Case Study 1: Subject-Specific and Developmentally ...



ANSWERS TO TPA 1CASE STUDY 1Case Study 1: Subject-Specific and Developmentally Appropriate PedagogyA. Contextual Information for Case Study 11. Elements of a Learning Experience in a UnitGrade:?High SchoolContent Area: BiologySubject Matter:?GeneticsTime Period for the Learning Experience: Two 45-minute sessions on two consecutive daysState-adopted Academic Content Standards for StudentsGenetics?3. A multicellular organism develops from a single zygote, and its phenotype depends on itsgenotype, which is established at fertilization. As a basis for understanding this concept,b. students know the genetic basis for Mendel’s laws of segregation and independent assortment.Investigation and Experimentation?1. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept, and addressing the content of the other three strands, students should develop their own questions and perform investigations. Students will:d Formulate explanations by using logic and evidence.?g. Recognize the usefulness and limitations of models and theories as scientific representations of reality.Learning Goals for the Learning ExperienceStudents will be able to do the following with a focus on genetics:Use Punnett square grids to represent Mendel’s laws of segregation and independent assortmentRelate Mendel’s laws to why there are many combinations of traits seen over several generations of offspring?Use these laws to explain why siblings do not share all characteristicsInstructional Resources AvailablePunnett square grids and work sheet, textbook, online Punnett square interactive, colored pencils2. Class DescriptionStudents are in a high school biology/life science class. They particularly need opportunities to learn content in different ways and to revisit content. Many of the students enjoy the school environment and like to socialize with each other. Most of the students are active in after-school activities, including sports, clubs, tutoring, and jobs, which leaves little time for homework. The majority of the class plan to attend the local community college or technical computer school. There are some students who are unsure about what careers they want to pursue. About two-thirds of the students in this class have at least one other class with their classmates.3. Developmental Needs of the Students in Grades 9–12Understand connections between the lesson content and life outside of schoolDevelop advanced thinking and problem-solving skillsDevelop socially and handle the intense social peer pressure to conform while maintaining individualityB. Questions for Case Study 11.Given the contextual information for Case Study 1, think about a lesson you might use with these students that addresses the subject matter learning goals and the developmental needs of the students described. In the columns below describe:Instructional strategiesStudent activitiesInstructional resourcesNote: Instructional strategies are what the teacher does during instruction and student activities are what the students do during the lesson. Include how you would use the instructional resources as you describe your strategies and student activities.Save Draft1a. and 1b.Instructional StrategiesStudent Activities?HTMLSize??????????????I will employ the following strategies in a lesson consisting of two 45-minute sessions which will given on two consecutive days to a targeted class of high school biology/life science students where the goal would be for the students to become familiar with state standards 3 and 3b and also 1, 1d and 1g.??I will start the lesson ?day 1 with rehashing what the students should know. By direct teaching strategy ?using a Powerpoint presentation (I would use the powerpoint as instructional resource) I would show the following: "that organisms reproduce offspring of their own kind and in human beings certain sex cells (gametes) undergo meiosis. In meiosis it is the homologous chromosomes that separate during meiosis 1 and then the sister chromotids separate in meiosis 2 leading to 4 different haploid (23 chromosomes) sex cells (either sperm or egg) which then combine to make the regular 46 chromosomes found in all regular (non-sex) human cells. It is with this knowledge and understanding that genetic variation requires a mastery of the fundamentals of sex cell formation and the cell cycle that we can continue on to study genetics, the study of passing on some characteristics (traits) from parents to offspring."If the class seems to be getting restless at anytime and I need to get their attention I will walk around the room as I talk to be more stimulating and also raise my hand and wait for pure silence before I start speaking again.?After rehashing, I would continue on Day 1 with an engaging question aka anticipatory set "what is it in all of what we have learned so far that you think may be responsible for each of us inheriting certain traits?" I would let them discuss the question at their tables (groups of 3) and then call on the groups who came up with answers. This is intended to be a broad question just to get the students to think about the subject coming up and engage them in interactive dialogue as well as having them use some self-reflection on what they have learned so far and some possible answers I am expecting are those such as "chromosomes" and "DNA" (or if not one of those I would guide them to the subject of "chromosomes" which carry "DNA" which carry the information for every single trait (genes) that we have and this is called its "genotype" whereas a "phenotype" ?is the physical appearance of a trait in an organism.?From here I would continue on with my lesson in my 5E format in which it was written (Engagement, Exploration, Explanation, Elaboration and Evaluation which are all instructional strategies).?Engagement would be my engaging question itself. It got the students thinking and the whole class interactively involved in dialogue. This would be followed by an engaging multi-media video "Mendel's Law of Heredity" ? HYPERLINK "" ?(instructional resource)?I would ask them an engaging question asking them to come up with ways how this video can apply to themselves. Again I will allow for grouping for the students to work together to come up with answers before discussing this question with the entire class.?I would then encourage the students to explore the topic either in groups (interactive strategy) or individually (independent strategy) by having them brainstorm about "traits" and how many different traits that they can come up with (examples hair color, height, eye color, etc...). All their questions that they come up with ?will be addressed at this point as well. This is the strategy of understanding student need.Explanation via handout are made ready for them in advance and to incorporate reading/writing focus I would call on students to read through the handout. Afterwards in groups I would have them identify the main idea in writing with at least 3 supporting details in a one paragraph summary report. The handout will include the information to address the standards and are the highlighted parts of the readings they were required as part of their homework and will illustrate Mendel's laws of segregation and the law of independent assortment. It will also explain the Punnett square and how it is used to predict all possible genotypes resulting from a cross between two parents. This will not be given as a homework assignment as students in my class have little time for homework.Further exploration will be done by working on Punnet Square worksheets. This is given for students to determine the probability of different crosses between parents. They will begin to recognize the differences between inheritance patterns by completing these problems which will be turned in by the end of class. ?Again, they are allowed to work with each other and collaborate amongst themselves. homework for Day 1 would be the summarization of the handout for reinforcement.?Day 2 would begin with a warm-up aka anticipatory set question which would be reflective of the previous day's learnings. ?"Name a pattern that you observed from completing Punnet Sqaures the other day?" I would be checking for understanding here and to make sure that my students were following along.?I would then move into some more actitivies in which I would call an "inquiry based" strategy as I take on a more facilitative/guiding role in the class after giving them an option of participating in their choice of one of three different activities. I will have a handout which explains each of the three activities of which they can either work on in groups or individually. Activies could be either the Dragon genetics, ABO Blood Type and??Cooperative and collaborative work will be encouraged during these activities. Evidence of student learning will be done by going from group to group and doing performance informal assessments, picking out a student or two and have them demonstrate what is going on in the experiment as a whole and ask them individually if they could think of any roles that each individual could be assigned to make the project function individually as well as collective. I would base my performance assessment of them on a primary trait style scale that I have designed to assess their traits of self-direction (initiative) and their ability to work well with others in addition to their overall knowledge of our study of genetics.Intermittently I will be conducting quick one-on-one personal assessments throughout each lesson as I call on certain students who I believe are performing poorly up to the front to speak with them privately. This is where I will ?work with them on their weak areas. For students that are doing well I will give them opportunities for elaboration, to tell me in what way can they relate what they are studying to what is currently going on in their lives? Can they make an analogy to anything learned in this lesson? Internet stations will always be made available for those who are done early with their activity and want to self-test or want to expand on a certain aspect of related study. http::// can be used for self-quiz (instructional resource)By the end of the class period I would have each group present their activity to the rest of the class. Those who did the dragon genetics will present their picture. Blood type activity and Mendel's pea plant activity participants will talk about what they learned. The Using blood types to identy babies and criminals will The other groups will then provide positive comments about how they liked the activity presentation. Input on how the activity could be made better would also be encouraged. No formal assessment here.The instructional resources will include... assessment rubric, ?day 1 handout, the video "Mendel's Law of Heredity"? square activity?, punnet square grids and worksheets, Biology by McDougal/Littell copyright 2008 textbook, Biology Interactive Reader by Holt/McDougal, (for biology quizzes, concept maps and animated simulations), online punnet square interactive, colored pencils. popsicle sticks,?Dragon genetics activitywebsite?, powerpoint software,?ABO blood type activitywebsite?'s pea plant activity?, and?Using blood types to identify babies and criminals activity?, blood cell samples, antiserum (antibody) solution?Many activities are provided here for students to learn the content in a variety of different ways. The handout is an instructional resource that can be referred to at any time during the activity.As seen in my instructional resources there are many online websites provided for each activitysince the majority of the students in my class plan to attend technical computer school.As some students are unsure what careers they want to pursue a little bit of forensics and health care info is covered in the blood type find the criminal activityIf the student finishes early or needs help besides the instructor there will be computer stations availabe with websites (instructional resources) available to provided self-assessment through quizzes and simulations (e.g. listed under instructional resources).Punnet Square acitivity. Mandatory activity for during Day one of lesson. Students will learn about the genotypes, phenotypes and ratios by completing Punnet squares for different traits of pea plants. ?They will become more familiar with the words homozygous, heterozygous, dominant, recessive, genotype and phenotype. They will become familiar with inheritance ratios. The students will be paired into groups of 3 or I will also leave the option for students to also work individually if they are more comfortable with it. For those in groups the students will be given the opportunity to ask questions of each other and show example of how they perform the work on the punnet squares. Input and collaboration will be used. Different scenarios will be given and answers turned on the Punnet Square worksheet in at the end of Day 1. This is a good lesson to relate Mendel's laws to many combinations of traits seen over many generations and why siblings do not share all characteristics. Online resource is here:? genetics activity: This activity will enable the students to better understand inheritance by simulating meiosis and fertilization. The students will pair up with another person (required) and will simulate the processes of meiosis and fertilization with their partner as two dragon parents creating a baby dragon. Each student will be a ?dragon parent who has the genes indicated on a set of three Popsicle sticks (differentiated by having different color) which each student will pick up.?Each side of a Popsicle stick represents one chromosome, and the two sides together represent a pair of homologous?chromosomes. So now the two alleles for one trait can be found by looking at both sides of each popsicle stick (for both mom and dad). With its genotype known and written down in the worksheet ?its phenotype can be decoded by the information provided for in the worksheet (for example on the green chromosone W is dominant and means "has wings" while w is recessive and means "no wings" So the genotype and phenotype are now recorded in the worksheet.As the activity is going on the students will be given the opportunity to interact