CURRICULAR ADAPTATION

1. What is Curricular Adaptation?

Curricular adaptations are defined as: any adjustments or modifications in learning
expectations, curriculum, content, the environment, instruction, or materials used
for learning that enhance a person's performance or allows at least partial
participation in an activity (Baumgart et al., 1982 ; Udvari-Solner, 1992).

Sprague (1994} define instructional adaptations as: "The practice of changing the
manner in which instruction is delivered in order to meet the needs of individual students
including grouping strategies, formats for evaluation, and methods of presenting lessons
".

2. The reality of today's society is that each child, on any given day, can be a child with
special needs. It is therefore important that schools tailor curriculum and instructional
practices to fit the diversity of students' needs and abilities represented in their
classrooms. Adapting the "standard" to fit those who may not fall within expected
margins is a necessary strategy for effective teaching and learning, one that enhances
the likelihood that all children will feel like they belong and feel successful. According to
IDEA, the following are the classifications of disabilities:
● Specific learning disability (SLD)
● Other health impairment
● Autism spectrum disorder (ASD)
● Emotional disturbance
● Speech or language impairment
● Visual impairment, including blindness
● Deafness
● Hearing impairment
● Deaf-blindness
● Orthopedic impairment
● Intellectual disability
● Traumatic brain injury
● Multiple disabilities

3. Curriculum Adaptation is an ongoing process that changes the regular prescribed

curriculum by modifying or adapting it in terms of the content or delivery of instruction to
meet the learning requirements of students with learning difficulties
including children with disabilities. The content, the teaching process, assessment
and evaluation, and the physical environment may be modified or adapted and
activities should be flexible in order that the students benefit and achieve success in
the classroom.

4. Teachers ought to adapt the curriculum to provide equity and meet the needs of diverse
 learners in order that all learners benefit and can fully participate in the classroom
activities. Curriculum Adaptations are not intended to lower the educational standards.
Curriculum is adapted to make education first and foremost accessible and secondly to
see that no learner is unfairly prejudiced and excluded.

5. Teachers often need to make curricular and instructional adaptations in their efforts to
keep students actively engaged in content rich and meaningful lessons. School
improvement endeavors which center around the effective schools research are based
on the notion that all students, including those with special needs, can learn (National
Council on Disability Report, 1989). General education teachers need to know when to
make adaptations in curriculum and instruction in order to meet the needs of diverse
learners in inclusive settings.

6. Adjustments or modifications can be made in:

● Teaching and learning environment
● Teaching and learning strategies
● Teaching and learning support materials that enhances a learners performance
and allows at least partial participation in a learning activity
● Level of support
● Assessment

7. Udvari Solner {1996) suggested teachers to ask questions as a structure to determine

when adaptations should be made, it will produce a framework on how to best change
lessons (how to develop, structure, and implement). These are the questions :
● Can the student actively participate in the lesson without any adaptations and
achieve the same outcome?
● Will student-specific learning objectives need to be written?
● Can the student's participation level increase by altering the modality of
instruction?
● Can the student's participation level be increased by altering the
structure of the lesson?
● Can the student's participation and comprehension be increased by
altering the instructional methods or teaching styles?
● Can the physical environment be altered to help facilitate participation?
● Will the student need individual help to ensure participation?
● Will an alternative activity need to be implemented?

8. Winter (1997) developed a process for implementing adaptations entitled SMART which
is an acronym for Select, Match, Adapt, Relevant, and Test. This is intended to
suggest the five central planning elements when determining what adaptations are
needed.

9. These five elements can be used in isolation or together when determining the
 adaptations that may be necessary for students. In this process, teachers are to
compare curricular content with student learning styles and capabilities and then make
appropriate selections. The selection of curriculum and instructional approaches should
be flexible and create a setting that is suitable for various learning styles and
capabilities. Another element in this approach of Winter's process is that of matching
the student's educational opportunities with the student's strengths, not his or her
weaknesses.

10. Another component of the SMART structure asks teachers to determine any
appropriate adaptations for the student. The goal is for teachers to focus on a
student's capabilities instead of his or her disabilities when making adaptations
(Deschenes et al. 1994}.

