Equitable Instruction for Students:
Overview: This unit provides equitable instruction for students because it is something that they can all mostly familiarize with: a roller coaster. Creating a unit around something that the students can draw connections to will create a rich learning experience for all students. To provide equal learning opportunity for different groups such as: ADHD or ELL, accommodations will be implemented accordingly (Steele, 2008). Collaborative work will be allowed throughout the lesson plan, which will help students who are struggling with an activity and be brought up to pace. Rubrics will be handed out, which allows equal opportunity for a perfect score. The students will know what is expected and how they will be graded.
Accommodations for students with ADHD:
Overview: This unit provides equitable instruction for students because it is something that they can all mostly familiarize with: a roller coaster. Creating a unit around something that the students can draw connections to will create a rich learning experience for all students. To provide equal learning opportunity for different groups such as: ADHD or ELL, accommodations will be implemented accordingly (Steele, 2008). Collaborative work will be allowed throughout the lesson plan, which will help students who are struggling with an activity and be brought up to pace. Rubrics will be handed out, which allows equal opportunity for a perfect score. The students will know what is expected and how they will be graded.
Accommodations for students with ADHD:
- Since we have multiple handouts for the students, they will all be color coordinated and keywords will be highlighted. Using color will increase focus and attention to important information for students with ADHD & LD (Rief, 2013).
- After directions are given, students will be asked to repeat them in their own words. This will help keep ADHD students focused and attentive (National Center for Learning Disabilities).
- If a student is struggling to take notes or following along due to a learning disability, a copy of the lesson outline will be provided for the student to refer to (National Center for Learning Disabilities).
- When working with manipulations, each student will have their own set to work with. By allowing each student to have their own set, it will accommodate for students with learning differences and those with behavioral/attention difficulties because it gives them an activity to focus on. Having visuals is more appealing and allows the students to picture the methods taught in the lesson (Rief, 2013).
- Key/vocabulary words will be provided in a different language. Using cognates will help the student keep up with the pace of the classroom (Dong 2009).
- Students will be given multiple opportunities to work collaboratively. The ELL students will be placed next to students who speak the same language and are willing to assist.
Student Resources:
Click on the following link to get additional help with derivatives:
http://tutorial.math.lamar.edu/Classes/CalcI/DerivativeIntro.aspx
Click on the following link to get additional help understanding the relationship between position, velocity and acceleration
https://www.youtube.com/watch?v=pFeuGMMiZWw
Click on the following link to get additional help and further explanation of free body diagrams
http://www.mrwaynesclass.com/freebodies/reading/index.html
Click on the following link for a simulator exploring kinetic and potential energy
http://phet.colorado.edu/en/simulation/energy-skate-park-basics
Click on the following link for a simulator exploring motion and friction along with free body diagrams
http://phet.colorado.edu/en/simulation/forces-and-motion-basics
Click on the following link to get additional help with derivatives:
http://tutorial.math.lamar.edu/Classes/CalcI/DerivativeIntro.aspx
Click on the following link to get additional help understanding the relationship between position, velocity and acceleration
https://www.youtube.com/watch?v=pFeuGMMiZWw
Click on the following link to get additional help and further explanation of free body diagrams
http://www.mrwaynesclass.com/freebodies/reading/index.html
Click on the following link for a simulator exploring kinetic and potential energy
http://phet.colorado.edu/en/simulation/energy-skate-park-basics
Click on the following link for a simulator exploring motion and friction along with free body diagrams
http://phet.colorado.edu/en/simulation/forces-and-motion-basics
References:
Steele, M. (2008). Helping Students with Learning Disabilities Succeed.
(2006, January 1). Retrieved from http://www.energyeducation.tx.gov/pdf/114_inv.pdf
Cureton, D. (2010, January 1). Retrieved from http://alex.state.al.us/lesson_view.php?id=23807
Graphing Your Motion. (n.d.). Retrieved from http://www2.vernier.com/sample_labs/PSV-35-COMP-graphing_motion.pdf
Conservation of Energy. (n.d.). Retrieved January 1, 2004, from http://www.energyeducation.tx.gov/pdf/114_inv.pdf
Bell, R., Smetana, L., & Binns, I. (2005). Simplifying Inquiry Instruction. The Science Teacher.
Krajcik, J., & Blumenfeld, P. (2006). Project-Based Learning. The Book of the Learning Sciences.
Gillis, V., & MacDougall, G. (2007). Reading to Learn Science as an Active Process. The Science Teacher.
Krajcik, J., & Czerniak, C. (2007). Instructional Strategies That Support Inquiry. In Teaching science in elementary and middle school: A project-based approach (3rd ed., pp. 247-287). New York: Lawrence Erlbaum Associates.
Rief, S. (2013). ADHD & LD: Classroom Strategies at Your Fingertips.
Dong, Y. (2004). 7. Second Language Writing Instruction in Mainstream Classes. In Teaching language and content to linguistically and culturally diverse students: Principles, ideas, and materials. Greenwich, Conn.: Information Age Pub.
Taylor, M., & Smith, S. (2007). How do you know if they're getting it? Writing assessment items that reveal student understanding. Teacher's Toolkit, 60-64.
Steele, M. (2008). Helping Students with Learning Disabilities Succeed.
(2006, January 1). Retrieved from http://www.energyeducation.tx.gov/pdf/114_inv.pdf
Cureton, D. (2010, January 1). Retrieved from http://alex.state.al.us/lesson_view.php?id=23807
Graphing Your Motion. (n.d.). Retrieved from http://www2.vernier.com/sample_labs/PSV-35-COMP-graphing_motion.pdf
Conservation of Energy. (n.d.). Retrieved January 1, 2004, from http://www.energyeducation.tx.gov/pdf/114_inv.pdf
Bell, R., Smetana, L., & Binns, I. (2005). Simplifying Inquiry Instruction. The Science Teacher.
Krajcik, J., & Blumenfeld, P. (2006). Project-Based Learning. The Book of the Learning Sciences.
Gillis, V., & MacDougall, G. (2007). Reading to Learn Science as an Active Process. The Science Teacher.
Krajcik, J., & Czerniak, C. (2007). Instructional Strategies That Support Inquiry. In Teaching science in elementary and middle school: A project-based approach (3rd ed., pp. 247-287). New York: Lawrence Erlbaum Associates.
Rief, S. (2013). ADHD & LD: Classroom Strategies at Your Fingertips.
Dong, Y. (2004). 7. Second Language Writing Instruction in Mainstream Classes. In Teaching language and content to linguistically and culturally diverse students: Principles, ideas, and materials. Greenwich, Conn.: Information Age Pub.
Taylor, M., & Smith, S. (2007). How do you know if they're getting it? Writing assessment items that reveal student understanding. Teacher's Toolkit, 60-64.