with each other and also to ask questions of the instructor (me). They can divide the drawing up between each participant or have the better drawer perform the task while the other student can contribute in another creative way. Colored pencils will be used and the final outcome (the drawing) will be easily evaluated so the students should make sure to draw good! It is a good activity for the drawer and/or creative person that can study better based on a sci-fi connection to the lesson being learned.?Then each dragon parent drops his or her popsicle sticks on the table or desk, and the side of each Popsicle stick that is facing up indicates which chromosome from each homologous pair is included in the gamete. The alleles from this chromosome are recorded in the Egg or?Sperm column in the charts provided. This is a simulation of how The parents' diploid cells have pairs of how meiosis separates each pair of homologous chromosomes, so each gamete receives only one from each pair of chromosomes. Thus, the parents' diploid cells have two copies of each gene, but each haploid gamete has only?one copy of each gene. From the dropping of the 3 popsicle sticks from each parent and the resulting face-up alleles recorded the baby dragon genotype is recorded and phenotype decoded. The activity here will end with the drawing of the new baby dragon! (this is a moderation of the online lesson in that there is cut-and-paste in the online lesson where my class does not have the time for this and so a drawing will suffice). Online resource is here:? Blood Types Activity:?This is a good lesson for those students who prefer to work individually.?The students will learn about multiple alleles and codominance. ABO blood types, blood transfusions and blood antibodies are all real-life scenarios that the students will be able to see the importance of. By using the punnet square in determing single traits the students will learn how to predict the possible combinations of alleles in the zygote (offspring) from the given genetic makeup (genotype) of the parents. First a little information about the human immunity is given on the activity handout which explains about the possible antigens on the surface of red blood cells (ABO and Rhesus factor). A and B are two different alleles of the blood type found on red blood cells and O is the lack of both A and B. (The rhesus factor is not covered here in this activity) So there are 3 different alleles of blood type (A, B and i) where the ii combination would yeild the phenotypical O blood type. Both A and B are dominant alleles and the fact that they are both dominant introduces a new concept into student learning here and that is the concept of codominance where both alleles are expressed together. This is important when it comes to transfusions because a person's own immune system will attack the transfused blood unless it matches their own blood type.?From working through this worksheet some important and interesting information will be obtained. The universal donor (O) and the universal acceptor (AB) will be determined. In addition to these facts other interesting additional facts will be discovered such as "what blood type is the hardest one to find a blood donor?"This is a lesson that provides the student with real-life connection concerning blood types, immunity, antibodies and transfusionsOnline resource to the activity is provided here:? blood types to identify babies and criminals?This activity would be for the more advanced student(s) who wants more of a challenge and who enjoy the stimulation of large group work (grouops can be up to 4 people) providing opportunity for interaction and collaboration. The same basic information learned in the ABO Blood type activity will be learned but in addition to that two "solve it" scenarios are given. The first scenario is finding out if a baby was accidentally switched and given to another set of parents. All the parents and baby blood types are given and the worksheet helps the student work out the answer. The second scenario is a murder investigation where you figure out "who done it" based on knowing some information about suspects' and victim's blood types and having sample of the all suspect and victim's blood along with antiserum (anti-a antibodies) and (anti-b antibodies) to perform lab experiments with (knowing that a reaction between antigen and antibody in this experiment will cause clumping of blood). The murderer will become evident by the end of this activity and then subjective reasoning will require the students to think of "why" the murder was committed. This is the ultimate in creative and deductive thinking. The online resource for this activity is provided here:?'s pea plant activity?covers standards 3a and 3b and is an individual activity . The laws of segregation and individual assortment will be demonstrated and the students will have a better understanding of how Mendel came up with his laws. Using a monohybrid cross (two parents with one trait being studied) the student will simulate how alternate versions of genes (alleles) are expressed. An in-depth study of the history of Mendel's experiments are given here including what 7 traits were studied, how true pure-breeding plants were created by isolating male and female plant parts and using cross-pollination. This gets into more of the theory behind the experiments and is therefore rated a higher Bloom's level based upon the questions asked on the worksheet given online (thinking skill complexity rating) than all the other activities here so I would recommend this to the students who want to challenge themselves. This activity also involves a lot of punnet square work.The online resource for this activity is provided here:?(Max chars: 10,000)??Count(Max chars: 10,000)??Countright0002.Based on your knowledge of the subject-specific content and of student development, explain why the instructional strategies, student activities, and resources you listed in question 1:Save Draft* are appropriate for this classBased on my knowledge of the subject-specific content and of student development, the student?instructional strategies?listed in question 1 are appropriate for this class because they provide opportunities to learn content in different ways by performing a mix of direct instruction (such as in my rehash using the Powerpoint) as well as student-centered instruction when I let the students form into little groups to go over a certain topic before sharing their opinion with the entire class. I also provide a variety of instructional strategies by giving the option of either group or individual work when performing activities and labs. Because the students like to socialize with each other and enjoy the school environment a lot of the instructional strategies are aimed at providing group interaction (for instance by asking engaging questions which do not have set answers and therefore leading to a variety of input from a variety of students which can lead the discussion to many interesting topics of discussion and formulations of explanations). This always for a lot of questioning and investigative skills. As most of the students are involved with after-school activities including work, sports, clubs and tutoring my instructional strategy of not assigning too much homework tends to fit within their level of capabilities when outside work time required is considered. Most of the work will be able to be done in class however there are many opportunities to do extra work from home and the classroom reading, although not a homework requirement, can be learned from classmates, from tutoring or from home reading. There are options other than purely homework. Since many students plan on attending community college or local computer technical I provide some challenging activities of college-level thinking that go further than the regular activities. An example would be the "Using blood types to identify babies and criminals" lab where students also incoporate investigation and experimentation techniques in formulating explanations and recognizing limits of scientific representations which are standards covered here. Providing these college-level activities help give some advanced students a higher locus of control and self-confidence in knowing that they are capable of performing tasks meant for advanced level students.?Based on my knowledge of the subject-specific content and of student development, the?student activities?listed in question 2 are appropriate for this class because they all provide opportunities to learn content in different ways and revisit content. The ABO Blood Types activity and Using Blood types to identify babies and criminals make use of learning about blood types and immune functions such as antibody/antigen interactions, transfusion, blood donors and blood autoimmune rejection. It is also an leads to an opportunity to introduce different career fields to the students who are unsure about what careers they want to pursue (example forensics and nursing in the blood typing to identify babies and criminals activity). The students actually learn who the universal donors are as well as universal acceptors- another connection to real life importance. ?The using blood types to identify babies and criminals also introduces an aspect of forensics and detective work into learning. Trying to find out who the murderer is based on lab work is a true example of forensics and the activity even delvelops further when the "why" and therefore motivations of the murderer are considered by the participants in the group. This could lead to a lot of social interaction which is good in firing up the creative levels in the students. Since 2/3rds of the students have other classes with their classmates these activities can be further expanded to promote social interaction and connectivity. Dragon Genetics activity is good for those who like to draw and those involved in role playing/science fiction/middle earth type of fantasy gaming, another connection to real life interests. The students are always asked to compare the experimental to the theoretical conclusions after each activity/lab which leads to developing their critical thinking.??The student activities are also appropriate for this class because they meet standards.?the dragon activity?helps the students to understand the biological processes by which the parents' genes are passed on to a baby. Mendel’s Law of Segregation is simulated by dropping a Popsicle?stick and writing the letters on the side facing up. It contains a simplified model of how meiosis and?fertilization result in inheritance. The inheritance of multiple genes can be predicted by understanding the behavior of chromosomes during meiosis and fertilization. ?The Law of Independent Assortment states that, if two genes are on different chromosomes, then the alleles for these genes separate independently of each other during the formation of eggs or sperm. ?Therefore, the traits determined by these two genes are inherited independently.Genetic linkage occurs because genes that are iocated near each other on the same chromosome move together during meiosis and fertilization. Inheritance in real animals and plants is much more complex than the examples in this?hands-on activity. These are all demonstrations of the standards that are needed to be learned given in creative ways.?The ABO Blood type activity?provides real life examples that the student will have heard talked about. Their blood type, transfusions, what kind of specific blood donor one needs and how blood type is determined are all connections that the student can relate to terms used in real life and the health field.?Group activies (dragon genetics and using blood types to identify babies and criminals) are provided to stimulate the students many of whom like to socialize with each other. Learning content in different ways is clearly demonstrated in the four different activity selections with certain activities requiring group work and others focusing on individuality.?Based on my knowledge of the subject-specific content and of student development, the?instructional resources?listed at the end of question 1 are appropriate for this class because a variety of different sensory modalities of learning are incorporated in the different activities which include computer interaction with the many online websites as well as visual learning modality of watching computer simulations () ?and multimedia videos (Mendel video). Since a majority of the class plans on going to computer technical school the amount of online resources I use is according to that statistic. Since there are many students still undecided upon future career paths I always leave career information websites bookmarked on the computers at the learning stations in class. An example would be? I did not have room to list in question #1. But websites like this would be easily accessible from class after school and even during school during lunch and/or tutoring hours or when finished with a test/activity early and there is extra time although students are encouraged to help out with other students in this situation for the most part and this would be another instructional resource (students helping students) that I did not have room to list in question #1. Because many of the students do not have time for homework many game-like websites such as those found on (crossword puzzles with academic content, etc...) are made available so that a student can actually be engaged in a learning situation without having it feel like actual homework. The psychology involved in this actually takes advantage of technology and interests while de-emphasizing the "academics" involved in terminology such as "homework"(Max chars: 10,000)??Countright000Save Draft* address the developmental needs of these studentsBased on my knowledge of the subject-specific content and of student development, the?instructional strategies?listed at the end of question 1 address the developmental needs of these students in that the warm up, brainstorming sessions, cooperative work, self-assessment and ?anticipatory set questions asked at the beginning of a lesson such as this one encourage the students to an advanced level of thinking and problem solving skills