11.The final element Winter's process is testing. Teachers need to develop testing
measures that test the whole child and not isolated skills and concepts. When making
adaptations for testing tools, teachers can implement alternative assessment
techniques. Such assessments are tailored for students who may need to document
progress over time (Winter, 1997).

12. Following a structured process such as SMART could be beneficial for teachers who
are determining when to make adaptations for students in the general education
setting. When teachers determine if adaptations should be made, the goals of
adaptations need to be considered. Curriculum adaptations should achieve two main
goals: to promote positive student outcomes and optimize the physical, social,
and instructional inclusion of the student in ongoing classroom lessons and
activities (Salisbury et al., 1994).

13. Guidelines for Curriculum Adaptation:

The following principles should be considered for adapting the curriculum:
a. The adaptation should not change the original concept of the curriculum used
because the objective of adaptation is to provide some learning experiences to all
learners.
b. For providing the same experiences, compensatory activities should be planned in
such a way that the child gets a holistic picture of the concepts taught in the
regular classes. The objective of the instructional material should remain the same
for all learners.
c. Modification in the instructional material should aim to facilitate maximum
participation of children with learning difficulties in such a way that it also
motivates all learners in the classroom.
REFLECTIVE QUESTIONS:
1. What is the difference between Curricular and Instructional Adaptations?
- Curriculum adaptation is an ongoing dynamic process that modifies and adapts the prescribed
program of studies to meet the learning requirements of a student with special needs. It enables
the teaching team to welcome learners of all abilities and ensures that every student is
challenged to learn.
- Instructional adaptations are changes that teachers make to the classroom environment
that provide students with equal access to the curriculum. Adaptations include
accommodations, or changes made to the way a student learns, as well as modifications, which
are changes to the actual learning content.

- Curricular adaptations are the changes we make in learning expectations, curriculum, content,
environment, instruction or materials that will initially enhance a student’s performance.
- Instructional adaptation is the practice of changing the manner in which instruction is delivered
in order to meet the needs of individual students including grouping strategies, formats for
evaluation, and methods of presenting lessons.
-
2. Why do teachers need to do adaptations?
 - Why adaptation is so important is because for us educators, it secures a safe space where no student is
left behind regardless of their skill level. For, when we accept that everyone grows at a different pace,
not all will be able to solve or understand what the curriculum intends to teach at first glance. So, as
educators we must accommodate by thinking of different ways to teach or adjust the pacing of our
lessons in order for everybody in the class to understand and reach the same end goals. Thus,
implementing adaptation promotes inclusion, as we give importance to the needs of each learner and
make sure they are met and that they also learn in the process.

- As a teacher is it important to acknowledge the fact that students are all born unique. Each and
everyone has their own style of learning, taking this into consideration teachers need to make
adjustments and/or adaptations to meet the needs of all individuals. More so this will encourage
students to participate more and improve their performance. Above all, tailoring the curriculum and
teaching practices will more likely lead students to a successful livelihood in the future.
-
3. How do you, for instance, apply Winter’s SMART Model of Adaptation?

Why are adaptations made?

- Correlate adaptations to individual educational plans
- Do not adapt just for the sake of adaptation, but adapt to meet the students’ needs
- The teacher should determine the best and the most appropriate methods to address students’ needs.
- The teacher is not expected to make different programs for students; but manage the differences using
a variety of approaches.
- The teacher should find ways to meet the learning needs within the unit or lesson being taught.

8 types of adaptations by Scott

1. Modifying instruction - include classroom demonstrations, adjust lesson pace, and multiple instructional
modalities.
2. Modifying assignments - includes providing models, shortening assignments, and lowering difficulty
levels.
3. Teaching learning strategies - includes teaching study skills, test skills, and learning strategies.
4. Altering instructional materials - includes providing alternate materials, talking books, and reformatting
worksheets.
5. Varying instructional grouping - includes peer tutoring and cooperative groups.
6. Enhancing behavior - includes praise, behavior contracts, and token economies.
7. Altering curriculum - includes lowering difficulty levels of the content
8. Facilitating progress monitoring - includes reading tests orally, proving study guides, retaking tests, and
modifying grading criteria

