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Teaching Science to Students with Cognitive Impairments 2007 OEAA Fall Conference

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Teaching Science to Students with Cognitive Impairments 2007 OEAA Fall Conference Rochester Community Schools Cheryl Gleeson, Resource Teacher Kristen Knight ... – PowerPoint PPT presentation

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Title: Teaching Science to Students with Cognitive Impairments 2007 OEAA Fall Conference


1
Teaching Science to Students with Cognitive
Impairments2007 OEAA Fall Conference
Rochester Community Schools Cheryl Gleeson,
Resource Teacher Kristen Knight, Resource
Teacher Anne Marie Rea, Resource Teacher Deborah
Norton, Staff Development and Curriculum
Coordinator
2
Third Grade Earth ScienceOur Earth Near and
FarModified Unit
  • Developed by
  • Jennifer Bland, Teacher Consultant
  • Deb Campbell, Resource Teacher
  • Pat Dozeman, Resource Teacher
  • Kristen Knight, Resource Teacher
  • Cheryl Gleeson, Resource Teacher
  • Roberta Greenblatt, Teacher Consultant
  • Ann Marie Rea, Resource Teacher
  • Heidi Madill, Resource Teacher
  • Deborah Norton, Staff Developer and Curriculum
    Coordinator

3
What are your key thoughts?
  • Students with moderate disabilities often can
    learn some functional academics such as
    sight words and addition, but these goals are
    not appropriate for students with severe and
    profound disabilities.
  • If you take time to teach academics, students
    will not have time to learn the needed functional
    skills.
  • When teaching science to students with
    significant disabilities, it is important to
    maintain functionality for the student and not
    just teach science to teach it.

4
Access
  • Access means more than being exposed to content
    such as reading and mathematics-access means
    academic progress.
  • Although it does not necessarily mean mastering
    all of the grade-level content, it does mean
    mastering some alternate achievement standards
    for each grade level.

Browder and Spooner, 2006
5
Standards Driven System
Standards
Assessment
Program
6
Curriculum (Program) Elements
Philosophy
Scope and Sequence
Assessment
Goals and Objectives
Instructional Procedures
Instructional Materials
7
How do you balance the need for
Academics
Functional Skills
8
Purpose of Science Instruction
  1. Be exposed to information about the world around
    them.
  2. Learn to recognize key science words.
  3. Work collaboratively with other students.
  4. Correctly manipulate tools.
  5. Use technology to explore the world of science.

Browder and Spooner, 2006
9
Unit Development Process
  • Step 1
  • Become familiar with state standards.
  • Step 2
  • Become familiar with the states approach to
    alternate achievement standards.
  • Step 3
  • Identify instructional procedures for the four
    phases of learning.
  • Step 4
  • Complete planning sheet.
  • Step 5
  • Determine formats for materials.
  • Step 6
  • Develop modified unit.
  • Step 7
  • Pilot modified unit and use feedback to make
    necessary revisions.

10
Step 1 Become familiar with state standards.
Third Grade Earth Science Our Earth Near and Far Third Grade Earth Science Our Earth Near and Far Third Grade Earth Science Our Earth Near and Far Third Grade Earth Science Our Earth Near and Far Third Grade Earth Science Our Earth Near and Far Third Grade Earth Science Our Earth Near and Far

Standard Benchmarks Related Concepts, Terms, and Tools Real World Contexts Assessment Resources
Geosphere EG1 V.1.E.1 (Revised) 1. Describe major features of the earths surface. Types of features mountains, plains, valleys bodies of water rivers, oceans, lakes, deserts Examples of Michigan surface features, such as hills, valleys, rivers, waterfalls, Great Lakes Pictures of global land features, including mountains, deserts 3 Assess Understanding A12 Silver Burdett Discovery Works Earths Land Resources Chapter 1
Geosphere EG2 V.1.E.2 (Revised) 2. Recognize and describe different types of earth materials. Materials sand, clay, silt, soil, rock, minerals, boulders, gravel Tools hand lens Samples of earth materials, such as rocks, sand, soil, ores Investigation Review pg. 25 Analyze conclude pg. 35 1-3 Windows on Science Soil DW Earths Land Resources Chp 1 AIMS The Earth Has What We Need pp. 66-70 Primarily Earth Windows on Science Soil
11
Step 1 Become familiar with state standards
SCIENCE STRAND USING EARTH SCIENCE KNOWLEDGE (E) SCIENCE STRAND USING EARTH SCIENCE KNOWLEDGE (E) SCIENCE STRAND USING EARTH SCIENCE KNOWLEDGE (E) SCIENCE STRAND USING EARTH SCIENCE KNOWLEDGE (E)
STANDARD GEOSPHERE (GE) All students will describe the earth's surface. STANDARD GEOSPHERE (GE) All students will describe the earth's surface. STANDARD GEOSPHERE (GE) All students will describe the earth's surface. STANDARD GEOSPHERE (GE) All students will describe the earth's surface.

