A Look Inside The Classroom Discussion
One way to understand how research is applied in classrooms is to spend time observing instruction. To gain a personal understanding of this concept, you will spend time observing a teacher provide instruction in math or science in classrooms where students with exceptionalities are present. Observations are a great opportunity to get a diverse view of math and science teaching. Each of your colleagues will be conducting his or her observation in a different place. Take advantage of this Discussion to broaden your perspective across ages, disabilities, and instructional settings.
For this Discussion, you will conduct an observation of a math or science classroom for students who receive special education services. As you conduct your observation, identify an instructional strategy to research more closely, finding at least one peer-reviewed article that supports the instructional strategy observed.
Instructions on A Look Inside The Classroom discussion
- Review the module’s Learning Resources. Reflect on the instructional practices and the nature of teaching math and science to students with diverse exceptionalities.
- Find a math or science classroom to observe that includes students with disabilities. Ask the teacher to identify the types of exceptionalities students may have.
- Review Appendix B Checklist from the U.S. Department of Education’s Identifying and Implementing Educational Practices Supported by Rigorous Evidencearticle and CEC evidence-based practice standards in Module 1’s Learning Resources as you reflect on the math and/or science practices observed within the classroom visited.
A description of the math or science classroom and instructional practice you observed. Then, briefly explain the degree to which the practice was evidence-based and appropriate for the students. Cite appropriate evidence from your observation and research in your response. Consider the Appendix B Checklist and CEC evidence-based practice standards from Module 1.
Support your responses with specific references to the Learning Resources, outside resources, as well as personal experience.
Note: To access this week‘s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Coyne, M. D., Kame’enui, E. J., & Carnine, D. W. (2011). Effective teaching strategies that accommodate diverse learners (4th ed.). Boston, MA: Pearson.
- Chapter 6, “Effective Strategies for Teaching Mathematics”
- Chapter 7, “Effective Strategies for Teaching Science”
Doabler, C. T., Nelson, N. J., Kosty, D. B., Fien, H., Baker, S. K., Smolkowski, K., & Clarke, B. (2013). Examining teachers’ use of evidence-based practices during core mathematics instruction. Assessment for Effective Intervention, 39(2), 99-111.
Spooner, F., Knight, V., Browder, D., Jimenez, B., & DiBiase, W. (2011). Evaluating evidence-based practice in teaching science content to students with severe developmental disabilities. Research & Practice for Persons with Severe Disabilities, 36(1/2), 62–72.
National Council for Teachers of Mathematics. (n.d.). Executive summary: Principles and standards for school mathematics. Retrieved from http://www.nctm.org/uploadedFiles/Math_Standards/12752_exec_pssm.pdf
Module 1 Learning Resources
Council for Exceptional Children. (2014). Council for Exceptional Children standards for evidence-based practices in special education. Retrieved from
Council for Exceptional Children. (2014). CEC releases evidence-based practice standards [Press release]. Retrieved from
U.S. Department of Education. (2003, December). Identifying and implementing educational practices supported by rigorous evidence: A user friendly guide. Retrieved from http://www2.ed.gov/rschstat/research/pubs/rigorousevid/guide.html#title
Note: Look for the PDF download link.
Last Updated on August 16, 2020 by Essay Pro