9 types of adaptations
1. Input - Provide multiple experiences with material for different learning styles (visual, auditory, and
kinesthetic learners)
2. Output - Flexibility in assessing and evaluating learning outcome by providing alternative to written
assignments/ tests
3. Size of the content - The content may be reduced. The most critical portions and some parts may be
omitted to ensure maximum learning of children.
4. Time - Give extra time to complete assignments and tests. Give frequent breaks and additional
 instructional time.
5. Difficulty level - By understanding the limitation and difficulty level of a student, appropriate aids and
support can be used to help overcome or reduce the difficulty to ensure maximum learning.
6. Participation - Activities done in the classroom must ensure active and equal participation of all
students.
7. Level of support - Will depend on the nature of difficulty faced by the students in terms of physical
cognitive or sensory issues
8. Alternative Goals - Goals/Objectives are changed through the content taught is the same. It is
sometimes referred to as functional curriculum as it usually involves acquisition of “life skills”
9. Substitution of the curriculum - The intended curriculum is replaced by an easier one. This is usually
practiced in SPED schools.

What Types of Adaptations Can Teachers Make?

1. There are many types of adaptations that can be implemented in the general education setting. A key
element that influences the type of adaptations that general education teachers use is the method in which they
evaluate students' knowledge base and prior experiential learning (Schumm & Vaughn, 1991).

2. General education teachers tend to implement routine adaptations such as varying materials or adjusting
groups (Fuchs et al., 1995). Adaptations made in the regular education setting often include four main
categories: time, learning styles and instructional delivery, environment, and adjustments in content (Murphy,
Meyers, Oelson, McKean, & Custer, 1995). Teachers in effective schools, where students consistently achieve,
adapt instruction to meet students' individual needs.

3. Yessledyke and Algozzine (1990) found that one way teachers adapt instruction is to use specific strategies
such as peer tutoring, cooperative learning, behavior management systems, and technology. Class wide peer
tutoring provides each student with chances to work at his or her own instructional level, work as a tutor and
tutee, communicate with students with various skill and ability levels, and be engaged in arrangements that
center around a collective performance (Delquadrie, Greenwood, Stretton, & Hall, 1983}.

4. Another instructional adaptation is the use of advanced organizers. In a study of teachers, King-Sears and
Cummons (1996) found that when the teachers used advanced organizers at the beginning of the day and at
the beginning of lessons to show the sequence and flow of content, students with learning disabilities had fewer
questions than when the organizers were not used. The organizers were on the board and often had picture
icons to correspond with the text. The use of specific adaptations can be especially beneficial for students with
disabilities.

5. Curricular adaptations are often varied according to the content and grade level expectations. Booth and
Ainscow (1998) suggest that one type of curricular adaptation is allowing students to participate in setting their
own learning and social objectives combined with the teachers' objectives in the same areas. The students can
then evaluate their progress on their goals as well as the teacher's goals. However, Stainback et al. (1996)
suggest that writing separate or varying learning outcomes for one student or small groups of students can
foster a sense of isolation and separateness in the general education setting. Curricular adaptations can be
designed for groups of students, as well as for individual students.

6. 8 types of adaptations by Scott et al. (1998)

a. Modifying instruction - includes classroom demonstrations, adjusting lesson pace, and multiple instructional
modalities.

b. Modifying assignments - includes providing models, shortening assignments, and lowering difficulty levels.

c. Teaching learning strategies - includes teaching study skills, test taking skills, and learning strategies.

d. Altering instructional materials- includes providing alternate materials, taping books, and reformatting
worksheets.

e. Varying instructional grouping - includes peer tutoring and cooperative groups.

f. Enhancing behaviour - includes praise, behavior contracts, and token economies.

g. Altering curriculum - includes lowering difficulty of the content.

h. Facilitating progress monitoring - includes reading tests orally, providing study guides, retaking tests, and
modifying grading criteria.

7. Teachers in effective inclusive classrooms may use one or a combination of several of these adaptation
types to meet the needs of diverse learners in the content areas.

8. Individual Accommodation and Adaptations Plans. The following need to be kept in mind before any
adaptations are made.

a. Co-relate adaptations to Individual Educational Plans/ Individual Training Plans.

b. Do not adapt just for the sake of adaptation, but adapt to meet the student’s need

c. A child with a learning difficulty may not require adaptations in all the nine areas. The teacher should
determine the best and the most appropriate methods to address students’ needs.

d. The teacher is not expected to make different programs for students; but manages the differences using a
variety of approaches.

e. The teacher should find ways to meet the learning needs within the unit or lesson being taught.