Level of Independence (Full, FI, SI, P) Assessable at (Classroom/LEA/ISD, State) Elementary School Middle School High School
MCF v.2000 Science Benchmark V.1.e.1 Describe major features of the earths surface. Key concepts Types of landformsmountains, plains, valleys bodies of waterrivers, oceans, lakes (see EH-V.2 e.2) deserts. Real-world contexts Examples of Michigan surface features, such as hills, valleys, rivers, waterfalls, Great Lakes pictures of global land features, including mountains, deserts. V.1.m.1 Describe and identify surface features using maps. Key concepts Landformsplains, deserts, plateaus, basin, Great Lakes, rivers, continental divide, mountains, mountain range, or mountain chain. Tools Mapsrelief, topographic, elevation. Real-world contexts Maps showing continental and regional surface features, such as the Great Lakes or local topography. None
Functional Independence Extended Benchmark Classroom/LEA/ISD and State E.GE.FI.EB.V.1.e.1a Identify major features of the earths surface. Key concepts Landformsplains, deserts, mountains bodies of waterrivers, oceans, lakes. Real-world contexts Examples of Michigan geography for awareness of different surface features for travel and with map skills. E.GE.FI.EB.V.1.m.1a Identify and/or describe major features of the earths surface using maps. Key concepts Landformsplains, deserts, mountains, mountain range bodies of waterrivers, oceans, lakes, Great Lakes maps. Real-world contexts Maps showing continental and regional surface features, such as the Great Lakes or local topography, for travel and recreational purposes. E.GE.FI.EB.V.1.m.1ADDh Identify and/or describe surface features using maps. Key concepts Landformsplains, deserts, mountains, mountain range bodies of waterrivers, oceans, lakes, Great Lakes maps. Real-world contexts Maps showing continental and regional surface features, such as the Great Lakes or local topography, for travel and recreational purposes.
Supported Independence Extended Benchmark Classroom/LEA/ISD and State E.GE.SI.EB.V.1.e.1a Identify major features of the earth's surface. Key concepts Mountains, rivers, oceans, lakes. Real-world contexts Improving the ability to relate to events and give directional information leisure activities, such as boating, sledding, snowboarding. E.GE.SI.EB.V.1.m.1a Identify major features of the earth's surface. Key concepts Mountains, rivers, oceans, lakes, plains, deserts, Great Lakes. Real-world contexts Improving the ability to relate to events and give directional information leisure activities, such as boating, sledding, snowboarding. E.GE.SI.EB.V.1.m.1ADDh Identify and/or describe major features of the earth's surface. Key concepts Mountains, rivers, oceans, lakes, plains, deserts, Great Lakes. Real-world contexts Improving the ability to relate to events and give directional information leisure activities, such as boating, sledding, snowboarding.
12
Step 2 Become familiar with the states approach
to alternate achievement standards.
  • Sample Assessment Items
  • Below is a sample of a Supported Independence
    science item.

13
Step 3 Identify instructional procedures for the
four phases of learning.
  • Acquisition
  • Fluency
  • Maintenance
  • Generalization

Wolery, Ault, Doyle 1992
14
SCoPE
  • SCoPe stands for Sample Curriculum and Plans for
    Education.
  • Web-resource, created for teachers-by teachers to
    improve student achievement.
  • Provides a model, local, core curriculum for
    grades K-8 in ELA, Math, Science and Social
    Studies.