conducive to a higher self-confidence in knowing how to study and be creative. As a?teacher who has high expectations of all of his students and is genuinely interested in their well-being and respectable treatment I model a professional attitude while also showing a sincere desire to know who my students are, their gifts, their adversities, and what makes them tick. This leads to an?emotional investment in building positive relationships and commonalities with my students which in turn help to build an attractive power which influences my students in positive and healthy ways. This is actually an instructional strategy which helps to develop students socially and help them handle the intesnse social peer pressure to conform while maintaining their individuality. Because I understand connections between the lesson content and life outside of school I have incorporated instructional strategies such as surveys and qualilative interviews which enable me to find out who my students are, what their main issues are and what motivates them. I try to provide connections in my private dealing with the student as well as to the students as a "whole" during group activities. An example would be incorporating sports analogies to a student who is on the track team in relation to academic content. For example here I could use the alleles of fast and slow and inverted arch and normal arch of foot, etc... to provide a scenario that the track student could relate more towards.?Based on my knowledge of the subject-specific content and of student development, the?student activities?listed in question 2 address the developmental needs of these students in understanding lesson content in connections with life outside of school in that most are "group" activities where friends not only know each other in school but 2/3rds of the students are in another class with each other as well as the fact that many are probably friends outside the school. So the group activity amongst students that constantly interact with each other can only further social development skills and attributes.?student-student activities are given to collectively and positively influence the classroom as a whole. Performance assessments given by me actually assess group cooperation and individual initiative, social interaction skills that have great relevance in the real world outside of school. We are all learners in my classroom, socially and academically.?Personal growth and long-term empowerment are my priorities.?The development of ?advanced thinking and problem-solving skills along with the social development needed to handle the intense social peer pressure to conform while maintaining individuality are provided opportunities for during group interaction involved with activities presented in question #2 in that cooperation and collaboration is essential in completing these assignments and are in themselves a reflection of the social structure involved outside the classroom. Real learning is not just academia in my opinion but also about learning how to function and act in agreement to the social context which one finds him/herself in and the activities here try to represent this aspect. For instance in many activities someone will have to take the initiative in something while another person will have to address errors in a polite non-offensive way to his/her classmate(s) making the error. A specific example here would be someone coming up with an obvious wrong answer in the "Blood type to identify babies and criminals" activity and this would be an ample opportunity to learn to address certain issues where the consequences are "less than" those of some outside scenarios. This is why I try to develop a free atmosphere in the classroom which develops the student to not be afraid to express him/herself and not to be afraid of asking questions or questioning the "norm" or going against the grain. These are all social areas that we must all deal with on a regular basis so why not include some aspect of this in the classroom? This is my thought in addressing the developmental needs of the students.?Based on my knowledge of the subject-specific content and of student development, the?instructional resources?listed at the end of question 1 address the developmental needs of these students by helping them understand connections between the lesson content and life outside of school, helping them develop advanced thinking and problem-solving skills and also by helping them to develop themselves socially and to be able to handle the intense social peer pressure to conform while at the same time maintaining their individuality. By givint the students many freedoms in choosing their own activities and whether to work individually or in groups allows for maximal social comfort and equates "choice" with comfort rather than fear where many individuals that lack initiative tend to want other people to make choices for them. This is seen often, for example, ?in those who are frequently incarcerated and become used to routine and lack of choice. Misconceptions and pre-determined thinking can be worked out through questioning and collaborative scenarios and in a safe and conducive learning environment as a practice for real outside the school scenarios. Example of this can arise when members of a classroom group do not agree in who is to do what or what the right answer is, etc... therefore, as stated previously, assessment is also based on social interaction as this is an ongoing development need for each individual to have a maximal level of comfort in the context he/she is placed in. And, accordingly I try to make the classroom context as close to real life "outside-the-classroom" context as possible. Instructional resources should not only be academic but also community related. For example I would have a list of community related services that are made available to help directly/indirectly with adolescent issues. Besides services such as counseling, both psychological and career, opportunities to join different extracurricular activities such as sport teams, school clubs, church and other religious services, the boxing gym, etc.. indirectly help students by psychologically giving them something else to focus on rather than delinquent behavior and, worse, just indifference to everything. Therefore what I am getting at is that instructional resources to me is not just academics related but involves the psychology of the mind and community. As most of the kids are already involved in outside activities it makes it easier for those that aren't to conform to the "norm" here in this case. It would be enhance social interaction and standing in the school as well as the community.Just the term "development" leads one to see someone going through stages. One does not just start out from a baby to all of a sudden becoming an adult. There are steps and stages and an analogy to this in terms of instructional strategies and resources would be "scaffolding" as it helps to make the steps less far and few and instead make each progressive step more gradual. So I try to incorporate scaffolding into the classroom. An example would be how The dragon activity reviews meiosis and fertilization with only?one chromosome with a single gene. It is easier to start learning this way (with one chromosome) rather than with the 46 chromosomes found in the regular human.?(Max chars: 10,000)??Countright000Save Draft* help these students make progress toward achieving the state-adopted academic content standards for students in this content areaBased on my knowledge of the subject-specific content and of student development, the?instructional strategies?listed in response to question #1 helpo these students make progress toward achieving the state-adopted academic content standards for students in this content area by first rehashing previous knowledge that is needed to learn the standard. By direct instruction using Microsoft Powerpoint to make a presentation I specifically went over stadards 2b (Students know only certain cells in a multicellular organism undergo meissis), 2c (Students know how random chromosome segregation explains the probability that a particular allele will be in a gamete, 2d (Students know new combinatios of alleles may be enerated in a zygoe through the fusion of male and femaole gametes (fertilization) and 2e (Students know why approximately half of an individual's DNA sequence comes from each parent. The students then learn specifically the standards 3 and 3b through my lesson which includes the "Mendel" video explaining the standards and also through the choice of many different activities all exploring these standards in addition to experimentation standards 1, 1d and 1e which are reinforced as thought provoking questions after each activity. During activities my informal assessments will also address these standards to the students I am assessing.Based on my knowledge of the subject-specific content and of student development, the?student activities?listed in response to question #2 help these students make progress toward achieving the state-adopted academic content standards for students in this content area by providing activities all relevant to standards 3 and 3b. Following the activity questions reinforce standards 1, 1d and 1e.For example?The dragon activity?reinforces hereditary traits by engaging the students with some higher level complexity in their thinking. Questions like what is the one phenotypic trait in the mom, dad and baby dragon that is the same? Explain how Mendel’s Law of Independent Assortment is simulated by dropping?the green and yellow autosome Popsicle sticks? Explain why the Law of Independent Assortment does not apply to genes that are?close together on the same chromosome? Explain how Mendel’s Law of Segregation is simulated by dropping a Popsicle stick and writing the letters on the side facing up in the egg or sperm column of the?charts. These are questions that specifically tailor to answering the standards presented in 3 and 3b. The Law of Independent Assortment activities help students to understand that genes located on two separate chromosomes are inherited independently. ?First, the basis for understanding the Law of Independent Assortment is developed by analyzing expected outcomes of meiosis and fertilization. ?Then, a simulation of the Law of Independent Assortment is provided by a hands-on activity which uses popsicle sticks to simulate the behavior of two pairs of homologous chromosomes during meiosis 1, with modified Punnett squares to tabulate the genotypes and phenotypes of the resultant fertilizations. ?The questions guide the students to interpret the results of the simulation in terms of the expected outcomes of meiosis and fertilization. ??The last part of this first activity illustrates one application of the Law of Independent Assortment to human genetics, namely, that both sexes are equally likely to inherit an autosomal genetic condition such as sickle cell anemia. The second activity illustrates genetic linkage (without crossing over) and contrasts patterns of inheritance for closely linked genes (e.g. no new combinations of alleles) vs. independent assortment.After each activity I will go over the "Investigation and Experimentation" standard by having each group come up with a meaningful question (standard 1) for example a meaningful question that a student can ask in regards to the punnet square activity would be "Can Punnet squares be used to help in any other way or in any other field besides genetics and heredity?" The "Investigation and Experimentation" section continues by?also having students come up with folumations of their explanations as to why they obtained the results that they did during their lab/activity (standard 1d)? The students will also be asked to write the usefulness and limitation of each activity/lab as representations of reality (standard 1g). For example, in the dragon genetics simulation a gamete received all of the genes on one chromosome from each homologous pair and none of the genes on the other homologous chromosome. This is not an accurate model of?biological reality because in reality there is "crossing over" of homologous chromosomes that can result in a chromosome in the gamete that contains?parts of both chromosomes in a parent’s pair of homologous chromosomes.Based on my knowledge of the subject-specific content and of student development, the?instructional resources?listed in response to question #1 (at end) help these students make progress toward achieving the state-adopted academic content standards for students in this content area by going over all of the information in a variety of different ways. For example my?handouts?given during Day precisely states:?"When the genetic makeups of parents are known, the possible alleleslab (traits) in their gametes (sex-cells) can be determined by using Punnet squares and all the possible genetic makeups of the offspring can then be predicted. The science of heredity is credited to Gregor Mendel who studied the phenotypic (observable) characteristics in plants. From the appearance he was able to infer their genotypes (genetic makeup) and to speculate about the genetic makeup from one generation to the next. The genetic basis for Mendel's laws of segregation and independent assortment is apparent from genetic outcomes of crosses. Mendel deduced that for each trait, an organism inherits two copies of one gene, one from each parent. Each parent donates only one copy of each gene in their gametes (sex-cells) Two alleles segregate (separate) during meiosis, resulting in the sorting of alleles (traits) into separate sex cells (gametes) and this is called the "law of segregation". The presense of one trait does not affect the presence of another trait and this is called the "law of independent assortment," stating that allele pairs separate independently of each other during meiosis meaning that each trait is inherited separately from one another. This is most likely the case but in further studies it will be shown that some traits are actually linked but for the purposes of Mendel's studies each trait studied were on different chromosomes and so the "law of independent assortment" worked well. The cases where the law of independent assortment does not work would be when the traits are very close to one another on the same chromosome. The?multimedia videos?and?online activitity worksheets?go over the material in other interesting ways but with the same outcome of learning all the standards.?Going back to dragon activity... Each popsicle stick represents a pair of homologous chromosomes, with the alleles of one of the homologous chromosomes on one side of the popsicle stick and the alleles of the other homologous chromosome on the other side of the popsicle stick. ?The appropriate alleles can be?written directly on each side of the popsicle stick. ? For the Law of Independent Assortment activity, each student will need two popsicle sticks, representing the two pairs of homologous chromosomes for the mother. ?One popsicle stick has a W on one side of the popsicle stick and a w on the other side, representing the heterozygous wing genes. ?The other popsicle stick has a H on one side of the popsicle stick and an h on the other side of the popsicle stick, representing the heterozygous horn genes. For the Genetic Linkage activity, students may find it useful to have a set of four popsicle sticks, two representing the two pairs of homologous chromosomes in the heterozygous father and two representing the two pairs of homologous chromosomes in the homozygous mother. ?For the father, the first popsicle stick will have W F N?on one side and w f n on the other side. ?The second popsicle stick will be the same as for the previous activity, with H on one side and h on the other. ?For the mother, the first popsicle stick will have w f n on both sides, and the second?popsicle stick will have h on both sides... again you can see how this activity helps to explain the standards of 3 and 3b in an entirely new way!?