Cody+Walter


 * [[file:2.pptx]]Record of Assignments**
 * Name of Student:** Cody Walter

(picture)toc

=**My Poster**=

** Pre-Adolescence **

** W : What you want to know (curiosities) **
Insert your inquiry question What styles of differentiated instruction work best with students that have ADHD. Specifically what works best in a math classroom.

** L : What you learned **
[Directions: First we will formulate RAR prompts for the four categories listed below (physical cognitive, emotional, and social). These prompts should relate back to your three curiosities listed above. Technologically speaking, add widget anchors here for easier reading, then delete instructions in the brackets]
 * 1) Physical
 * 2) Cognitive
 * 3) Emotional
 * 4) Social

** 1. Physical **
When the a child is in transition between adulthood and childhood, there are many things that change with their body physically. Physically their bodies grow, their brains change, and more hormones are starting to be released. Girls on average go through puberty at an early age than boys. Puberty happens at a younger age in industrialized countries then in economically disadvantaged countries. Adolescents at this age are moody, they try to separate themselves from their parents.

** 2. Cognitive **
From the book it says that ADHD affects 3 to 6 percent of school-age children. Boys are diagnosed more often than girls. Kids with ADHD have a hard time staying focused and find themselves reacting with anger and frustration. Kids at this age are supposed to becoming more attentive. Planning improves greatly at this age so children with ADHD are behind their peers because of their attention problems. Kids with ADHD that are in a classroom that doesn't have signs of a "high-quality" classroom can be at a disadvantaged. The book says a classroom with no more than 18 children is what makes a "high-quality" classroom. If a student with ADHD is in a classroom with more than this it could be hard for the child to be able to concentrate. It could be difficult for the teacher to keep his/her students on track in the classroom because of the large size.

** 3. Emotional **
Emotionally children with ADHD are no different than those that don't have it. They are children that are also trying to identify who they are. As long as these kids have a good home life and are surrounding themselves with healthy friendships, there will be nothing wrong with their emotional development.

** 4. Social **
Children with ADHD and are constantly in trouble may have a harder time as they get older making friends. From the text it says that 10th through 12th graders did not continue friendships with the students that were constantly getting in trouble. This does not mean that all kids with ADHD are not going to have friends, what I mean is that if they were the "cool" kids when they were younger and have trouble staying out of trouble, they might see a drop in friends as they get older.

** A. Site details: **

 * Name of site: Reds Urban Youth Academy
 * Link to site: []
 * Contact person: Megan Kreaps, kreapsmn@mail.uc.edu

__** B. Describe your setting **__
The Reds Urban Youth Academy is located at Clark Montessori High School, this is a temporary location while the new facility is being built. The student athletes are split into three groups. For one station they meet with academic coaches, which is what I am. We meet in a room called the "clubhouse." In the clubhouse the students go through activities and lessons based around the freedom writers. Also in the club house there is the option of one-on-one mentoring and also tutoring is available.

__** C. Describe what you did at the site (free-write/journal formatting) **__
During our first visit the Reds UYA was having their open house for the student athletes. This day had a different schedule than usual, we had a meeting with the parents and also a group introduction about what the Reds UYA is. After meeting with the parents we had the student athletes split into groups of 3 and this is where I had the opportunity to be with our first group. For our first group we had 20-25 boys from the ages of 8-13. For each group we had around the same number of kids and around the same age. We did an activity called Step into the Diamond if... In this activity we would pick a statement such as Step into the Diamond if your favorite food is pizza. This allowed to the students to open up to us and to get to know more about them. What surprised me with this activity was when the statement of what type of video games do you play? Most kids even the 8 year olds were saying games such as Grand Theft Auto 5, Call of Duty, and other violent video games. This activity really opened our eyes to see what type of background that some of these children have.
 * __1st visit:__**

2 Hours "If a Child can't learn the way he is taught, We must teach him the way he CAN learn." My second visit was more structured and was all about small group mentoring and activities that were designed to get to know one another. I have three groups and in the first group I have two kids, second group I have 4, and the final group I have 2. In these groups we did a first activity that allowed the kids to set the classroom rules for what makes a group activity good. The kids said things like, fun, respect, having good listening skills, and many other things that makes the group go smoothly. My observations are not going hand in hand with my inquiry question, so this is making things difficult when looking for specific things during my observation. Since this is happening I'm focusing more on research to answer my question and things that I am learning in my other class, Individuals with Exceptionalities. During the second part of the day with the kids we did an activity where they filled out a picture of a catchers gear with their own personal traits. They were to think that they were up and coming stars. This allowed the kids to think of themselves and describe briefly what they were like and goals and awards that they have won. Next week we are to announce the "up and coming stars" the same way that they do at sport events. This way what each kid writes is important, which is what the main goal is, your thoughts matter.
 * __2nd visit:__**

