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Ms. Ashby’s Classroom Edit display name

  • Strehle Community School
  • Westwego, LA
  • More than half of students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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My students experience math class through a blended learning module. This means for about 30 minutes a day, students receive direct instruction on one or two math skills. Then, they spend 60 minutes engaging in personalized, online learning. In any of my three classes, you'll find Pre-Algebra, Algebra I, Algebra II, Geometry, Pre-Calculus, Business Math, and Financial Literacy students all working independently. This creates a unique challenge. To address this challenge, I am able to address different learning styles by categorizing online learning materials that empower students to dig deep into their independent lessons (video lectures and interactive modules). Over 65% of all learning for our high school math students occurs online; headphones for listening to instructions, learning tasks, and lectures empower students on all academic levels to embrace difficult material with confidence. Currently, my students are expected to either read all material or watch videos and read their captions. This creates several challenges: (1) 70% of my students have special needs and/or learning disabilities - staying on task when you read three or four grade levels below the material is extremely difficult, (2) working a new type of math problem without a video or a person to show you how to make it happen is a challenge (for anyone!) and, (3) behavior problems are bound to arise if three students are all waiting on the one teacher in the room to help out. Headphones would help us, greatly! We are so excited by the possibility of every student having a pair of headphones to use in class! This will increase our productivity, skill attainment, and academic confidence.

About my class

My students experience math class through a blended learning module. This means for about 30 minutes a day, students receive direct instruction on one or two math skills. Then, they spend 60 minutes engaging in personalized, online learning. In any of my three classes, you'll find Pre-Algebra, Algebra I, Algebra II, Geometry, Pre-Calculus, Business Math, and Financial Literacy students all working independently. This creates a unique challenge. To address this challenge, I am able to address different learning styles by categorizing online learning materials that empower students to dig deep into their independent lessons (video lectures and interactive modules). Over 65% of all learning for our high school math students occurs online; headphones for listening to instructions, learning tasks, and lectures empower students on all academic levels to embrace difficult material with confidence. Currently, my students are expected to either read all material or watch videos and read their captions. This creates several challenges: (1) 70% of my students have special needs and/or learning disabilities - staying on task when you read three or four grade levels below the material is extremely difficult, (2) working a new type of math problem without a video or a person to show you how to make it happen is a challenge (for anyone!) and, (3) behavior problems are bound to arise if three students are all waiting on the one teacher in the room to help out. Headphones would help us, greatly! We are so excited by the possibility of every student having a pair of headphones to use in class! This will increase our productivity, skill attainment, and academic confidence.

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About my class

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