(Max chars: 10,000)??Countright000END OF CASE STUDY 1Case Study 2: Assessment PracticesA. Contextual Information for Case Study 21. Elements of a Learning Experience in a UnitGrade:?High SchoolContent Area:?BiologySubject Matter:?Cell BiologyTime Period for Whole Unit:?Three weeksState-adopted Academic Content Standards for StudentCell Biology1. Fundamental life processes of plants and animals depend on a variety of chemical reactions that are carried out in specialized areas of the organism’s cells. As a basis for understanding this concept, students know:?a. cells are enclosed within semi-permeable membranes that regulate their interaction with their surroundings.?b. enzymes are proteins that catalyze biochemical reactions without altering the reaction equilibrium and the activities of enzymes depend on the temperature, ionic conditions, and the pH of the surroundings.Investigation and Experimentation1. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept, and to address the content of the other four strands, students should develop their own questions and perform investigations. Students will:a. select and use appropriate tools and technology to perform tests, collect data, analyze relationships, and display dataLearning Goals for Whole UnitStudents will be able to do the following:Identify basic cellular structures and functions (prior knowledge)Describe the structure of the cell membrane and relate these to membrane functionsDescribe how osmotic pressure can developDescribe the basic structure of protein and list some common examples of proteinsExplain how enzymes catalyze biochemical reactions (mechanism of action)Discuss how changes in temperature, ionic conditions, and pH can affect enzymatic activity, and provide explanations for these effectsSelect and use appropriate scientific equipment in a safe mannerPerform a scientific investigation to collect and display data and to analyze relationships2. Teacher Reflection on Student Assessment for this Unit“I am not satisfied with the assessment plan I used for the last unit of study. I gave the students a diagnostic test at the beginning of the unit, two quizzes during the unit, and a final test, all of which came from the teacher’s guide. I feel, though, that I need additional information on what students really know and understand, their misconceptions, what they learned during the instruction, and their progress toward achieving the learning goals. I am looking for ways to improve my assessment plan, so I can have a more complete understanding of how well these students learned the subject matter.”3. Assessment PlanDay 1Day 6Day 11Day 15Goals AssessedIdentify basic cellular structures and functionsIdentify basic structure of common proteins and the mechanism of osmosisIdentify how enzymes catalyze biochemical reactions, appropriate scientific equipment, and safety measuresIdentify cellular structures and functions, common proteins, osmosis, enzyme catalysis, scientific equipment and safety measuresTypeFormal, diagnostic test from curriculum guide; multiple choice; formativeFormal quiz from the textbook; multiple choice; formativeFormal quiz from the textbook; multiple choice; formativeFormal, final chapter/unit exam from textbook; multiple choice and fill in the blank; summativePurposeAssess previous knowledge and skillsAssess acquired concepts and skillsAssess acquired skills and conceptsAssess acquired knowledge and skills from instructional unitImplementationIndividual assessment; paper and pencil; teacher corrects with an answer keyIndividual assessment; paper and pencil; teacher corrects with an answer keyIndividual assessment; paper and pencil; teacher corrects with an answer keyIndividual assessment; paper and pencil; teacher corrects with an answer keyFeedback StrategiesTell students of scores and inform student of correct and incorrect itemsInform students of correct and incorrect itemsInform students of correct and incorrect itemsInform students of correct and incorrect itemsInforming InstructionTo determine what needs to be reviewed and where to begin teachingTo determine who has learned the material presentedTo determine who has learned the material presentedTo determine the achievement level of each student towards the goalsB. Questions for Case Study 2Save Draft1a) Identify one strength in the assessment plan and explain why it is a strength in relation to the learning goals of this unit.In relation to the learning goals in the unit where the students will be able to do the following:?Identify basic cellular structures and functions (prior knowledge)Describe the structure of the cell membrane and relate these to membrane functionsDescribe how osmotic pressure can developDescribe the basic structure of protein and list some common examples of proteinsExplain how enzymes catalyze biochemical reactions (mechanism of action)Discuss how changes in temperature, ionic conditions, and pH can affect enzymatic activity, and provide explanations for these effectsSelect and use appropriate scientific equipment in a safe mannerPerform a scientific investigation to collect and display data and to analyze relationships,one strength in the assessment plan is the teachers Formal diagnostic test given on Day one.This is a strength because extra attention should be given to students who are lacking in the prior knowledge needed to master the learning goals presented in this unit. The purpose of this multiiple choice test is to assess previous knowledge and skills of each student. ?To gauge and assess the level of students prior knowledge is very important in that without a good grasp of the basic cellular structures and functions (listed under learning goals for whole unit) the students will have a harder time mastering the standards addressed in this unit. To make the instructional strategies, instructional resources and student activities more meaningful and efficient the prior knowledge must be given extra attention to those that did not develop a mastery of its academic content. The diagnostic test to measure previous knowledge and skills will point out which students need help with prior knowledge needed for this unit and allow the teacher to provide the extra attention that is needed to prepare these students so that they can be properly prepared to master the academic content given in this cuurent unit. ?An example of how not having a good grasp of the prior knowledge (in this case: of identifying cellular structures and functions) can hinder academic progress in the current unit would be that in the process of describing the structure of the cell membrane I may relate this to the prior knowledge that the membrane of the nucleus and the endoplasmic reticulum are continuous and silimar in the make-up of their membrane components as the cell membrane. But because the student lacks this prior knowledge of nuclear and endoplasmic membrane make-up and continuity they will be confused when I start referring to these prior structures in reference to the cell membrane.(Max chars: 10,000)??Countright000Save Draft1b) Identify one weakness in the assessment plan and explain why it is a weakness in relation to the learning goals of this unit.?In relation to the learning goals in the unit where the students will be able to do the following:?Identify basic cellular structures and functions (prior knowledge)Describe the structure of the cell membrane and relate these to membrane functionsDescribe how osmotic pressure can developDescribe the basic structure of protein and list some common examples of proteinsExplain how enzymes catalyze biochemical reactions (mechanism of action)Discuss how changes in temperature, ionic conditions, and pH can affect enzymatic activity, and provide explanations for these effectsSelect and use appropriate scientific equipment in a safe mannerPerform a scientific investigation to collect and display data and to analyze relationships,one weakness in the assessment plan is the formal, traditional and final chapter/unit exam given on day 15.?This is a weakness because this traditional, multiple-choice and fill-in-the-blank format of the test does not allow the students to express themselves and/or be creative. ?Because the questions are written in a decontextualized format it lacks authenticity and can be difficult for certain students because of the nuances found in the English language. Therefore it is difficult to develop a test with high validity and reliability when using multiple-choice and fill-in-the-blank answers.An example would be when a student is given the question "What is a fluid-mosaic model?" The answer to it would be ?"it describes the characteristics of the cell membrane." Well for some students, especially and English Language Learner, ?this may be difficult to answer based on the nearly similar multiple-choice answers that would be provided. However, in a performance assessment which allows for the?assessment of knowledge that a student has acquired of organelle structure and function based on multiple modes of ?demonstration (drawing, speaking, pointing, etc...) a student is more able to demonstrate his/her knowledge that the cell membrane is "fluid" in that it is not rigid and therefore allows the entry and non-entry of certain ions and proteins in and out of the cell membrane and therefore it functions as something analagous to a screen which will let in air but keep out larger particles. The "mosaic" part of the membrane may not actually be understood by this definition but when the student is allowed multiple means of demonstrating his/her knowledge it is easier for the student to explain that the cell membrane is not just made up on one material but that intermeshed and intwined within the cell membrane are certain proteins channels which function to faciliate entry into and out of the cell and also that embedded within the phospholipid bilayer of the cell are certain signal molecules such as carbohydrates and all these different types of molecules that the cell membrane is composed of together gives it a "mosaic" like pattern.Using a performance based assessment would provide a solution to the teacher's reflection for the last unit of study. The teacher mentioned that "?I feel, though, that I need additional information on what students really know and understand, their misconceptions, what they learned during the instruction, and their progress toward achieving the learning goals. I am looking for ways to improve my assessment plan, so I can have a more complete understanding of how well these students learned the subject matter.” A performance based study which includes a variety of modalities used to demonstrate knowledge is something this teacher could try.(Max chars: 10,000)??Countright0002. Suppose you found the following additional assessment in a supplementary resource. Think about how the additional assessment could improve the teacher’s assessment plan.Additional AssessmentStudents will conduct an experiment on enzymatic activity, submit a lab report of their experiment, and address the following questions in their analysis:1. Compare and contrast the effects of temperature, ionic conditions, and pH on enzymatic activity based on the results of the scientific investigation you performed in the lab.?2. Use your investigational results to justify your findings.?Explain to the teacher how it might be used to improve the plan by answering the following questions:Save Draft2a) When in the plan would you use this assessment?The additional assessment might best be served if on Day 12 after the formal quiz or afterwards in order to improve the teacher's assessment plan on Day 11. The reason for this is because on Day 11 there is a quiz which asseses how enzymes catalyze biochemical reactions, the appropriateness of scientific equipment, and safety measures, of which "how enzymes catalyze biochemical reactions" the additional assessment (experiment) does not cover. The learning goal that this assessment/experiment does cover, however, is "Discuss how changes in temperature, ionic conditions, and pH can affect enzymatic activity, and provide explanations for these effects," which, in the textbook I am using, proceeds the learning goals covered on the Day 11 text.Therefore, as to not confuse the students by adding more material to be learned but not assessed on day 11 ?