9. Let us understand the 9 types of adaptations:

Input- Provide multiple experiences with materials for different learning styles (visual, auditory and kinaesthetic
learners)

Output- Flexibility in assessing and evaluating learning outcome by providing alternatives to written
assignments/ tests.

Size of the content- The content may be reduced the most critical potions and some parts may be omitted to
ensure maximum learning of each child. Planning of the content to suit pupils needs may be best described
using the pyramid mode.

Time- Reduce number or nature of questions or give extra/ extended time to complete assignments and tests.
Give frequent breaks and additional instructional time.

Difficulty level- By understanding the limitations and difficulty level of a student, appropriate aids and support
can be used to help overcome or reduce the difficulty to ensure maximum learning.

Participation- Activities done in the classroom must ensure active and equal participation of all the students.

Level of Support- Level of support will depend on the nature of difficulty faced by the student in terms of
physical, cognitive or sensory issues.

Alternative Goals- Goals or objectives are changed though the content taught is the same. It is sometimes
referred to as a functional curriculum as it usually involves the acquisition of “life skills.”

Substitution of the curriculum- The intended curriculum is replaced by an easier one. This is usually practiced in
special schools.

10. Sample of Adaptation Grid

Disability Specific Adaptation

 Adaptations, Accommodation, and Modification

1. Adaptations are changes permissible in educational environments which allow the student equal
opportunity to obtain access, results, benefits, and levels of achievement. These adaptations consist of both
accommodations and modifications.

2. Accommodation is given as additional support which allows a learner to complete tasks as the other
learners. The learner is offered a change in such things like formatting, setting, amount of time needed or type
of response that is required.

3. Accommodation DOES NOT CHANGE the nature of what the task is or what the test measures that the
learner develops.

4. Accommodation may also be called REMEDIATION APPROACH because the teacher is working to
remediate learner’s difficulties so that the learner can perform the same tasks as the other learners.

5. Modification is used when the student is not able to complete the same task in the same manner as the rest
of the learners due to disabilities.

6. Modification CHANGES the standard of participation or what the extent of a task measures.

7. Modification may be called COMPENSATORY APPROACH as the teacher is modifying the experience to
compensate for the learner’s disability.

8. Disability Specific Accommodation and Adaptations

a. Physical Disabilities
- Grip handles, modify writing material using paper clips to hold the paper while writing, broaden space
between lines for writing, large felt-tip pen or modified pens/ pencils/ colour pencils, weighted bracelets,
broad spaces between lines, reading stand, raised edges of the tray or the table , communication
boards, audio tapes, adapted computer technology, Assistive Technology
- Proper positioning and seating arrangement, levelling of all areas of school with ramps, classrooms
library, labs and other facilities on the ground floor

b. Visual Impairment Braille

- tactile / embossed materials. Smell, taste, feel. Raised fonts. Models/ 3D models. Tactile graph sheet .
Real life objects. Real life experiences/ practical work. Demonstrations by ‘Hand over hand’. Electronic
text. Verbal descriptions , Large Print. Books on tape. Writing Slates, Stylus, Braillers, Tayler Frame.
Geometrical Kit. ABACUS, Magnifiers. Refreshable Braille Displayer. Bold/ highlight lines for ease of
writing. Assistive Technology. Appropriate lighting

c. Hearing Impairment
- Sign language, lip reading , Use pictures , Sight words/ Flash cards of words/ pictures, Real objects,
real experiences , Mind mapping , Write key points on the board or chart. Highlighting text/ key words ,
Use of visual supplements (projected materials, whiteboard, charts, vocabulary lists, lecture outlines)
Amplification & Assistive Devices, Captioning or scripts for announcements or videos. Assistive
Technology Enhances lip reading conditions. Provide extra practice. Allow extra time for processing
 information. Step-by-step directions. Repeat or rephrase information when necessary. Frequently check
for understanding.

