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Teaching Mathematics Using Alternative Strategies and Modalities

Learning math can be challenging, especially for students who have specific learning disabilities. Language skills, executive functioning, motor planning, and math-specific visual processing skills all play a role in acquiring math competency. Specific cognitive limitations and their resulting impact will be explored. Using an interactive format, methods will be presented that use whole-to-part, multimodal strategies to help students perceive, process, express, relate, store, and retrieve information efficiently.

This interactive course features methods to administer and interpret informal testing to prescribe and service effective short and long-term math goals for individuals. Learn to use innovative methods to explain and perform concepts and procedures customarily taught at the elementary through middle school level. While the methods presented are essential for individuals with language-based learning disabilities and/or executive function disorders, all students can benefit from these strategies.

Upon completion, participants will be able to:

  • identify cognitive parameters that impact math learning by reviewing trends expressed on cognitive testing (including the WISC and R.O.C.F.)
  • implement teaching methods that utilize multiple modalities that are modeled in class and described in required readings
  • implement techniques for enhancing mathematics learning in children with varied abilities through peer teaching exercises
  • demonstrate direct instruction of math procedures using manipulatives during peer teaching exercises

 

LEVEL
This course is appropriate for educators at the elementary and middle school levels.


REQUIRED TEXT
Multiplication and Division Facts for the Whole-to-Part, Visual Learner by Christopher Woodin.

 

Course Information

Credits
36 hours/PDPs, 3 graduate credits (fee included in course tuition)
Dates/Time Price
July 16-20, 2018
8:30am - 4:00pm
$995

Registration is unavailable at this time.

Teachers Say...

“Chris Woodin is a master teacher. I feel exceptionally fortunate to have experienced a class with him. His enthusiasm and constant work to reach every student and creative methods are inspiring. The fact videos and materials are available online is a gift to math teachers everywhere.”

Kristin Lewis Bardini

About the Instructor

Christopher Woodin

Chris has been with Landmark School since 1986. He is a graduate of Middlebury College and the Harvard Graduate School of Education, and he is currently the mathematics department head at the Landmark Elementary•Middle School. Chris has published several articles, including a recent one through the Yale Center for Dyslexia and Creativity. His latest book is entitled Multiplication and Division Facts for the Whole-to-Part Visual Learner. Chris presents internationally on topics involving multimodal math instruction and learning disabilities.

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