(the contrasting the effects of temperature, ionic conditions, and pH on enzymatic activity), this assessment should bestbe performed sometime after the quiz on day 11.Because the students have already studied how enzymes catalyze biochemical reactions they are now ready to see how the additional variables of temperature, ionic conditions and PH affect enzymatic activity. They should be able to reinforce the concepts that an enzyme functions best in certain ranges of temperature, ionic concentrations and pH levels. An increase in temperature usually functions best at normal body temperature and if the temperature is increased the hydrogen bonds in an enzyme may begin to break apart and it loses the ability to function, high ion concentration can denature the enzyme and cause a decrease in enzyme activity rate and that each enzyme has its own pH range in which it functions the best and at certain pH ranges the enzyme will not function at all (a change in pH can also affect hydrogen bonds in enzymes)!?(Max chars: 10,000)??Countright000Save Draft2b) What goals would be assessed by this assessment?Because the additional assessment would be given on day 12 after the quiz on Day 11, the goals being assessed would be?Discuss how changes in temperature, ionic conditions, and pH can affect enzymatic activity, and provide explanations for these effectsSelect and use appropriate scientific equipment in a safe mannerPerform a scientific investigation to collect and display data and to analyze relationships,These assessed goals were given after taking into consideration the following:1)?Additional Assessment:?Students will conduct an experiment on enzymatic activity, submit a lab report of their experiment, and address the following questions in their analysis:1 . Compare and contrast the effects of temperature, ionic conditions, and pH on enzymatic activity based on the results of the scientific investigation you performed in the lab.?2. Use your investigational results to justify your findings) and2) the?information from the goals being assessed on previous assessments given on Days 1, 6 and 11.(Max chars: 10,000)??Countright000Save Draft2c) What type of assessment would it be?The additional assessment is?formative?in that it helps determine the next steps as the instruction approaches the summative assessment (exam) given on Day 15. It is formative in that it measures the students' grasp of material that is currently being taught and therefore shows the teacher the readiness of the students to either move on in the curriculum or to go over again the material that is currently being studied. The questions addresssed in the analysis to be turned in are essay-like and therefore qualitative but not a diagnositc test from a curriculum guide, textbook or internet. This ?assessment includes a lab report where there is data which support the conclusions made from the experiment/assessment. ??Formal assessments?have data which support the conclusions, This is not a chapter test, a unit test or a quiz but a lab report which goes over specific academic content. Out of the unit test, chapter test or quiz the academic content covered here would be similar to the amount covered in a quizActually to be technical a teacher can use this assessment in whatever way he/she wants or as a combination of assessment categories. For example if the teacher only wanted to use the lab reports as a means to get a grade in the class without any checking for understanding then this would be classified more as summative. However, for my purposes as probably most teachers with good pedagogy this assessment as well as most quizzes would be formative in that even though there is a small grading factor involved if the majority of students do terrible then it can also serve as evidence that immediate teaching and learning strategies need to be adjusted.?(Max chars: 10,000)??Countright000Save Draft2d) What would be the purpose of the assessment?The purpose of this assessmet would be to gather information on student learning by providing a formal assessment used to assist in areas such as planning, lesson reconstruction, focus areas, practice, pacing, instructional resources and homework ideas. The content to the students' lab report answers show their understanding of what is currently being taught as well as their direction-following skills in investigation/experimental/laboratory activities. The graded lab report gives feedback to the student. The lab reports also give feedback to the teacher in that they show where the students are at relative to where they should be at. It shows specifically what area(s) there is a misconception/ problem occurring so that focus can be redirected to the specific area(s). It also can confirm that the students are all on pacing schedule and ready to move on in curriculum instruction. Feedback is obtained from this assessment to inform both the teacher and the student and is not just an informal "check-for-understanding" assessment because of the fact that a lab report is to be submitted with answers to the provided questions.?For example if members of the whole class scorred 100% on their lab reports it would let both the students and the teacher know that everyone is ready to move on in the planned lesson instruction.?If there was poor assessment scores the specific areas could be reviewed (either the variable effects on enzyme activity, the selection of appropriate scientific material in a safe manner and/or the collection and displaying of data to analyze relationships)This is part of ?good teaching. When teachers use sound instructional practice for the purpose of gathering information on student learning, they are applying this information in a?formative?way.?(Max chars: 10,000)??Countright000Save Draft2e) How would you implement the assessment?The assessment would be implemented by dividing students up into small group pairs (4 students to a group) and handing out to each group an activity worksheet which provides the directions for the experiment, charts to record the information observed and the questions to be answered and submitted the next day (for homework) . Students would work on the worksheet together during the activity and are responsible for putting all their names on the top of paper when turned in for submission. If there is a low score for this group I would talk to all of the individuals in the group to see what the misconceptions are.If the students were performing well in their previous groupings I would let the groupings remain the same. However if I felt that new groups needed to be made I would do so randomly. A creative way to creative a random grouping would be to have the students line up by age (year, then month, then day, etc...) then I would take the end of the line and guide the last person opposite the person at the beginning of the line (with the people behind the end following successively) Then there should?be two lines of students facing each other. So it would be easy to divide into 4 from there (take the first two people from both sides as group 1 then the next 2 from both sides as group 2, etc...) A single one or students left over could be placed in groups of 5.Placing students into groups allows for a lot of benefits. Positive peer relationships are developed, higher achieving studentds able to assist lower achieving students and this not only helps the lower achiever but also the higher achiever by reinforcement and this, in turn, saves the teacher time. Social skills such as conflict management, decision making, sharing and listening are developed.?(Max chars: 10,000)??Countright000Save Draft2f) What feedback strategies would you use?The feedback strategies that I would use include observations of students as they work on activities, projects, in groups and on worksheets. Feedback would also be obtained through surveys, qualitative interviews, focus groups, home visits, parental conferences, quizzes, tests, questionnaires, performance assessments, peer-to-peer assesments, self assesments, student record keeping, etc.. I would share this information with my students during our private conferences.For this specific assessment I would have the graded lab reports passed back to the students. This would inform the students of their results. Since this assessment was turned in as a group I would speak with the whole group and see if the problem lay with certain individuals or with the entire group. If it was certain individuals then there would be a problem with group communication. Why didn't the students that knew the academic content in the group let the whole group turn in a bad scoring lab report? A variety of methods would be used ?including one-on-one for those who need more help. I would pass papers back and have then correct the incorrect answers and have them discuss the missed items in their own groups and then reflect as a whole class the answers.?With peer-evaluation students see each other as resources. Self-evaluation is a good reflection tool not only for the classroom but for real life outside the classroom. Student record keeping helps students see their "progress". These are all examples of feedback strategies I would use because the combination of them all leads to greater learning.For example if a student did good on an assessment I would make sure to let them know just to know that they are on the right track. However if a student were perfoming poorly I would want to find out why and I would choose one of the mentioned feedback strategies depedning upon the circumstance. In general I would speak one-on-one with the student privately and encourage them to self-reflect and ask good questions for the better questions they ask the better feedback this give me the teacher.???(Max chars: 10,000)??Countright000Save Draft2g) How would the results of the assessment inform instruction?The results from the assessment would tell the teacher where a student is at in relation to the current lesson being studied and where clarification may be needed. It will help the teacher prepare future instruction by, for example, inclusion or removal of more multivideo instruction or, perhaps, more or less group activities. It will help the teacher make necessary accomodations by allowing for more time to study certain subjects that did not reflect understanding by low assessment scores (for the effects of variable - temperature, pH and ionic concentration upon enzyme activity here) or confirm that the study time was suffiecient by high assessment scores.??The more the teacher knows about individual students as they engage in the learning process, the better the adjustment can be to instruction to ensure that all students continue to effectively move forward in their learning.The information gained from the assessment will help the teacher by creating clear expectations. The students will understand better their targets and goals and the criteria for reaching it. Establishing and defining quality work ?can be developed by presenting to the students model answers to the lab questions for this specific assessment. This informs what is expected to the students. It helps them understand where they are, where they need to be and the processes for getting there.?The students will be made clear as to the effects that the variables of temperature, pH and ionic concentration have on enzyme activity, the selection of appropriate scientifical material to use in a safe manner and the collection and displaying of data to analyze relationships ?by re-doing the questions that were missed and in their original groups. Peer to peer rehearsal in these same groups can also reinforce these concepts. The students can quiz each other until everyone in the group is able to articulate the concepts in their own unique ways.?Not specific to this assessment but to the subject of assessments in general I would like to briefly talk about another kind of assessment just because I believe that much use can become of them. ?Self-assessment is another form of assessment that ?is designed for students to learn about themselves, providing an opportunity for increased self-awareness by allowing them to explore their strengths and weaknesses and motivating them to do better in group processes in the future. For this I would develop a rubric that would rate social interactive skills such as leadership, initiative, conflict resolution and how well a student works with others. In effect this assessment would be used as a performance improvement tool and the ability for the students to better themselves would lead to them having a greater inner locus of control and better performance with group work in the future. This performance assessment would be used to empower the students and would also be useful in cases where the whole group had a bad lab report assessment as in this lab scenario but some of the students, when the subject was explored deeper at a later time, were found to actually know the academic content to a great degree. This would show that there is a problem with "group interaction" and therefore self-assessment of social interactions aka "group interactions" should be performed periodically. There are many life situations that call for group interaction whether an individual likes it or not therefore I stress this assessment here.??