d. Speech and Language Disorder

- Use visuals to support expressive language skills. Pictures or written cues can be used to prompt the
student to use a longer utterance or initiate a phrase within a specific situation or activity. Sorting and
grouping, similarities and differences to increase vocabulary. Use pre-planning strategies for oral and
written tasks. Talk out the student’s story or ideas first. Then help the student organize thoughts by
creating a task outline. Use visuals, symbols or photos to help students organize and
communicate their thoughts. Include visuals (e.g., photos, illustrations, symbols) when giving
instructions. Use natural gestures to give students added cues about what you want them to do. Cues
and routines. Assistive Technology
- Repeat back what the student has said, modelling the correct pronunciation, word form or sentence
structure. Provide the student with choices of correct grammar, sentence structure or word
choice to help them process the correct form or word to use. To facilitate students’ speech
intelligibility and expressive language skills, encourage them to slow down while speaking and face
their communication partner. Prepare students for verbal question-answering (inform them of when
they will be called upon; allow preparation time for a response; provide extra time when they are
responding) Help students connect new words and information to preexisting knowledge.
- Reduce auditory and visual distractions in the classroom. Keep directions short and simple. Break
tasks and assignments into short, easy-to- manage steps. Write down these steps on the board
or students’ desks so they can use them as a reference.

e. Intellectual
- Disability Objects, pictures. Sight words/ Flash cards of words/ pictures. Colour coding. Tactile
materials. Adapted worksheets. Verbal descriptions. Models. Real life objects. Mind mapping.
Multisensory approach. Real life experiences/ practical work. Provide an outline of what is to be taught.
Assistive Technology Teach one concept at a time.
- Teach one step at a time. Task analysis. Opportunities to practice. Use physical and verbal
prompting. Repetition is important. Small group or individual instruction is required.

f. Specific Learning Disabilities Visual or multisensory materials.

- Real life experiences/ practical work. Mnemonic aids/devices. Sight words. Mind mapping. outline for
desk use. Taped textbooks, highlighted textbooks. Adapted worksheets. Bold/ highlight lines for ease of
writing. Colour coding. Large print material. Word processor/spell study sheets/summary sheets/outlines
of most important facts, vocabulary.
- Multiplication cards, calculator. Highlight areas where they should write. Assistive Technology Time for
repeated review or drill.
- Reduction of paper/pencil tasks. Shortened assignments. Visual demonstrations. Presentation of
material in small steps. Read or paraphrase subject matter. Instructions/directions given in different
channels (written, spoken, demonstration) Assistance with note taking. Manuscript writing rather than
cursive. Small group or individual instruction may be required.

g. Autism Spectrum Disorders

- Objects, pictures, words with illustrated pictures. Sight words/ Flash cards of words/ pictures. Real life
experiences/ practical work. Multisensory approach. Visual cues/ support, Schedules, Social stories,
Calendars. Work systems. Highlight areas where they should write. Allow flexibility in handwriting . Bold/
highlight lines for ease of writing.
- Colour coding. computers to type, communication cards. Avoid clutter. Reduce the language while
 teaching any lesson. Some parts may need to be rewritten while some may need to be dropped
temporarily. Shadow teachers. Talk and discuss with the students, about how much work they can do
and how much can be expected from them. Labelling of the environment for literacy. Provide short
sensory breaks to help the student refocus.

Materials and Resources for Math and Science

Basic Math and Science Materials

These are two basic types of math and science materials:

1. Purchased
– These are the materials which include textbook publisher’s kits, general kits, and items purchased at
supply houses or local retailers.
2. Recycled
– These are materials contributed by parents or other people known by many teachers as “good junk” or
recycled materials.

Samples of “Good Junks”

✓Glass containers and 2-liter bottles
✓Aluminum foil, pie plates and frozen food containers
✓Hardware supplies like plastic tubing, garden hoses and funnels
✓Candles, thumbtacks, paper clips and other “sink and float objects
✓Refrigerator magnets
✓Oatmeal containers, shoe boxes
✓Toys, clocks and kitchen tools
✓Straws, balloons, paper cups, pieces of fabrics
✓Feathers, unusual rocks
✓Items that can be counted, sorted and graphed
✓Small boxes can be used for construction projects

Commercial Materials for Science

Publisher Kits
– available from most major companies and contain materials specifically designed to implement the
activities suggested in the textbook.
General kits
– available from many sources and range in size from small boxes to large pieces of furniture with
built-in equipment such as sinks and cabinets.
Specific topic kits
– which intends to provide the teachers with materials necessary to teach specific science topics.
Teacher’s manuals and materials allow teachers to use the kit as a supplement to a textbook or as a
major means of teaching a science concept.

