Methods of education of children with disabilities a look around and grab the RSS feed to stay updated. The first step is called the concrete stage.
Allow ample opportunities for students to practice the concept using various manipulatives. Make sure students understand the concept at the concrete level before moving on to the representational level. Provide plenty of time for students to practice the concept using drawn or virtual images. Do not move to the abstract if students haven’t mastered the representational level. Provide plenty of opportunities for students to practice using only numbers and symbols. If students are struggling, go back to the concrete and representational levels.
Once the concept is mastered at the abstract level, periodically bring back the concept for students to practice and keep their skills fresh. Remember that modeling the concept and providing lots of opportunities to practice is extremely important at all three levels. Also, do not rush through the levels. Students need time to make connections and build on what they already know.
Give them time to process the information before moving on to the next level. They are located under the Explicit Teaching Modeling section. Visual-Spatial: Helps students to think in pictures and create a mental image to retain concepts. Verbal-Linguistic: Helps students to organize words in math problems in a way that makes sense.
Bodily-Kinesthetic: Students learn through hands-on activities. Logical-Mathematical: Students use logic to organize information, classify and categorize, make connections and build relationships. This will in turn increase student engagement and participation. I think using the CRA approach is definitely the way to go. It’s too bad that isn’t used much past the elementary grades. I struggled with learning Algebra and Geometry in high school.
Being taught the concepts in a concrete way would have made all the difference for me. Supporting students in mathematics through the use of manipulatives. Washington, DC: Center for Implementing Technology in Education. Differentiating math instruction: Strategies that work for K-8 classrooms. The Access Center: Improving Outcomes for All Students K-8. You are commenting using your Twitter account.
You are commenting using your Facebook account. Notify me of new comments via email. Thank you for your interest and dedication to providing a high quality education for infants, toddlers, children and youth with disabilities! This Web site was developed and is maintained to be accessible in accordance with Section 508 of the U. Videos to Who are the Children in Special Education? Are We Practicing What We Are Preaching? Pre-service Teacher Self-Efficacy for Teaching Students with Disabilities : What Knowledge Matters?