(Max chars: 10,000)??Countright000Save Draft3. Explain how using the additional assessment as you described in question 2 improves the teacher’s assessment plan and what specific information would be gained about what the students really know and understand about the content area, their misconceptions, and their progress toward achieving the learning goals.The additional assessment improves the teacher’s assessment plan by providing the information needed to decide whether immediate adjustments are necessary at this current point in time (Day 12) before the culminating unit exam given on Day 15. It also may make adjustments by extending the Unit exam another day or two. If the students performed well on the assessment then no current adjustment to the lesson plan would be needed. If the students did not perform well on the assessment then immediate adjustments could be made such as incorporating extra time for reviewing the current lesson content. This could be, for instance, an additional day spent watching more multimedia videos relevant to the standard(s) being studied. And, as already mentioned, the culminating unit exam could be extended another day or two.?This information would tell the teacher what the students understand about the content area because it would reveal their understanding with the relationships between temperature and enzyme activity, pH and enzyme activity and ion concentratio and enzyme activity. It would also provide information on the students' ability to select the appropriate scientific equipment in safe manner as well as their ability to perform scientific investigations to collect and to display data and analyze relationships.?This information would tell the teacher what the students’ misconceptions are because it will be easy to notice whether or not students are getting it based on observation of their performance during their group work as well as their results on their answers to the lab report questions concerning the variable effects to enzyme activity.?After this assessment the teacher will have more information on whether or not a student has acquired certain concepts described about the learning goals below:Discuss how changes in temperature, ionic conditions, and pH can affect enzymatic activity, and provide explanations for these effectsSelect and use appropriate scientific equipment in a safe mannerPerform a scientific investigation to collect and display data and to analyze relationships,This assessment gauges the effectiveness of the current instruction and allows for refinement to problem areas.?Misconceptions can then be clarified to the students and more instructional strategies could be introduced to develop the skills needed to attain learning goals and more instructional resources could be introduced to review learning goal content in different ways.?This information would tell the teacher about the students progress toward achieving the learning goals above as?the teacher will have more information on what concepts and skills a student has and has not acquired. Furthermore, the teacher will be given an opportunity to gauge the effectiveness of their instruction and refine the problem areas with their instruction and improve on those areas of the instruction that were effective. By doing this, the teacher will be able to inform students of any misconceptions they may have and help the students develop the skills and concepts needed to attain the learning goalsProgress toward students achieving the learning goals can be made using assessment information by introducing new instructional strategies and instructional resources. An examples of new instructional strategy would be to lengthen the amount of time spent studying certain problem areas and also to include another modality such as a computer simulation that allows the input of different temperatures, pH levels and ionic concentrations before playing out the resulting computer simuation outcome. An exampled of a new instructional resource would be to include a multimedia video that focuses on the problem area (here would be the effects of temperature, pH and ionic concentration on enzyme activity).??(Max chars: 10,000)??Countright000END OF CASE STUDY 2Case Study 3: Adaptation of Subject-Specific Pedagogy for English LearnersA. Contextual Information for Case Study 31. Elements of a Learning Experience for 2 Days in a UnitGrade:?High SchoolContent Area:?Biology?Subject Matter:?Evolution Time Period for Whole Unit:?Three weeksState-adopted Academic Content Standards for StudentsEvolution?8. Evolution is the result of genetic changes that occur in constantly changing environments. As a basis for understanding this concept, students know:?a. how natural selection determines the differential survival of groups of organisms.b. a great diversity of species increases the chance that at least some organisms survive major changes in the environment.c. the effects of genetic drift on the diversity of organisms in a population.?d. how reproductive or geographic isolation affects speciation.Learning Goals for Whole Unit?Students will be able to do the following with a focus on evolution:Explain how and why natural selection happensDiscuss how the presence of many species increases survival rate after major environmental changesList the effects of genetic drift on diversity?Explain how geographic and reproductive isolation happens and how these events can lead to the production of new speciesRelationship to Preceding and Subsequent Learning ExperiencesPreceding:?Before this unit on evolution, students learned about important topics in genetics, including the nature of genes and the great variety of combinations of genes produced during gamete production. In this unit on evolution, “speciation” and “diversity” remain as the big ideas.?Subsequent:?Understanding these central ideas will help students transition into the next unit in the course, ecology.2. Outline of Plans for Days 1 and 2The following outline addresses some of the academic content standards and unit goals, but it is not expected that the students will achieve them during the two days.Instructional StrategiesOn Day 1, lead a discussion about the theory of natural selection: how and why it happens, how new species develop and/or becomes extinct, and how the characteristics of the species drive these processes. Write student ideas on the board. Have students independently read a handout concerning recently discovered new species of beetle. Then present the following scenario: “Suppose that you have discovered a new species of a living thing. Write three or four paragraphs describing the species, one unusual structure it has, the characteristics of the structure, and how this structure might help the species survive a specific drastic environmental change.” Have students write two or three paragraphs using newly acquired scientific terms such as “species, “natural selection,” and other terms/vocabulary to explain their answer to classmates.On Day 2, allow students to complete written response. Have students practice with a partner orally summarizing their written work. Then have them individually share their oral summaries using newly acquired scientific terms with the whole class and receive feedback.Student ActivitiesParticipate in discussion about natural selection. Read the handout about a newly discovered species. Listen to and carefully consider the scenario. Use library resources, encyclopedias, or the Internet to research answers and write two or three paragraphs using newly acquired scientific terms, applying them to the plete the written response. Practice with a partner orally summarizing their written work. Present oral summary, using newly acquired scientific terms, to whole class. Provide feedback to other students on the accuracy of their understanding of species.Progress MonitoringTeacher will use class discussions, written responses to questions, projects, scientific inquiry investigation, portfolio, and chapter test to determine level of learning.Students will receive written and oral feedback from the teacher and oral feedback from peers.3. Student DescriptionElena is a 15 year-old 10th grader and an English learner. She is from Mexico and both of her parents are professionals. Her extended family includes aunts, uncles, and cousins. Her grandparents live in Mexico and she and her family visit them in the summer. She has been in the United States for one and a half years. She is literate in Spanish and often reads Spanish literature. Her report cards from her school in Mexico indicate above average grades. Elena is somewhat shy socially but is well liked and works well in small groups. She is seldom absent from school. The CELDT results indicate overall score in the Early Intermediate range, and she has been identified as an English learner.Student’s Written Response to “What is your favorite family day?”A Special Family CelebrationAs special family time is when my family celebrate the anniversary of my grandmother and grandfather. They are my abuelita and abuelito. Why is it especial? I like this because all my family come to my grandparent house for make especial food of my country. The fiesta is very especial. My grandparent have marry 45 year. They live in Mexico my tia, tio and primos all go to Mexico for all family celebrate together. We like have all family together. My primos and me see friends in our city . We give grandparent big picture of all family. Grandparent like fiesta and gift. They are much happy.Transcript of Oral Response to: “Tell my about your dance class.”I like my dance class at community center. I need class for forget my problems. Is like help. I forgot my problems. When I dance, I like my dress because everybody look me and say, “Oh, that look pretty.” Everybody take my picture. I was in newspaper. When I dancing, I feel very good. I like that because I represent my country.B. Questions for Case Study 3Save Draft1. Identify two specific learning needs the student has as an English learner, based on the student description and the responses.Based on the student description and responses Elena has the following two specific learning needs as an English learner. The first is that because Elena speaks and writes in simple sentences that contain grammatical errors, she lacks the basic literary skills needed to grasp grade-level content and to perform highly on standard grade-level assessments. The second specific learning need is that because Elena is socially shy in addition to being a relative newcomer to the United States she would benefit from social and personal adjustments.?(Max chars: 10,000)??Countright000Save Draft2a) Identify one instructional strategy or student activity from the outline of plans that could be challenging for the student.One student activity that could be challenging for Elena would be completing the written response to the handout given on day 1 and to orally practice with a partner and eventual oral presentation of her written summary, using newly acquired scientific terms, in front of the entire classTo me I listed the entire student activity however the most specific part of the activity which I fear Elena will have the most problems with is the actual oral presentation of her written summary in front of the entire class because this introduces the element of her shyness into the already compromising situation she has been placed in.?(Max chars: 10,000)??Countright000Save Draft2b) Explain why the strategy or activity you chose could be challenging to the student. Use your knowledge of English learners and your analysis of the student’s learning needs in your explanation.The whole activity of at first writing and then orally practicing with a partner and finally the oral presentation of her written summary in front of the entire class would be challenging to Elena because this whole activity involves both of Elena's two specific learning needs as an English learner. Lacking basic literary skills confounded by her shyness will put Elena in an academically uncomfortable situation which will be further exasperated by the social aspect of her shyness especially when placed in front of the whole class.?These are not familiar and routine situations that she is being confronted with by participating in the activity. Being relatively new to a country and culture has not given Elena the amount of time necessary to develop sufficient social and native skills to raise levels of self-esteem and self-confidence to engage in this highly interactive level with high level of intensity and focus being placed upon her.?(Max chars: 10,000)??Countright000Save Draft3a) Describe how you would adapt the strategy or activity you identified above to meet the learning needs of the student. Consider specific subject matter pedagogy when writing your description.Because Elena struggles with issues of shyness and has a lack of the basic literary skills needed to grasp grade-level content I would need to provide opportunities for Elena to become more comfortable in my classroom setting. I would pair Elena up with a small group of bilingual Spanish speaker(s) in the class that could help her academically as well as, hopefully, socially. Elena works well in small groups and the people in her group could provide translation services. Elena's identity as a speaker of more than one language and as a member of more than one culture would then become more acknowledged and I feel by doing this her background and experiences would not be excluded from my classroom curriculum. I would be then be looked upon by Elena as a teacher that recognized what a tremendous accomplishment it is for her to function as good as she does for only being here for a little more than a year and with this perception of me I hope Elena would feel a lot more comfortable in my classroom and therefore a lot more willing to take risks such as speaking in public.?I would also mention to the other students who participate in Elena's groups that Elena would benefit from others in activities that use gestures, physical movement, art and drawings to increase the modality of communication.?Providing Elena with a Spanish version of the textbook used in class as well as Spanish version of instructional lessons presented in class would be a great assistance in assisting Elena use her primary language in aiding her to develop her acquisition of her secondary language of English faster.?Relating academic content to something having to do with "dance" would be of help too in that dancing helps Maria forget about all her problems. Suggesting Elena to have her parents help her with her homework would be good in that both of her parents are professionals and probably would like to be included in her education.?I would start with conveying the vocabulary and concepts provided in the handout by pairing Maria up with another Spanish bilingual student in class who can translate and discuss this with Elena. Before Elena practices with other bilingual students she could demonstrate her knowledge of the activity to me with the added use of drawings and visuals. With these accomodations made for Elena the integrity of my pedagogy can be maintained and would allow Elena to feel more comfortable. In feeling more comfortable and by first placing her with bilingual Spanish speaking students this will help to alleviate some of the shyness that Elena has. Her group placement