Organizing and Storing Materials

● Commercial kits have neat, readymade label boxes
● “Junk Box” needed organizing

➔ Place them in a shoe box and clearly mark like homemade equipment materials, task cards
➔ Materials relating to a learning center can be stored in boxes under or near the science center
The Math Learning Center
● Materials in the math center should be nearly organized and displayed.
● Place the materials in containers on low shelves where they are readily accessible to learners.
● Be sure that the procedures for removing, using, and replacing materials are clearly understood by the
children.
● Sometimes a specialized center can add to the excitement of learning.

➔ Materials can be rotated according to the children’s needs and interests and to keep their attention
engaged
➔ Math centers can also focus on specific concepts when they are being introduced.
➔ Math center should be available to every child, every day.

The Science Learning Center

● One way to provide stimulating explorations is by setting up learning centers appropriate for all
individual child or small groups of children.
● As children work in centers, they learn how to learn on their own in a planned environment.
● With the use of learning centers, instruction becomes individualized and children have time to explore
science materials.
● Some basic science learning centers : Open Learning Center, Discovery Center, Inquiry Learning
Center

Selecting Math and Science Materials

Three considerations:
1. The materials should be sturdy and versatile.
2. The materials should fit outcome objectives selected.
3. The materials should fit the developmental levels of the children.

Additional considerations:
➔ Safe
➔ Easily supervised
➔ Free of gender, ethnic, age and socioeconomic bias

Materials for children with Special Needs

● Self-Correcting materials ( Garguilo & Kilgo, 2005)
● Many Montessori materials are self correcting
● Computer software may provide immediate feedback
● Teacher-made materials can have flaps or windows that reveal the correct answer.
● Children with physical or multiple disabilities can be provided with battery or electronic materials that
can operate off switches.
● Materials should also provide for cultural diversities.

Suggested Activity
● Make a list of at least 10 inexpensive or recycled science teaching materials.
● Try to suggest to an adult family member to use it to stimulate a 3-5 year old child’s learning and
evaluate if they are appropriate for young children.
● You may share the result in our next synchronous class.

Math and Science Activities

 - Math and Science go on all the time in the developmentally appropriate classroom for young children.
● Block builder – builds building so it will stand up and serve a planned function
● Young carpenter – measures wood and manipulates other tools
- Children do fingerplays and action songs and explore the outdoors while they apply math &
science concepts

A Math & Science lesson that meets the standards should include the following factors:
● Manipulatives
● Cooperative groups
● A teacher who facilitates
● Technology
● Opportunities to write
● Strong connection to the child’s world (Burrill, 1997)

Blocks, Science and Children

● Block building and science are NOT isolated from science.
● The very nature of building a structure requires that children deal with processes of science.
● As children build, they compare, classify, predict and interpret problems.
● Scientific thinking is stimulated as children discover and invent new forms; expand experiences and work with
space, change and pattern.

Blocks encourage thinking

● Blocks force children to distinguish, classify and sort.
● Allow time for children to verbalize as they play blocks and encourage children to share their problem-solving
strategy that will help them clarify their thinking.
● By observing children at play, you will also gain insight into their thought processes.

Balance, Predictions , Interactions and Movement

● One emphasis in science is interactions within systems.
● In block building, the blocks form a system that is kept in equilibrium through balance.
● As children build, they work with a cause & effect approach to predict stress and to keep the forces of gravity
from tumbling their structure.
● The idea that each part added to the structure contributes to the whole in constantly reinforced as children
maintain its stability.
● By seeing the reaction of what they do, children begin to learn about causation.

Playing Inclines
● Unfortunately, the active opportunities provided by blocks and outdoor explorations are not always considered
in curriculum plans for primary age children.
● Primary age children are still concrete operation thinkers who learn to understand the world around them
through actively engaging in explorations.
● Blocks and outdoor explorations give children many opportunities to investigate, test, and change objects.
● It is from these interactions that children build their own model of the world.