Oakland Schools, 2006
15
Modified Science Unit Components
CORE MATERIALS for acquisition phase of learning SUPPLEMENTAL MATERIALS for fluency, maintenance and generalization phases of learning
Big Idea Cards Graphic Organizer Word Cards Chapter Test Reinforcement Activities Science Log/Homework Related Science Projects Book Walk Extended Reading
16
Step 4 Complete Planning Sheet
Modified EGLCEs (SI) Planning Sheet for Science,
Grade 3 Our Earth Near and Far
Benchmark Extended Benchmarks Ch. Big Ideas Word Cards Definition
EG1.V.1.E.1 Describe major features of the surface. S.SI.E.GE.e.EB01 Identify major features of earths surface mountains, rivers, oceans and lakes. 1 The earth is made of land and water. ? mountain ? river ? ocean ? lake ? earth? flat land tall, big rock, bigger than a hillwater moving into a lakevery big area of salty waterthat has land all around itplanet that we live onhas no bumps, no hills or mountains
EG2.V.1.E.2 Recognize and describe different types of earth materials. S.SI.E.GE.e.EB02 Demonstrate an awareness of earth materials rocks, soil and sand. 1 The land is made of rocks, soil, or sand. ? rock ? sand ? soil very big stones kind of land that is made of tiny pieces of rock dirt where plants grow
EG2.V.1.E.3 Describe natural changes in the earths surface. S.SI.E.GE.e.EB03 Demonstrate an awareness of geographical events earthquakes, volcano's. 1 Earthquakes make the land shake. Volcano's shoot out hot lava. ? earthquakes ? volcano's ? lava make the land shake big mountain with a big hole in the top hot melted rocks shooting out of a volcano
17
Step 5 Determine formats for materials
Supported Independence Modified Science Units
Item Specifications/Rubric
CORE MATERIALS SUPPLEMENTAL MATERIALS
1. Big Idea Cards 2. Graphic Organizer 3. Word Cards 4. Chapter Test 5. Reinforcement Activities 6. Science Log/ Homework 7. Related Science Projects 8. Textbook Walk 9. Extended Reading
Grade Third
Science EGLCE
Unit Our Earth, Near and Far
Chapter
  • 1. Big Idea Cards
  • a. Heading
  • see sample
  • upper left corner
  • b. Big Idea
  • complete sentence
  • statement that summarizes essence of lesson
  • helps student understand content of lesson
  • centered horizontally and vertically, Arial 16
  • c. EGLCE Statement

18
Step 6 Develop modified unit
CORE MATERIALS for acquisition phase of learning SUPPLEMENTAL MATERIALS for fluency, maintenance and generalization phases of learning
Big Idea Cards Graphic Organizer Word Cards Chapter Test Reinforcement Activities Science Log/Homework Related Science Projects Book Walk Extended Reading
19
Big Idea Cards
  • Purpose
  • Used primarily by an adult
  • Helps the student understand the content of the
    lesson
  • Criteria
  • Focus the student on the main ideas of the lesson
  • Summarize the essence of the lesson
  • Represent the Big Idea visually
  • Written in student-friendly terms

20
Big Ideas
The Earth is made of land and water.
Grade 3rd
Science S.SJ.E.GE.e.EB01
Unit Our Earth Near and Far
Chapter 1
Identify major features of the Earths surface
mountains, rivers, oceans, and lakes.
21
Graphic Organizer
  • Purpose
  • Visually summarizes the essence of the unit
  • Used at the beginning and end of lesson
  • Criteria
  • Simple, uncluttered and includes minimal text
  • Visual should be added whenever possible

22
Graphic Organizer
The land is made of
sand
soil
rocks
S.SI.EGE.e.EB02 Demonstrate an awareness of earth
materials rocks, soil, and sand.
23
Word Cards
  • Purpose
  • Used primarily by adult
  • Helps students understand the terms that are
  • central to the unit
  • key concepts
  • likely to create problems for students
  • Criteria
  • Definition should be student-friendly
  • Examples need to be concrete and related to the
    unit
  • Graphic should be a concrete visual clue for the
    word

24
Word Card
Mountain A mountain is a tall and very big rock. It is bigger than a hill. Example The man climbed up the high mountain.
Grade 3rd
Science S.SJ.E.GE.e.EB01
Unit Our Earth Near and Far
Chapter 1
25
Think, Pair, Share
  • Select one of these vocabulary words
  • Sun
  • Dark
  • Light
  • Think about how you might define that term for
    elementary students at the supported independent
    level.
  • 3. Pair up with a tablemate.
  • 4. Share your definitions with each other.

26
Chapter Test
  • Purpose
  • Assess how well student understands the key
    vocabulary and concepts
  • Provide practice with the MI-Access Science
    format
  • Format
  • Picturable, multiple-choice format
  • Pictures must be the same ones utilized during
    instructions/line drawings
  • Use arrow to point to relevant portion of graphic

27
Grade 3rd
Science S.SI.E.GE.e.EB02
Unit Our Earth Near and Far
Chapter 1
Chapter Test
1. Find rocks.
2. Find sand.
28
Acquisition Practices
  • Response Prompting Strategy (Match, Select,
    Name)
  • Intended for declarative knowledge EBs, those
    that are informational in nature.
  • Examples
  • Identify major features of the earths surface.
  • Identify weather conditions
  • Identify and demonstrate everyday routines
    related to the conservation of natural resources
  • Identify ways in which technology is used in
    everyday life.
  • Identify possible electrical hazards to be
    avoided at home and at school.
  • Review and revision are important to the
    development of declarative knowledge.