with other Spanish speaking students will alleviate her lack of basic literary skills needed to grasp the academic contents being studied as she can compensate in her native language for this. Then her ability to perform orally in front of the class could be modified by letting her use drawings and visuals in her presentations and also allowing her the use of a translator to translate certain things she may not be able to convey in English. I would not be doing a formal assessment for this oral presentation so no modification of assessment will be needed here but for any future assessments I could modify them for Elena by allowing her to demonstrate her knowledge of content in a variety of other ways in a performance assessment with rubric grading rather than standard multiple-choice and fill-in-the blank testing format.?Fifteen year old Elena is somewhat a newcomer to the country having only lived in the United States for a year and a half. Basic Interpersonal Communication Skills (BICS) are language skills needed in social situations. This is the area where she also may find difficulties due to her syness. However she is very literate and has an extensive academic vocabulary in Spanish. Therefore accommodations will be made allowing Maria to converse with a classmate(s) who is/are bilingual in her native language which is Spanish. ?Studies have shown that some English language learners can't comprehend something in English because they can't stop thinking in their own language. Therefore introductions of concepts taught by me in English will be first discussed with Elena via her bilingual classmate(s) in Spanish.Because Elena is shy I will accommodate her at first by placing her in small groups. This will develop her social skills and assist her in making new friends who could also function to help her in class by giving her opportunities to hear and use the English language. Continued advancement in her familiarity with her classmates will allow for opportunities to self-correct her use of English and eventually acquire more self-confidence and with that the “freedom to fail” which means taking more risks. When Elena has reached that certain risk taking level I will then start to draw her into classroom discussions when appropriate by asking one of her bilingual friends to help in the translations. Reading material and instruction as well as online simulations would also be made available to her.?(Max chars: 10,000)??Countright000Save Draft3b) Explain how your adaptation would be effective for the student in making progress toward the learning goals of the lesson.?(In your explanation of the adaptation, refer to specific aspects of the student description and to the samples of proficiency in English.)The adaptation given to Elena is effective for Elena in making progress toward the learning goals of the lesson. The learning goals are to:Explain how and why natural selection happensDiscuss how the presence of many species increases survival rate after major environmental changesList the effects of genetic drift on diversity?Explain how geographic and reproductive isolation happens and how these events can lead to the production of new speciesBecause Elena can read in her native language now and have some translative assistance she will be able to respond to more varied learning tasks with the learned material and with increasing ease. Early-intermediate English learners are able to comprehend a sequence of information of familiar topics and with her repeated involvement with her bilingual classmates things around her will start to become more familiar and more routine. Basic conversation and asking questions, due to an increase in basic personal and safety needs mets, will start to flourish as will participation with other non-Spanish speakers peers and with me, the teacher. Because of her increased interactions with me, the teacher, I will be able to communicate better and better with Elena and therefore help make progress towards Elena learning the goals of the lesson.The adaptations given to Elena also gives her the chance to demonstrate her knowledge of the learning goals to me, the teacher, by having a network of friends willing to communicate certain aspects of conversation that Elena herself may not have been able to communicate with me, the teacher.?(Max chars: 10,000)??Countright000Save Draft3c) Explain how your adaptation would be effective for the student in making progress toward English language development.?(In your explanation of the adaptation, refer to specific aspects of the student description and to the samples of proficiency in English.)The adaptation given to Elena is effective for Elena in making progress toward English language development by letting her use her primary langauge to build knowledge of English principle, use multiple modalities to convey meaning, use music and chants to model sounds (since Elena loves dancing), having Elenar re-tell stories of her classmates, having Elena practice giving opinions, grouping with a variety of different students. All of these practices will helop Elena in making progress toward English language development.?The oral participation of Elena more and more in the classroom, her longer oral responses and her eventual lessening of phonic errors will all provide evidence of what Elena has learned in regards to English language development.?Because Elena can read in her native language now and have some translative assistance she will be able to respond to more varied learning tasks with the learned material and with increasing ease. ?Thgere is great potential for Elena because her grades in her native language were good and she professional parents which probably aid in providing motivation to do well scholastically. Early-intermediate English learners are able to comprehend a sequence of information of familiar topics and with her repeated involvement with her bilingual classmates things around her will start to become more familiar and more routine and hence increase her comfort levels both academically and socially more and more as time goes on. With basic comfort and security issues having been met it is my ope that Elena will particpate more and more with non-Spanish speakers peers and English speaking society in general. These are all great leaps in progress towards the development of English language.?(Max chars: 10,000)??Countright000Save Draft4a) Which progress monitoring assessment based on the lesson plan would you choose to monitor this student’s progress toward achieving the learning goal(s)?The progress monitoring assessment based on the lesson plan that I would choose to monitor Elena's progress toward achieving the learning goals would be the performance based assessment with a rubric critique.?A well designed project or drawing with an accompanying visual presentation can enable Elena to display mastery of content with multiple modalities (including gestures) ?without having to rely solely upon the English language.?(Max chars: 10,000)??Countright000Save Draft4b) Give a rationale for your choice of progress monitoring assessment. Use your knowledge of content in this unit, and this student’s English language abilities in your rationale.The performance based assessment with rubric critique is my choice of progress monitoring assessment.Intermittent assessments will enable the assessor (me) to see where Elena is at in her comprehension of key concepts. The performance based assessment allows for greater communication by the use of drawings, pictures, powerpoint presentations, computer and classmate translation, gestures, motions, facial symbols, cues and physical manipulations.Students will be able to do the following with a focus on evolution (learning goals):Explain how and why natural selection happensDiscuss how the presence of many species increases survival rate after major environmental changesList the effects of genetic drift on diversity?Explain how geographic and reproductive isolation happens and how these events can lead to the production of new speciesAs an example of Elena demonstrating her knowledge of "explaining how and why natural selection happens" under my performance based assessment Elena could draw a picture of 2 different men, each one on a different piece of paper. One of the men would be drawn handsome and with muscles. The other would be drawn as a stick figure. Then a stuffed animal of a lion could be introduced and the picture of the stick figure man will be attacked and destroyed by the lion. After this the picture of the muscle man will come and chase the lion away. Elena can then make a "Oh my hero" gesture as she plants a kiss on the muscle man picture. Then the final picture can be drawn which shows a picture of her and the muscle man with a bunch of babies. I think this demonstrates pretty well and clear how and why natural selection happens!?To provide rationale for choosing the performance based assesment to how Elena could intermittently demonstrate her current knowledge about content material with her "early-intermediate" English language ability I will use a state-adopted academic standard for students in this unit of evolution.Elena could, for instance, demonstrate standard 8 (evolution is the result of genetic changes that occur in constantly changing environments) by drawing a land animal on land (picture 1). Then she could draw water filling up the land and in it dead animals floating on the water (picture 2). Then she could draw these same animals with fins used for swimming with arrows pointing to the fins and the word "adaptation" under the fin (picture 3). Then to sum it up she could say "changing environments" while pointing to the water filling up the land in picture 2. Elena could continue by saying "causes genetic changes" while pointing to the fins in picture 3!(Max chars: 10,000)??Countright000Save Draft5. Based on what you learned about this student’s English proficiency, what would be your next steps in planning to facilitate her English language development? Consider specific information from the student description and her written and oral language samples when responding.Because Elena struggles in writing, especially with grammar, and also speaking, I would need to allow opportunities for her to have a clear understanding of the concepts that she already possesses that are related to the content of what she is studying. I cannot make assumptions about what prior knowledge Elena has because her schooling has been in another country (from student description)?and instead must use strategies such as direct questioning, small group discussions and pictoral representations to ascertain what she already knows about biology and supply the needed background information through the assistance of bilingual classmates and co-workers. If Elena's parents know English (the student description does not say) then they would be encouraged to participate more in her educational studies. Personalization of the lesson using "dance" vocabulary, famous heros/figures?(written response speaks a lot of grandparents so grandparents could be used for personalization), multiculturalism?(oral response says she is happy representing her country)?and analogies. Role play, graphic organizers, hands-on activities, clear enunciation, drawing pictures of new vocabulary words, providing an "accepting" and "low-anxiety" environment, student-student and student-teacher interactions, scaffolding, encouragement of risk-taking and the teaching of study skills such as note taking would all be next steps in my plans to facilitate Elena's English language development.?(Max chars: 10,000)??Countright000END OF CASE STUDY 3Case Study 4: Adaptation of Subject-Specific Pedagogy for Students with Special NeedsA. Contextual Information for Case Study 41. Elements of a Learning Experience for 3 Days in a UnitGrade: High School Content Area:?BiologySubject Matter:?Physiology Time Period for Whole Unit:?Three weeksState-adopted Academic Content Standards for StudentsPhysiology10. Organisms have a variety of mechanisms to combat disease. As a basis for understanding the human immune response:d. Students know there are important differences between bacteria and viruses with respect to their requirements for growth and replication, the body’s primary defenses against bacterial and viral infections, and effective treatments of these infections.e. Students know why an individual with a compromised immune system (for example, a person with AIDS) may be unable to fight off and survive infections by microorganisms that are usually benign.f. *Students know the roles of phagocytes, B-lymphocytes, and T-lymphocytes in the immune system.