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Teaching, Planning & Conducting Research for the Inclusive Secondary Science Student with Learning Disabilities<br />Kelly...
Overview<br />Deficiency in Secondary Science<br />Unused Effective Practices<br />Language as barrier in Biology <br />Te...
Science Scores<br />Nation’s Report Card: Science 2005<br />8th grade 29% at proficient level <br />National Assessment of...
Literature Review<br />Students with disabilities lack the ability to “keep up” in Biology courses because of the rigorous...
Literature Review<br />Students in high school who are struggling readers lack science vocabulary knowledge <br />Scruggs ...
Professionally Trained Teachers<br />Monitor data<br />Make Assessment decisions<br />Make Instructional decisions <br />U...
Metasynthesis reveals …<br />Unused practices!!!<br />ONE TEACH<br />ONE ASSIST<br />Scruggs, Mastropieri& McDuffie (2007)...
Teachers are unsatisfied with the volume of time allotted to planning for co-delivery of curriculum in secondary settings....
Through Technology Mediated                          Planning & Coaching <br />Secondary Science Success<br />Professional...
Think-Pair-Share<br />Has technology transformed your learning environment? <br />What tools are you currently using?<br />
Horizon Report <br />Major Tech Trends  (2010-2015)<br />means for student empowerment, <br />technology dramatically impa...
Analyze <br />Plan <br />Collaborate <br />
New Directions with Technology<br />
Create Your Lessons Aligned with Brain Pop<br />You know the saying there is an app for that…<br />Let Brain Pop be your a...
	Videos and support materials appear that are already aligned with your standards!!!<br />
Principles of Universal Design<br />
Differentiated Assessment <br />
National Education  Technology Plan<br />“Professional educators will be supported individually and in teams by technology...
AN INVESTIGATION OF THE EFFECTS OF USING DIGITAL FLASH CARDS TO INCREASE BIOLOGY VOCABULARY KNOWLEDGE IN HIGH SCHOOL STUDE...
Overview<br />Students with LD are poor at gaining word knowledge with independent reading thus content vocabulary must be...
Purpose<br />	Based upon the need for foundational vocabulary development in Biology for students with LD, the purpose of ...
Research Design<br />	The research methodology used for this study will be a quasi-experimentaldesign with analysis of var...
Research Questions<br />Is there a difference in standardized assessment scores between students with LD learning content ...
Participant Criteria<br />be identified as having LD, <br />be eligible to receive specialized instruction in language dev...
Variables<br />DV-<br />	1) 48 item pretest/posttest exam generated by SkeVa (CBA) key word vocabulary web-based vocabular...
Procedures<br />1. Obtain consent, randomly assign conditions control or experimental, assign non-name ID.<br />2. Day one...
Study Timeline <br />
Data Collection<br />
Treatment Fidelity<br />1) LS teacher will complete a daily observation checklist.<br />2) 8 days out of  30 (25%) will be...
Reliability<br />Suen (1988) defined reliability of research data in two ways<br />as the “general trustworthiness of obta...
Analysis<br />Analysis of variance of gains scores will be analyzed for both pre-test/post-test and Biology course grades....
Limitations<br />Generalizability-<br />Mortality risk-<br />Technology as a novelty-<br />
Questions?<br />
More Resources….<br />
Writing Supports<br />
Check out new resources on CAST.org<br />Good idea to model writing a great science report as a whole class activity!!!!<b...
Languageenhancements…<br />
Kelly J. Grillo<br />
Languageenhancements…<br />
Kelly J. Grillo<br />
Languageenhancements…<br />
Inclusive science lit with resources k_grillo
Inclusive science lit with resources k_grillo
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Inclusive science lit with resources k_grillo

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Here is a copy of Inclusive Science Ed for Secondary Settings with my dissertation research project.

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Inclusive science lit with resources k_grillo