Math Games
● Board games provide opportunities for counting and one-to-one correspondence.
● They also provide opportunities for developing social skills such as cooperation and following rules.
● Young children enjoy playing games. Some 4-year olds and most 5-year olds enjoy playing board games.
 ● For preschoolers, games should be simple with a minimum of rules.
● Board games provide and excellent way to teach math.

Candyland
● The game is color-themed and there is no reading involved, which makes it a good game for young children.

Picture Dominoes
● Connect the body parts (upper and lower) of the animals in the domino tile/block.

Bowling Games and games involving Aiming

● Dropping clothes pin into container or throwing bean bags through a hole or into a container
● Once they learn this game, they can track their success.

Outdoor Games
● Children can have races
● They can estimate how far they can throw a ball or object.
● Primary children can measure with a yardstick and compare their estimates with their actual drawing distance.
● Larong Pinoy : Shato

Outdoor Games
● Primary children enjoy jumping rope
● During the primary years, children are in the stage of industry versus inferiority. The struggle between these
forces leads them into natural interest in competitive activities.
● Adults must find ways for them to achieve so that they will not experience inferiority feelings.

Math Puzzles and brain teasers

● These give them practice in problem solving.

FingerPlays and Action Songs

● Many fingerplays and action songs include the application of math concepts.
● Children may have to hear the song or finger play several times before they can join in.

Suggested Activities
● Find five finger plays, songs, or rhymes. Share and teach them to us in class.
● If it is safe, try out a math board game with a small group of children in your household. Share your experiences.

Math & Science in the Home

Approaches to Family Involvement
● Encourage family members to find Math & Science in their homes.
● Every day at home is filled with opportunities to explore and ask questions that encourage thinking.
● Activities that incorporate daily routines such as cooking, playing games, doing simple projects, finding
materials to bring to school, and exploring lives of living creatures and plants are suggested as opportunities for
discovery, science and math, and family time.

Suggestions for getting family engaged in their roles as teachers at home

1. Publication of a newsletter that could be sent home each month telling about the past month’s events and
including information about upcoming activities.

2. Getting parents or other family members to school for a meeting because it is important that they become
acquainted with the activities, the environment, their child’s teacher, and families of other students.

3. Provide families with instructions for follow up activities they can do at home for Math & Science.

4. Request to send materials to school as needed. If an item is needed, the children can write or draw the name of
the item on a bag, take home and ask their parents to put the item in the bag to take to school.

5. Encourage family members who have time to volunteer to assist in the classroom. There should always be an
open invitation for family members to visit school.

6. Parents or other major caregivers need to meet with the child’s teacher in one-to- one conference to exchange
information about children’s activities and progress.

7. Encourage parents to assist children in completing their assignment. School assignments should always be an
extension of what has been taught at school.

8. Provide support involving kits of materials that can be checked and taken home for 2 to 3 days.

Guidelines for Families as Teachers at home

● Families can provide a close relationship where exploration is encouraged and where one-to-one conversation
can enrich the young child’s math and science language development.

● Adults and older children must be cautioned to be patient and allow children the opportunity to explore.

● They need to understand that children learn through repetition. Children do the same activities over and over
before they assimilate what the experience has to offer.

● Families also need to realize that children learn through concrete experiences. They need to learn how to use
simple household materials.

Families provide examples of NATURALISTIC, INFORMAL and STRUCTURED home learning experiences.

Naturalistic Experience
● Those in which a concept is applied in an everyday life such as sorting of laundry, counting out tableware, or
watching the clock to get to an appointment on time.

Informal Experiences
 ● It Takes place when the adult finds a way to involve the child in an activity such as asking the child to set the
table, measure out cooking ingredients, learn his telephone number, and count the money in his piggy bank.

Structured Activities
● Usually, not appropriate before age 3
● Adults need to know that when they introduce structured activities, they do not pressure the child if he is not
ready or uninterested.
● Suggests that adults pull back and try again in 2-3 weeks.
● Let kids explore first before adults present structured questions or problems to them.
● Hansen (2005) describes daily learning opportunities with art, food, bath, blocks, chores, games, books and other
home activities.