inclusive science lit with resources k_grillo
DESCRIPTION
Here is a copy of Inclusive Science Ed for Secondary Settings with my dissertation research project.TRANSCRIPT
Teaching, Planning & Conducting Research for the Inclusive
Secondary Science Student with Learning Disabilities
Kelly J. GrilloUniversity of Central Florida
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
Science ScoresNation’s Report Card: Science 2005
8th grade 29% at proficient level
National Assessment of Educational Progress (NAEP)12th grade mean science scores drop
From 150, in 1996 to 147, in 2005
Literature ReviewStudents 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
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
Professionally Trained Teachers
1. Monitor data
2. Make Assessment decisions
3. Make Instructional decisions
4. Understand roles
5. Deliver Instruction inclusively
Data Driven
SCRUGGS, MASTROPIERI & MCDUFFIE
(2007)
ONE TEACH
ONE ASSIST
Metasynthesis reveals …Unused practices!!!
Teachers are unsatisfied with the volume of time allotted to planning for co-delivery of curriculum in secondary settings.
Not Enough Time!
Through Technology Mediated Planning & Coaching
Secondary Science Success
Professional Development of
Co-Teachers
Implementation of Effective Practices
Roles within the content can be shaped!!!
Think-Pair-Share
Has technology transformed your learning environment?
What tools are you currently using?
Horizon Report
Major Tech Trends (2010-2015)
(a) means for student empowerment,
(b) technology dramatically impacts work,
(c) innovation is gaining acclaim,
(d) in-time engagement and mentoring online is increasing,
(e) And technology is transforming learning space to include the virtual world.
Analyze
Plan
Collaborate
New Directions with Technology
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
Videos and support materials appear that are already aligned with your standards!!!
Principles of Universal Design
Differentiated Assessment
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
AN INVESTIGATION OF THE EFFECTS OF USING DIGITAL FLASH CARDS TO INCREASE BIOLOGY VOCABULARY KNOWLEDGE IN HIGH SCHOOL
STUDENTS WITH LEARNING DISABILITIES
Overview
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.
Research Design
The research methodology used for this study will be a quasi-experimental design with analysis of variance of gain scores for both word learning and Biology course grades
(Cook & Campbell, 1979).
Research Questions
1) 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?
Participant Criteria(a) be identified as having LD,
(b) 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,
(c) be dually enrolled in a 9th grade Biology course,
(d) be assigned to 9th grade for the first time and
(e) have completed parental consent forms to participate in the research study
a
b
c
d
e
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
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:
(a) folder retrieval protocol,
(b) timer protocol,
(c) flash card engagement protocol,
(d) graphing protocol, and
(e) folder storage protocol.
Study Timeline
Data Collection
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.
Reliability
Suen (1988) defined reliability of research data in two ways
(a) as the “general trustworthiness of obtained data” and
(b) the “mathematical relationship between an observed test score and the test-taker's “true” score on that test”
p.265
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.
Limitations
Generalizability-
Mortality risk-
Technology as a novelty-
Questions?
More Resources….
Writing Supports
Check out new resources on CAST.org
Good idea to model writing a great science report as a whole class
activity!!!!
Languageenhancements…
Kelly J. Grillo
Languageenhancements…
Kelly J. Grillo
Languageenhancements…