  1. 1. Teaching, Planning & Conducting Research for the Inclusive Secondary Science Student with Learning Disabilities<br />Kelly J. Grillo<br />University of Central Florida<br />
  2. 2. Overview<br />Deficiency in Secondary Science<br />Unused Effective Practices<br />Language as barrier in Biology <br />Technology’s Role for the Special Educator in Lesson Planning<br />Research Overview <br />
  3. 3. Science Scores<br />Nation’s Report Card: Science 2005<br />8th grade 29% at proficient level <br />National Assessment of Educational Progress (NAEP)<br />12thgrade mean science scores drop<br /> From 150, in 1996 to 147, in 2005<br />
  4. 4. Literature Review<br />Students with disabilities lack the ability to “keep up” in Biology courses because of the rigorous language <br />Yager, 1983; Wandersee, 1985; Groves, 1995, Taraban, Box, Myers, Pollard, & Bowen, 2007<br />The primary source of knowledge dissemination in science classrooms is the text book, as much as 85% of all districts employ text-based curriculums <br />Cawley, Foley & Miller, 2003; Brownell & Thomas, 1998<br />When observing 54 inclusive science lessons, researchers found 72% of the lessons were language-based where students were expected to do some sort of reading and writing as the primary demonstration of science knowledge<br />Moin, Magiera, and Zigmond, 2009 <br />
  5. 5. Literature Review<br />Students in high school who are struggling readers lack science vocabulary knowledge <br />Scruggs & Mastropieri, 2007<br />Many do not gain vocabulary from the wide-reading or independent reading approach often cited as best-practice for vocabulary building<br />Ebbers & Denton, 2008; <br />Bryant, Goodwin, Bryant, & Higgins, 2003 <br />Basic vocabulary is largely assumed by science teachers<br />Miller 2009 <br />
  6. 6. Professionally Trained Teachers<br />Monitor data<br />Make Assessment decisions<br />Make Instructional decisions <br />Understand roles<br />Deliver Instruction inclusively<br />Data Driven<br />
  7. 7. Metasynthesis reveals …<br />Unused practices!!!<br />ONE TEACH<br />ONE ASSIST<br />Scruggs, Mastropieri& McDuffie (2007)<br />
  8. 8. Teachers are unsatisfied with the volume of time allotted to planning for co-delivery of curriculum in secondary settings.<br />Not Enough Time!<br />
  9. 9. Through Technology Mediated Planning & Coaching <br />Secondary Science Success<br />Professional Development of <br />Co-Teachers<br />Implementation of Effective Practices<br />Roles within the content can be shaped!!!<br />
  10. 10. Think-Pair-Share<br />Has technology transformed your learning environment? <br />What tools are you currently using?<br />
  11. 11. Horizon Report <br />Major Tech Trends (2010-2015)<br />means for student empowerment, <br />technology dramatically impacts work, <br />innovation is gaining acclaim,<br />in-time engagement and mentoring online is increasing, <br />And technology is transforming learning space to include the virtual world. <br />
  12. 12. Analyze <br />Plan <br />Collaborate <br />
  13. 13. New Directions with Technology<br />
  14. 14. Create Your Lessons Aligned with Brain Pop<br />You know the saying there is an app for that…<br />Let Brain Pop be your app for that<br />
  15. 15.
  16. 16. Videos and support materials appear that are already aligned with your standards!!!<br />
  17. 17. Principles of Universal Design<br />
  18. 18. Differentiated Assessment <br />
  19. 19. National Education Technology Plan<br />“Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that enable and inspire more effective teaching for all learners.”<br />NETP, 2010<br />
  20. 20. AN INVESTIGATION OF THE EFFECTS OF USING DIGITAL FLASH CARDS TO INCREASE BIOLOGY VOCABULARY KNOWLEDGE IN HIGH SCHOOL STUDENTS WITH LEARNING DISABILITIES<br />
  21. 21. Overview<br />Students with LD are poor at gaining word knowledge with independent reading thus content vocabulary must be directly instructed<br />Jitendra et al, 2004<br />
  22. 22. Purpose<br /> Based upon the need for foundational vocabulary development in Biology for students with LD, the purpose of this research study is to examine the effect of a technology-based vocabulary intervention on students’ ability to gain Biology content specific word knowledge. <br />
  23. 23. Research Design<br /> The research methodology used for this study will be a quasi-experimentaldesign with analysis of variance of gain scores for both word learning and Biology course grades <br /> (Cook & Campbell, 1979). <br />
  24. 24. Research Questions<br />Is there a difference in standardized assessment scores between students with LD learning content Biology terms using a digital flash card program, compared to paper flash cards? <br />2) Is there a difference in Biology course grades between students with LD learning content Biology terms after using a digital flash card program, compared to paper flash cards? <br />
  25. 25. Participant Criteria<br />be identified as having LD, <br />be eligible to receive specialized instruction in language development evident by having an Individual Education Program (IEP) goal in the area of reading development in one or more of the following: phonological awareness, spelling, comprehension or fluency, <br />be dually enrolled in a 9th grade Biology course, <br />be assigned to 9th grade for the first time and <br />have completed parental consent forms to participate in the research study<br />a<br />b<br />c<br />d<br />e<br />
  26. 26. Variables<br />DV-<br /> 1) 48 item pretest/posttest exam generated by SkeVa (CBA) key word vocabulary web-based vocabulary assessment developed at Texas A&M<br /> 2) Biology Course grades, terms 1-3<br />IV-<br /> Study Stack, web-based flash card program<br />
  27. 27.
  28. 28.
  29. 29. Procedures<br />1. Obtain consent, randomly assign conditions control or experimental, assign non-name ID.<br />2. Day one all students will take a pre-test.<br />3. Day two each group will receive training.<br />4. Using the Biology Word Learning Training Manual, Students will be instructed in all of the intervention procedures including:<br />folder retrieval protocol, <br />timer protocol, <br />flash card engagement protocol, <br />graphing protocol, and <br />folder storage protocol. <br />
  30. 30. Study Timeline <br />
  31. 31. Data Collection<br />
  32. 32. Treatment Fidelity<br />1) LS teacher will complete a daily observation checklist.<br />2) 8 days out of 30 (25%) will be observed and rated with the Inter-rater form.<br />
  33. 33. Reliability<br />Suen (1988) defined reliability of research data in two ways<br />as the “general trustworthiness of obtained data” and <br />the “mathematical relationship between an observed test score and the test-taker's “true” score on that test” <br /> p.265<br />
  34. 34. Analysis<br />Analysis of variance of gains scores will be analyzed for both pre-test/post-test and Biology course grades.<br />Post-hoc analysis of data will be conducted to ensure statistical reliability of reported outcome measures.<br />Theme analysis will be conducted on Verbatim Transcribed Focus Groups conducted with student participants.<br />
  35. 35. Limitations<br />Generalizability-<br />Mortality risk-<br />Technology as a novelty-<br />
  36. 36.
  37. 37. Questions?<br />
  38. 38. More Resources….<br />
  39. 39. Writing Supports<br />
  40. 40. Check out new resources on CAST.org<br />Good idea to model writing a great science report as a whole class activity!!!!<br />
  41. 41. Languageenhancements…<br />
  42. 42. Kelly J. Grillo<br />
  43. 43.
  44. 44. Languageenhancements…<br />
  45. 45. Kelly J. Grillo<br />
  46. 46. Languageenhancements…<br />

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