematical practices. Use the resources listed above, your own resources that you may want to share, and your practical experience in the classroom. Focus on what works in providing all learners with a successful math experience. Ask questions, provide resources, share ideas and jointly consider school practices that will ensure student engagement and learning.
Talks is a ten-minute classroom routine included in this year’s Scope and Sequence. Kindergarten through fifth grade teachers will facilitate Number Talks with all students three-five days a week.
Number Talks are designed to support proficiency with grade level fluency standards. The goal of Number Talks is for students to compute accurately, efficiently, and flexibly. This includes fluency with single-digit combinations in addition, subtraction, multiplication and division as well as procedural fluency with two or multi digit numbers.
In addition to developing efficient computation strategies, Number Talks encourages students to make sense of mathematics, be able to communicate mathematically, and reason and prove solutions.
Number Talk Resources are located on the Weebly.
Discussion Prompts: Use these questions to guide your dialogue. Ponder what worked, what you might do differently, what are your next steps? Share the small moves that made a difference. If you were an observer share what you noticed, what questions did this bring up and how you might incorporate these thinking ideas into the content and role that you have? Submit your initial blog and be prepared to respond to at least six other participants.
1. How was the environment safe and accepting for all kinds of learners?
2. How did you use the Protocol used during the number talk?
3. How did you establish yourself as a 'facilitator, questioner, listener, learner'?
4. How did you use mental math to increase efficiency and knowledge of number relationships?
5. Why did you choose the specific computation problem?
Blog Assignment: Use the Graphic Organizer to reflect on Literacy and develop a plan for instruction. Describe the key elements of your approach with specific goals and environmental conditions to support literacy learning. Use your research (this week and previous weeks), prior knowledge, and instructional resources to guide your thinking. If you are a specialist you may join a teacher team (teacher and para-educator) or think about how to incorporate literacy into your work with children and families. All participants will produce an initial blog (may be done in partners but make note of it in your blog) and respond to 2 other blog entries. Responses may include: Questions, Comments, Suggestions, Resources, Agreement, Wonderings...).
Questions that may help your thinking:
1. What is the intended student learning? What are the concepts and habits/skills being developed?
2. To what standard(s) are the lesson concepts, skills and habits linked?
3. What difficulties, misunderstandings, or misconceptions might students have about these concepts and skills?
4. What theories of teaching and learning support this design?
5. How will we model/explain clear expectations for the students’ learning?
6. How will each activity promote rigorous thinking?
7. How will each activity apprentice students in using the intended concepts, skills, and habits?
8. How will students be grouped for learning?
9. How will differentiated assistance be provided to individual students? (Challenge and Struggling Learners)
10. How will student learning be assessed by the teacher and by the students themselves?
11. Why are these concepts, skills, and habits appropriate to the students’ learning needs at this time?
12. Why are these instructional strategies/learning activities appropriate to the lesson goals for these students?
This blog response will be due December 4th. Educators think about how classroom environment supports learning, collaboration and meeting the needs of all children. This process calls for continuous reflection and creativity as we ask children to interact with curriculum, expectations and peers. We will use our blog to support our colleagues as we begin to reconsider spaces in our school. Please respond to six images and corresponding text with specific ideas. Remember that no idea is right or wrong and that one idea could really make a difference for your colleague. Respond to Blog entry (Respond to at least 6 images).
a. Instructional Resources webpage of our website
b. Universal Design for Learning (UDL) http://www.udlcenter.org/ and http://www.cast.org/
c. Looking at Student Work webpage of our website
d. Boston Public School websites: Literacy Curriculum and Instruction and Early Childhood
Respond to Blog entry (Initial entry and response to three other participants). Ground your response with your current educational role/responsibilities, the content you researched, and the work we did today.
Here are some questions to provoke your reflection and sharing (you may work in teams if you share a classroom or are a specialists): What universal instructional and/or environmental moves do you want to make in your learning environment? What instructional strategy sounds of interest that you want to share? What ideas do you have to support a school wide instructional and/or environmental shift that could support learning?
At the Higginson School we are so fortunate to work with our children at the beginning of their public education. As we begin our work together we want to share with you a documentary that allows us a glimpse into the world of our most fragile students as they leave public education. It is not an inclusive school and it may not perfectly capture the students you have in your classrooms today but its message is powerful and provides us an opportunity to engage in dialogue and to think about how we can make a lasting impact.
We will use this blog as an extension to the conversation, work and artifacts that we create. Today we will use this Blog to share our personal and professional connections, reactions, and view on how we can shape the work with do with young children at the Higginson School.
After each face-to-face session you will be asked to respond to a blog based on materials from our work together and content within the blog. Your response should be two well-written paragraphs with enough details and examples to convey your ideas.
After viewing this video, respond to these questions:
Documentary Summary (Background Information): At a public school in Newark, N.J., the staff answers the phone by saying, "You've reached John F. Kennedy High School, Newark's best-kept secret." JFK provides an exceptional environment for students with special-education needs. In Best Kept Secret, Janet Mino, who has taught a class of young men for four years, is on an urgent mission. She races against the clock as graduation approaches for her severely autistic minority students. Once they graduate and leave the security of this nurturing place, their options for living independently will be few. Mino must help them find the means to support themselves before they "age out" of the system. This video is available until October 7th. Click on the Image and you will get right to the link on PBS.