29
Acquisition Practices
  • Response Prompting Strategy (System of Least
    Prompts)
  • Intended for procedural knowledge EBs, that that
    are oriented toward skills, strategies or
    processes.
  • Examples
  • Explore problems through observation.
  • Explain charts and graphs used to summarize data.
  • Chart temperature. precipitation, and cloud
    cover, and relate to daily activities.
  • To be learned it must be practiced a gradual
    shaping of a procedure facilitated by teacher
    guidance.

30
Acquisition Practices Response Prompting
Strategy Match, Select, Name
Step Prompt Materials The Teacher The Student Error Correction
1 Modeling Skill 1 Object points to object and asks student to repeat the response. repeats the response. Modeling
2 Modeling Skill 1 6 Picture Cards places one card before the student and asks the student to repeat the response. repeats the response. Model response second time and student repeats
3 Modeling Skill 2 Object points to object and asks student to repeat the response. repeats the response. Modeling
31
Reinforcement Activities
  • Purpose
  • Student performs skill fluently, with ease and
    speed
  • Over learning
  • Format
  • Sort It
  • Bingo
  • Memory
  • Board Games

32
Bingo



33
Science Log/ Homework
  • Purpose
  • Over learning
  • Home-School Communication
  • Format
  • Find
  • Read
  • Play
  • Practice

34
HOMEWORK
Grade Homework due ___________
Science
Unit
Chapter
Read__________________________________ Practice________________________________ Play___________________________________ Find___________________________________
35
Related Science Projects
  • Purpose
  • Helps students see the connection between the
    material they are learning and their lives.
  • Work collaboratively with other students
  • Format
  • Newsletter
  • Poster
  • Report
  • Charts, graphs, tables
  • Other

36
Related Science Projects
Building the Project Through Project
Links Chapter 1, p. A7 Groups prepare lists of
scenic places that can be visited in
their State. They prepare a display of pictures
of these sites. Students may use Science
Notebook p. 7 to help them prepare the
displays. Assessing Student Progress Observe
how well student groups work together to make the
list and prepare a picture of the display.
Other Projects To Do Publish a Guide. Go on a
walk paying close attention to Earths natural
resources. Identify the resources and how they
are used. Publish a guide to help people
identify the natural resources in the local
environment.
37
Book Walk
  • Purpose
  • Engage students Provide questions and
    connections that motivate students to be engaged
    in the text.
  • Link students background knowledge and
    experiences to key concepts in what they are
    going to read.
  • Format
  • Table of Contents
  • Pictures
  • Activities

38
Book Walk
BOOK WALK
SCIENCE DISCOVERY WORKS

Look at the Table of Contents on page _____ Find chapter ____. Find investigation _____.
CONTENTS
Find page ________. Do two of the following Tell what the person/animal is doing. Identify the land form. (mountain, river, etc) List three things you see in the picture. Use three different words to describe an object you see in the picture. Adult or student records the response.
HEADING PAGE NUMBER v
___________ _____
___________ __
PICTURES
For each heading Find the page numbers Write the page numbers on the line. Find the pages in your book. v Check it off.
1.________________________________________
________________________________________
2.________________________________________
________________________________________
39
Book Walk
BOOK WALK
SCIENCE DISCOVERY
WORKS
Find the Activity on page _____. Look at the picture. Answer the questions. Adult or student records the answers.
ACTVITITY
1. List the materials that are being used in the
activity. ______________________________________
_ _______________________________________ ________
_______________________________ 2. Tell
what the people are doing. _______________________
________________ _________________________________
______
40
Extended Reading
  • Purpose
  • Used to introduce the unit
  • Reinforce vocabulary and concepts from the unit
  • Format
  • Reading A to Z
  • Picture or leveled books

41
Extended Reading
42
Step 7 Pilot modified unit and use feedback to
make necessary revision
  • Training
  • Feedback Form

43
Resources/References
  • Browder, Diane M and Gineva Courtade-Little,
    Aligning IEPs to Academic Standards
  • Browder, Diane M. and Fred Spooner, Teaching
    Language Arts, Math Science to Students with
    Significant Cognitive Disabilities.
  • Levey, Judiths/Editor in Chief, MacMillan First
    Dictionary
  • Marzano, Robert J. The Art and Science of
    Teaching
  • Mayer-Johnson, Boardmaker
  • Reading A to Z, (www.readinga-z.com)
  • SCoPE, (www.oakland.k12.mi.us)
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