2 Hours

My third visit I talked with the three of my groups and set goals for them during the week. One kid had a math test coming up for his times tables. I asked him what he could do to make sure he gets a good grade. He said that he could study hard during the week but then he went on and said that he doesn't know how to study or doesn't really like to study. I asked him what he does to study and he said that he looks at his homework assignments. This is not a good way to study for math so I tried to explain to him about how he needs to practice problems so that he can learn them. This got me thinking about my study habits when I was in grade school and high school. I had the same study habits as the kids in my groups, no matter how much studying that I thought I was doing then was never enough. I had no study skills and then I would of blamed my teacher but after looking back it was mostly my fault. Teachers are always telling you to study but I don't think that they stress it enough. The kids in my group say that they don't need to study, that they get A's when they don't study so why bother. This can be bad for this kids as they get older and classes get harder, and especially for the high-stakes test that they all have at the end of the year. If teachers are trying very hard during the school year to just pass the test and then the students are never bettering them self by studying then it could hurt them in the long run.
 * __3rd visit:__**

2 Hours [insert here- minimum of 2 paragraphs]
 * __4th visit:__**

[insert here- minimum of 2 paragraphs]
 * __5th visit:__**

[insert here- minimum of 2 paragraphs]
 * __6th visit:__**

** Physical **
[insert here]

** Cognitive **
[insert text]

** Emotional **
[insert text]

** Social **
[insert text]

** Revisiting Your Curiosities **
[Answer your original questions as best as you can, given the course material and your observations. You must make at least 4 references to the text with page numbers.] [insert answer- minimum of 1 paragraph]
 * W : What you want to know (curiosities) **
 * 1. [insert question one]**

[insert answer- minimum of 1 paragraph]
 * 2. [insert question two]**

[insert answer- minimum of 1 paragraph]
 * 3. [insert question three]**

[insert answer here]
 * 4. What new questions emerge for you as a future teacher?**

References Small, M. (2010). Beyond One Right Answer. //Educational Leadership//, //68//(1), 28-32.

Anderson, D. L., Watt, S. E., Noble, W., & Shanley, D. C. (2012). Knowledge of attention deficit hyperactivity disorder (ADHD) and attitudes toward teaching children with ADHD: THE role of teaching experience. //Psychology In The Schools//, //49//(6), 511-525. doi:10.1002/pits.21617

Wadlington, E., & Wadlington, P. L. (2008). Helping Students With Mathematical Disabilities to Succeed. //Preventing School Failure//, //53//(1), 2-7.

- In this article it talk about the ways to help those students that either have disabilities or learn a different way in your math classroom. It talks about how some kids are qualitative and others are quantitative. Quantitative students are usually good with language skills and concepts. They like to take apart problems and solve them individually. They usually have problems with broad concepts, principles, estimation, fraction concepts, and the use of flexible approaches. Students that are Qualitative focus on visual-spatial, and inductive aspects of mathematics and intuitive approaches. Qualitative students have difficulty with sequence and detail. Written work is often sloppy and geometry is usually easier for them to learn than other concepts. The article then goes on giving examples of things that teachers can do in their classroom to incorporate both styles of learning.

Partner Review
by Rachel Lusheck

1. The first connection I think you would be able to make in the text is in Chapter 9 on page 236. There is a whole page on children with ADHD that directly relates to your topic. It talks about the symptoms, origins, and treatment, which may be helpful because in order to find out which teaching methods work best because the more you know about the disorder, the easier it will be to come up with a solution in the classroom.

2. You could also take a look at page 250 in chapter 9 where it talks about children with learning difficulties and teacher-student interactions. It discusses how teachers need to be flexible when coming up with different strategies in order to meet the needs of their students. It gives different suggestions on how schools can serve children with special learning needs.

3. Gardner's Theory of Multiple Intelligences could be helpful in determining which type of intelligence best fits the student. If you find out how the student learns best, it might help in keeping their attention long enough to learn the information. If a student is learning in a way that they actually enjoy, they tend to be more focused on the subject at hand. A chart of the different intelligences can be found on page 242.

4. I would also pay close attention to the physical setting of the classroom. If you know you are going to have students with ADHD try to keep it simple. You are going to want to avoid keeping items in the room that may distract students from their learning. Page 249 has a chart that talks about different classroom characteristics. This may be something to look at in order to determine a good way to set up your classroom.