Inclusive science lit with resources k_grillo
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Here is a copy of Inclusive Science Ed for Secondary Settings with my dissertation research project.
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Inclusive science lit with resources k_grillo
- 1. Teaching, Planning & Conducting Research for the Inclusive Secondary Science Student with Learning Disabilities Kelly J. Grillo University of Central Florida
- 2. Overview Deficiency in Secondary Science Unused Effective Practices Language as barrier in Biology Technology’s Role for the Special Educator in Lesson Planning Research Overview
- 3. Science Scores Nation’s Report Card: Science 2005 8th grade 29% at proficient level National Assessment of Educational Progress (NAEP) 12thgrade mean science scores drop From 150, in 1996 to 147, in 2005
- 4. Literature Review Students with disabilities lack the ability to “keep up” in Biology courses because of the rigorous language Yager, 1983; Wandersee, 1985; Groves, 1995, Taraban, Box, Myers, Pollard, & Bowen, 2007 The primary source of knowledge dissemination in science classrooms is the text book, as much as 85% of all districts employ text-based curriculums Cawley, Foley & Miller, 2003; Brownell & Thomas, 1998 When observing 54 inclusive science lessons, researchers found 72% of the lessons were language-based where students were expected to do some sort of reading and writing as the primary demonstration of science knowledge Moin, Magiera, and Zigmond, 2009
- 5. Literature Review Students in high school who are struggling readers lack science vocabulary knowledge Scruggs & Mastropieri, 2007 Many do not gain vocabulary from the wide-reading or independent reading approach often cited as best-practice for vocabulary building Ebbers & Denton, 2008; Bryant, Goodwin, Bryant, & Higgins, 2003 Basic vocabulary is largely assumed by science teachers Miller 2009
- 6. Professionally Trained Teachers Monitor data Make Assessment decisions Make Instructional decisions Understand roles Deliver Instruction inclusively Data Driven
- 7. Metasynthesis reveals … Unused practices!!! ONE TEACH ONE ASSIST Scruggs, Mastropieri& McDuffie (2007)
- 8. Teachers are unsatisfied with the volume of time allotted to planning for co-delivery of curriculum in secondary settings. Not Enough Time!
- 9. Through Technology Mediated Planning & Coaching Secondary Science Success Professional Development of Co-Teachers Implementation of Effective Practices Roles within the content can be shaped!!!
- 10. Think-Pair-Share Has technology transformed your learning environment? What tools are you currently using?
- 11. Horizon Report Major Tech Trends (2010-2015) means for student empowerment, technology dramatically impacts work, innovation is gaining acclaim, in-time engagement and mentoring online is increasing, And technology is transforming learning space to include the virtual world.
- 12. Analyze Plan Collaborate
- 13. New Directions with Technology
- 14. Create Your Lessons Aligned with Brain Pop You know the saying there is an app for that… Let Brain Pop be your app for that
- 16. Videos and support materials appear that are already aligned with your standards!!!
- 17. Principles of Universal Design
- 19. National Education Technology Plan “Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that enable and inspire more effective teaching for all learners.” NETP, 2010
- 20. AN INVESTIGATION OF THE EFFECTS OF USING DIGITAL FLASH CARDS TO INCREASE BIOLOGY VOCABULARY KNOWLEDGE IN HIGH SCHOOL STUDENTS WITH LEARNING DISABILITIES
- 21. Overview Students with LD are poor at gaining word knowledge with independent reading thus content vocabulary must be directly instructed Jitendra et al, 2004
- 22. Purpose Based upon the need for foundational vocabulary development in Biology for students with LD, the purpose of this research study is to examine the effect of a technology-based vocabulary intervention on students’ ability to gain Biology content specific word knowledge.
- 23. Research Design The research methodology used for this study will be a quasi-experimentaldesign with analysis of variance of gain scores for both word learning and Biology course grades (Cook & Campbell, 1979).
- 24. Research Questions Is there a difference in standardized assessment scores between students with LD learning content Biology terms using a digital flash card program, compared to paper flash cards? 2) Is there a difference in Biology course grades between students with LD learning content Biology terms after using a digital flash card program, compared to paper flash cards?
- 25. Participant Criteria be identified as having LD, be eligible to receive specialized instruction in language development evident by having an Individual Education Program (IEP) goal in the area of reading development in one or more of the following: phonological awareness, spelling, comprehension or fluency, be dually enrolled in a 9th grade Biology course, be assigned to 9th grade for the first time and have completed parental consent forms to participate in the research study a b c d e
- 26. Variables DV- 1) 48 item pretest/posttest exam generated by SkeVa (CBA) key word vocabulary web-based vocabulary assessment developed at Texas A&M 2) Biology Course grades, terms 1-3 IV- Study Stack, web-based flash card program
- 29. Procedures 1. Obtain consent, randomly assign conditions control or experimental, assign non-name ID. 2. Day one all students will take a pre-test. 3. Day two each group will receive training. 4. Using the Biology Word Learning Training Manual, Students will be instructed in all of the intervention procedures including: folder retrieval protocol, timer protocol, flash card engagement protocol, graphing protocol, and folder storage protocol.
- 30. Study Timeline
- 31. Data Collection
- 32. Treatment Fidelity 1) LS teacher will complete a daily observation checklist. 2) 8 days out of 30 (25%) will be observed and rated with the Inter-rater form.
