Chapter 11

                Every classroom faces diverse learners – students with differing levels of achievement, language knowledge, cultural backgrounds, etc. Not many classrooms have the same ratios of these students compared to others. Many teachers think that diverse learners are only those who may be struggling within their classes but the definition is much more than that. It encompasses special education students, at-risk students, students from low-socioeconomic environments, students with low self-esteem, etc. Focusing on the diverse needs of students allows teachers to reach students on a level that potentially no one has before, by including them.

                With the least restrictive environment provision of the Individuals with Disabilities Education Act (IDEA), students with special needs are now being placed in regular classrooms through a principle called inclusion. This allows students with special needs feel included among their peers with the same workload. Determining a student’s special education status is the role of the student, the parents, and even the educators by using the response to intervention model. This tiered scale indicates the level of intervention that a student should have to succeed throughout school and the tier a child is in can vary throughout their schooling experience depending on the current needs. This intervention model is present to keep students out of special education which is the ultimate goal.

                Some students in the classroom are at-risk of dropping out due to a variety of possible factors. It is important for educators to be able to identify these students and provide a positive, caring setting. With proper guidance, students can become resilient and thrive in school despite other factors in their lives that may be acting against them.

                One of the factors that can inhibit at-risk students is their socio-economic status due to their family not being able to afford supplies that are essential to optimizing the learning experience. Many families can just afford the basics like food and clothes. Students in these settings might have parents who are not employed and may feel like they need to care for their parents or siblings and decide to drop out of school. Helping these students requires the educator to be sensitive and understanding about the situation.

                Other at-risk students may suffer from low self-esteem, or self-efficacy, which can be mended through having a good student-teacher relationship and good peer-peer relationships. It is important to not play favorites within the classroom because low-efficacy students might suffer even lower self-esteem. Avoiding favorites will also build a sense of trust among all of the students that can provide a comfortable setting for all at-risk students, especially though with low self-esteem. Some of the key strategies to focus on include focusing on student strengths, giving students opportunities at their level, and providing a good cooperative learning environment.

                Many diverse learners may struggle with reading but there are ways to assist them. It is important to keep students on track and make sure that they comprehend the material. In order to do this, teachers can implement the PAR framework and keep track throughout the reading of the student’s progress. Giving students goals for what to look for at different stages of reading is crucial. Differentiating the style that a material is learned or read by student can make a huge difference. Teachers should focus on the acronym PLEASE by focusing on physical factors, language, environment, aptitude, SES, and educational factors. If a teacher can pinpoint where a student is struggling, then they can best manipulate the lesson to facilitate learning.

                There are many good strategies that can be used by teachers to benefit diverse learners. One of my favorites mentioned in the book is the mystery clue activity. With this activity, students will have to be able to incorporate information into chronological order in order to solve a problem. This could be very helpful for struggling students when I become a biology teacher as there are many difficult topics with long processes. Another neat activity is the concept formation study guide. Some students just need a little help organizing the information in order to help solve problems about it. This guide helps them do so by providing an area to take directed notes and another area for questions relating to the information collected.

                Chapter 11 has provided me with some interesting insight into the world of diverse learners. I encourage you all to check out the following link below which I discovered while doing some of my own research about diverse learners. This website provides tools and articles for educators and future educators relating to how to work with diverse learners in the classroom.

http://www.tolerance.org/

Evolution Lesson Plan

Hannah Aliyetti

Lesson plan – READ 680

Written Purpose

Within Biology, students must understand how certain features are kept or lost through generations and how new species begin to emerge. By completing the readings, students will also be presented with insight into how theories are formulated and changed over time.

Excerpts

Zoological Philosophy, by Jean Lamarck

On the Tendency of Varieties to Depart Indefinitely from the Original Type, by Alfred Russel Wallace

On the Origin of Species, by Charles Darwin

SOLS

BIO.8 The student will investigate and understand dynamic equilibria within populations, communities, and ecosystems.

b) How genetic variation, reproductive strategies, and environmental pressures impact the survival of populations;

e) Scientific explanations for biological evolution.

Objectives

- TSWBAT visualize how theories can change over time.

- TSWBAT comprehend the differences between the theories proposed by Darwin, Lamarck, and Wallace and be able to represent them on a pattern guide.

- TSWBAT reflect on the readings through a double-entry journal expression their own thoughts an opinions.

- TSWBAT fill in an unfinished graphic organizer relating the vocabulary to Darwin, Lamarck, and Wallace and will also be able to turn in a well-written short essay summarizing the graphic organizer.

Preparation

Pre-learning concept check on vocabulary: environment, habit, zoology, succession, adaptation, attribute, generation, Charles Darwin, Jean Lamarck, Alfred Wallace, evolution, genetic variation

Students will know what key terms they should be looking for while they are completing the readings. Knowing what vocabulary the class is already familiar with can help to direct the lesson a certain direction if needed. An option with this activity can also be to have the students get together to discuss the terms that they know to enhance other students knowledge of vocabulary if it seems that a majority of students are confused about the terms. Since the readings chosen are professional readings, it is important for students to have an understanding of the terminology before trying to tackle the texts (Richardson et al., 2012, pg. 61).

What-I-Know Activity

        

Students are allowed to continue to explore the information that they already have learned and also propose questions to find out in the "What I'd like to Know" section. Students can work together while coming up with questions so that they are all on the lookout for the answers. While the What-I-Know Activity can encompass all aspects of PAR, I am using it in this lesson plan as a primary source for preparation to get the students thinking about the questions that they should be looking for during the readings (Richardson et al., 2012, pg. 64).

Assistance

Pattern Guide -- Similarities and Differences Map: Lamarck, Wallace, and Darwin

         

While reading, students can add to their map creating a list of similarities and differences between the three naturalists. The relationship between the three naturalists can come to light easier if students are able to have a place to organize their information. Students can answer their questions from the What I Know Activity in the Preparation step to add to their map (Richardson et al., 2012, pg. 95).

Vocabulary List (Organizational Jot Chart)

        

Students will be given an Organizational Jot chart to fill in with the vocabulary terms they were provided in the preparation step with blanks to fill in more if needed. The chart will ask the students to give where they found the word, their definition, and the dictionary definition. The list can then be used as a reference for following classes and also a study guide for the test (Richardson et al., 2012, pg. 191).

Reflection

 Double-Entry Journals

        

Students will pick a quote from each of the three readings and add them to their journals. Next to the quote the student will write a quick paragraph about their thoughts/reactions relating to the quote. The responses should be a reflection of the readings by including some of the author's insights as well as the student's (Richardson et al., 2012, pg. 123).

Student Generated Questions

Students will build off of the questions that they created in the preparation phase and will be asked what types of questions they will expect to see on their quiz for this material. Generating questions gets students to think critically about the material they have been presented. Students can also work together in small groups to cooperatively come up with questions and help each other get the answers to those questions (Richardson et al., 2012, pg. 130).

Evaluation

Graphic Organizer with blanks and essay

         

Students will be handed a graphic organizer that is partially filled in with a list of terms to fill in the remaining blanks (which are numbered). They will then give a reasoning on the back of the sheet with a sentence explaining why they put their chosen term where they did. Lastly, students will submit a short essay (300-500 words) summarizing the graphic organizer as a whole. Points will be awarded at each stage with more points being given for the essay.