*this is a special standardLearning Goals for Whole Unit?Students will be able to do the following with a focus on physiology:Discuss the various ways by which the body defends itself against pathogensExplain how AIDS cripples the body’s immune systemDifferentiate among the different immune cells (phagocytes, B-lymphocytes, and T-lymphocytes) in terms of their functionsRelationship to Preceding and Subsequent Learning ExperiencesThis unit is the last topic in physiology, the focus of this nine-week period. The class has already learned about the different organ systems (structures involved and their functions).2. Outline of Plans for Days 3, 4, and 5The following outline addresses some of the academic content standards and unit goals, but it is not expected that the students will achieve them during the three days.Instructional StrategiesOn Day 3, students read section/s from the textbook about the immune system (class can switch between independent, silent, and oral reading). Teacher presents additional information about the concepts and leads whole-class discussion. Students respond in writing to the questions in the book.On Day 4, teacher performs a demonstration experiment about the spread of diseases in front of the whole class. (The teacher may find several demonstration lessons on the Web; one requires use of 3M NaOH and phenolphthalein indicator, another uses salt water and AgNO3. There are also electronic simulations available.) Teacher will discuss the key concepts of Internet search and retrieval. Students work in small groups to collect data on the spread of an assigned disease (e.g., TB, malaria, SARS) and prepare a PowerPoint presentation. Students write individual summaries. As a group, they present their findings to the class and receive feedback from others.?On Day 5, students read excerpts from their textbook section on AIDS. This section includes information on HIV transmission and spread of disease as reviewed on Day 4. Students discuss the entries with a partner. Students write letters to the governor expressing their concerns about AIDS prevention in California. Sample letters are shown for Day 5 instruction.Student Activities?In class, read textbook, take notes, analyze arguments, and participate in class discussion about concepts presented. For homework, complete written responses to questions in textbook.?Watch demonstration experiment, take notes, and participate in class analysis and discussion. Work in a group to conduct own trials. Individual students write summaries of findings. Present group findings to whole class. Provide feedback to other groups.Read textbook and discuss findings with a partner. Write a letter to the governor. Read a letter written by another classmate and analyze for scientific understanding and reasonableness.Progress MonitoringTeacher will use class discussions, responses to questions, written summary of findings, group presentation, and letter to governor to monitor student progress.?Students will receive written and oral comments from the teacher and from other students.3. Student DescriptionAlex is a 15-year-old boy in the tenth grade. He had difficulty with the development of his early literacy skills, including the acquisition of sound/symbol relationships and word identification, demonstrated in both his reading and writing. In the second grade, Alex was identified as a student with specific learning disabilities. Since then, Alex has received special education support primarily in a resource room for language arts, while he is included in the general education curriculum. He is able to independently read text at a 7th grade level and continues to struggle with decoding words. Alex also has asthma for which he takes daily medication and occasionally needs to use an inhaler. He is a self-isolating person who does not readily join into whole-class conversations or contribute to group learning situations. His tendency is to sit alone at lunch and to be by himself during transitional time. There is no in-class support for this student.B. Questions for Case Study 4Save Draft1a) Identify one instructional strategy or student activity from the outline of plans that could be challenging for the student, considering the description of the student’s learning disability.One instructional strategy from the outline of plans that could be challenging for Alex, considering the description of his learning disability he was identified with in 2nd grade, is reading the textbook in class (specifically on days 3 and 5) due to the fact that he has had difficulty with the development of his early literacy skills which is demonstrated in both his reading and writing. He is only able to independently read text at a 7th grade level but is currently "included" in a general curriculum high school biology class which includes reading levels above his 7th grade ability. He also continues to struggle with decoding words. Also to be considered is the fact that Alex must perform various other assignments based on the day 3 and 7 readings.?(Max chars: 10,000)??Countright000Save Draft1b) Explain why the strategy or activity you chose could be challenging for the student, based on specific aspects of the student description.The instructional strategy I chose above for Alex, based on specific aspects of his description, is because in addition to the reasons described in 1a (the fact that he has had difficulty with the development of his early literacy skills which is demonstrated in both his reading and writing. He is only able to independently read text at a 7th grade level but is currently "included" in a general curriculum high school biology class which includes reading levels above his 7th grade ability. He also continues to struggle with decoding words. Also to be considered is the fact that Alex must perform various other assignments based on the day 3 and 7 readings), Alex also has had problems with including the acquisition of sound/symbol relationships and word identification which is also demonstrated in his reading and writing. Alex also been receiving support in a special resource room for language arts which he will not be in while he is in my biology class. So these are some extra variables to consider along with the fact that he does not readily join into or crontribute to group learning situations which the reading of the text could be considered part of. Knowing that Alex takes medication for asthma and occasionally needs to use an inhaler is something that may be triggered by forcing Alex to participate in an instructional strategy (reading) which is part of a bigger group learning situations which Alex does not readily join is another challenge among many that Alex faces.?(Max chars: 10,000)??Countright000Save Draft1c) Describe how you would adapt the strategy or activity you identified to meet the needs of the student.I would adapt the instructional strategy for Alex by getting an audio version of the text for him. I would also have another student(s) who is willing to read to him in small pairs if Alex could resist the urge to isolate (and I would carefully compose the grouping myself based on what I know about the students and how I think they would interact with Alex). ?I would also highlight the main ideas that are important not to miss for when Alex reads independenly on his own. His readings, therefore, would be shortened and edited.?Having other student(s) read to Alex in small groups would be accomplished by selected other students that I feel like Alex and then instead of each one reading the whole assignment independently to themselves they would each take turns, starting with one person reading the first paragraph and then the next person reading the second paragraph and so on. Only Alex would be passed up and he would have been counseled by myself beforehand where I would have explained that we were doing this for his own benefit and that we were all trying to help each other perform the best we could because the class is about "us", not about me the teacher or "you" the student but for the best of the "whole" class.(Max chars: 10,000)??Countright000Save Draft1d) Explain how your adaptation would be effective for the student in making progress toward achieving the learning goal(s) of this unit.The adaption of the combination letting other people read to Alex, getting an audio version of the text for Alex and shortening the readings for Alex would be effective for him in making progress towards achieving the learning goals of this unit because these adaptations enable Alex to learn the goals regardless of his reading abilities.?(Max chars: 10,000)??Countright000Save Draft2a) Identify one additional instructional strategy or student activity from the plan outline that could be challenging for the student, considering the student’s other learning needs.Considering the description of Alex's learning disability, one additional instructional strategy from the plan outline that could be challenging for him would be?writing?responses on days 3, 4, and 5?(responding to the questions in the book by writing on day 3, writing individual summaries on day 4 and writing a letter to the governor expressing his concerns about AIDS prevention on day 5).So this is an additional challenge to the challenges that he faces with reading.(Max chars: 10,000)??Countright000Save Draft2b) Explain why the strategy or activity you chose could be challenging for the student, based on specific aspects of the student description.Based on the description of Alex's learning disability, the instrucitonal strategy of responding to the questions in the book by writing on day 3, writing individual summaries on day 4 and writing a letter to the governor expressing his concerns about AIDS prevention on day 5 would present a challenge to Alex in that he has problems with his early literacy skills including the acquisition of sound/symbol relationships and word identification which is demonstrated in his writing.?(Max chars: 10,000)??Countright000Save Draft2c) Describe how you would adapt the strategy or activity you identified to meet the needs of the student.I would adapt the instructional strategy of writing responses, summaries and a letter of days 3, 4 and 5 by allowing Alex to audio-record his responses. There is nothing mentioned of Alex having any problems related to his speech under the student description.As the teacher I would accept the audio taped summary (all computers today come with audio recorders that can be saved and then sent as a file. So I would show Alex how to do this and provide him with my email to send me his "audio" response to the textbook questions in day 3 and also to the individuals summaries on day 4). For day 5 when the students write their letters to the governor I could instead send an audio file to the governor after finding out his email).?If there is another student who is a fast typist I would allow him/her the use of a word processor in class to transcribe Alex's audio document into a document form if there happens to be any kind of assignment which, for some reason that I cannot think of at the moment, I would not be able to allow an audio submission. If there is no student that could do this I, as a teacher, could certainly make the sacrifice of a little bit of time. I am a fast typist myself.?(Max chars: 10,000)??Countright000Save Draft2d) Explain how your adaptation would be effective for the student in making progress toward achieving the learning goal(s) of this unit.The adaptation would be effective for Alex in making progress toward achieving the learning goal of this unit because the adaption enables Alex to follow along with the instructional strategies and student activities of the outlines lesson plan with the result of achieving the learning goals regardless of his writing deficiencies.?Learning Goals for Whole Unit?Students will be able to do the following with a focus on physiology:Discuss the various ways by which the body defends itself against pathogensExplain how AIDS cripples the body’s immune systemDifferentiate among the different immune cells (phagocytes, B-lymphocytes, and T-lymphocytes) in terms of their functionsAs long as Alex's reading and writing (and we are talking about writing here) deficiencies have been considered in making adaptations to instructional strategy and student activity the learning goals for the whole unit above can be met.?(Max chars: 10,000)??Countright000Save Draft3a) What progress-monitoring assessment would you choose to obtain evidence of the student’s progress toward a learning goal(s)?The progress monitoring assessment that I would choose to monitor Alex's progress toward achieving the learning goals would be the performance based assessment with a rubric critique.?A well designed rubric will give great feedback and also inform him of the ways that he can improve on areas such as group performance and social interaction. If Alex has still remained an isolator this performance based assessment with a rubric critique can also assess him during his independent work by evaluating how he can describe certain learning concepts with the use of visual aids and audio recordings. This type of assessment will enable Alex to display mastery of content with multiple modalities (including pre-written presentations and diagrams) without having to rely solely upon reading and writing.?(Max chars: 10,000)??Countright000Save Draft3b) Give a rationale for your choice of assessment. Use your knowledge of academic content in this unit and this student’s learning needs in your rationale.The progress monitoring assessment that I would choose to monitor Alex's progress toward achieving the learning goals would be the performance assessment with a rubric critique.?A well designed project or drawing with an accompanying visual presentation can enable him to display mastery of content with multiple modalities (including pre-written and pre-recorded audio) of the knowledge he has acquired up to the point without having to rely solely upon the reading and writing of the English language.Intermittent assessments will enable the assessor (me) to see where Alex is at in his comprehension of key concepts. The performance based assessment allows for greater communication by the use of drawings, pictures, powerpoint presentations, computer and classmate translation, audio recordings, gestures, motions, facial symbols, cues and physical manipulations.Learning Goals for Whole Unit?Students will be able to do the following with a focus on physiology:Discuss the various ways by which the body defends itself against pathogensExplain how AIDS cripples the body’s immune systemDifferentiate among the different immune cells (phagocytes, B-lymphocytes, and T-lymphocytes) in terms of their functionsAs an example of Alex demonstrating his knowledge of "discuss the various ways by which the body defends itself against pathogens" under my performance based assessment Alex could point to different white blood cells in the textbook and orally describe their roles/functions.?An example of how Alex could explain how AIDS cripples the body's immune system would be for Alex to point out to white blood cells and tell me that they are of much lower number than the white blood cells that are found in a human being without AIDS. I could help by scaffolding during the informative assessments by using questions that point to some key topics such as "Can you tell me or show me what kind of things in the body are affected when someone has AIDS?"An example of how Alex could "differentiate among the different immune cells (phagocytes, B-lymphocytes, and T-lymphocytes) in terms of their functions" would be by pointing to each different kind of lymnphocyte and orally communicating to me what their functions were.?(Max chars: 10,000)??Countright000END OF CASE STUDY 4 ................
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