- 33. Reliability Suen (1988) defined reliability of research data in two ways as the “general trustworthiness of obtained data” and the “mathematical relationship between an observed test score and the test-taker's “true” score on that test” p.265
- 34. Analysis Analysis of variance of gains scores will be analyzed for both pre-test/post-test and Biology course grades. Post-hoc analysis of data will be conducted to ensure statistical reliability of reported outcome measures. Theme analysis will be conducted on Verbatim Transcribed Focus Groups conducted with student participants.
- 35. Limitations Generalizability- Mortality risk- Technology as a novelty-
- 37. Questions?
- 38. More Resources….
- 39. Writing Supports
- 40. Check out new resources on CAST.org Good idea to model writing a great science report as a whole class activity!!!!
- 42. Kelly J. Grillo
- 45. Kelly J. Grillo
Notes de l'éditeur
- Researchers speculate students with LDs lack the ability to “keep up” in biology courses because of the rigorous language (Yager, 1983; Wandersee, 1985; Groves, 1995, Taraban, Box, Myers, Pollard, & Bowen, 2007). Many students with LD have reading fluency and language processing deficits thus the disability impedes comprehension of content specific language. Secondary students with disabilities are at a disadvantage, especially in science. The primary source of knowledge dissemination in science classrooms is the text book, as much as 85% of all districts employ text-based curriculums (Cawley, Foley & Miller, 2003; Brownell & Thomas, 1998).
- What is the ROLE of the special educator?
- So they choose to do nothing…this is unacceptable!
- Take 1 minute each to share what tools you currently use.
- The Horizon Report (Johnson, L., Levine, A., Smith, R., & Stone, S., 2010) from the New Media Consortium, a group concerned with emerging technologies in education, pointed to five major trends in technology in schools for 2010 through 2015. They conclude that (a) technology is increasingly the means for student empowerment, (b) technology dramatically impacts work and those with technology skills will have an educative and workforce advantage, (c) innovation is gaining acclaim and the importance for student creativity is resurfacing, (d) in-time engagement and mentoring online is increasing, and (e) technology is transforming learning space to include the virtual world and will not always be dependent on a physical building. This last conclusion perhaps has the greatest implications for the future of formal education.
- An essential element of science instruction is content literacy. In order to improve literacy specific to science, vocabulary must be addressed. Jitendra et al (2004) point out that students with LD are poor at gaining word knowledge with independent reading thus content vocabulary must be directly instructed.
- The purpose of the research is to examine the effect of an innovative technology-based word learning intervention on students’ ability to gain content specific word knowledge. Researchers aim to present high school students with options of engagement whereby they self-select, commit, and manipulate Study Stack, digital flash card, intervention to measure learning biology vocabulary.
- Dependent VariableThe SkeVa system is web-based and the students are able to drag and drop answer choices, once the terms are used the appear crossed out. The system will also read aloud the items and translate all items to Spanish.Independent VariableStudy Stack digital flash card intervention will be used as the independent variable.Study Stack a web-based platform for manipulating vocabulary, Study Stack is one type of digital flash cards. Study Stack is free for anyone to use. Either ready-made lists can be used from individuals in the network or teachers can make custom word lists.
- To ensure the accuracy of data, or trustworthiness of collected data in this study, treatment fidelity steps have been employed during data collection. On the other hand, to ensure mathematical relationship is linked to the assessment, Espin, Shin, and Busch (2005) suggest vocabulary matching exams validly measure students’ word knowledge. Furthermore, to increase the reliability of data all statistical examination will be completed using SPSS. When data are collected, 25% of the data entered into SPSS will be examined for accuracy of input by a trained research associate. Additionally, and perhaps most importantly, post-hoc analysis of data will be conducted to ensure statistical reliability of reported outcome measures.
- Analysis of variance of gains scores will be analyzed. Mean difference calculated from the post-test outcomes will be analyzed to investigate the effects of the Study Stack intervention over the intervention phase in school settings. By taking the post-scores from the CBA and subtracting pre-test scores, difference will be analyzed. Taking all of the difference calculations the mean will be computed. Grade difference will also be examined. The mean difference in Biology course grades will be analyzed. The LS teacher will provide all student participants’ Biology course grades from grading periods one through three. Mean grade difference will be calculated using the standard 4.0 scale. All grade calculations will be examined using a 4.0 grading scale converting each A to four points, B to three points, C to two points, D to one point and each F will be converted to zero points. Grade difference will be examined by taking the average course grade earned by each student in grading period one and two, then subtracting the grade difference from grade period three.
- However, accounting for the lack of true randomization Cook and Campbell (1979) suggest randomizing the participants that are recruited for the study. For the purpose of interpreting the data, an a priori decision of assuming homogeneity of variance between the experimental and control groups after they have been randomly assigned to conditions of the study has been made. Considering that Florida has above the national average dropout rates for students with LD and the study is at an extreme risk of losing subjects due to these factors. The students that have been targeted participant in a program called “Winners Circle” at the International Speedway, the teacher has added language that supports students following through with commitments, attending school, participating in activities to increase school grades and to positively impact social opportunities. Technology may in fact engage the students; however Study Stack has no existing research to support engagement learning Biology vocabulary for students with LD, this is perhaps the greatest limitation of the study.
- http://sciencewriter.cast.org/welcomehttp://labwrite.ncsu.edu/
- I am moving from the VERY basic to the VERY advanced in my presenting materials so that teachers considered novice can apply/integrate tech tools then MOVING to experts able to gather new tools!
- I am moving from the VERY basic to the VERY advanced in my presenting materials so that teachers considered novice can apply/integrate tech tools then MOVING to experts able to gather new tools!
- I am moving from the VERY basic to the VERY advanced in my presenting materials so that teachers considered novice can apply/integrate tech tools then MOVING to experts able to gather new tools!