Presentation

Including ELL and Special Education Students in ScienceAgenda

White board introductions

I see, I wonder, I think activity

Dendritic Spines Activity

Summary of ideasWhite Board Strategies IntroWhat has worked for you to get ELL/special needs students to speak on topic at the appropriate time?

What has worked for you to promote collaboration between ELL, special needs and students of all different backgrounds?

What has worked for you to get students excited about problem solving?

Do you have a lab, lab modification or activity that was a great inquiry experience for ELL/special needs students?StrategiesFormative assessments to help self-motivate (not to lose face)High expectations, no exceptionsTake time to get students to buy-inGroup summariesPartner review Primary goal: contentSecondary goals: confidence or practiceExtension for extra practice or catch-up at homeSelf Concept and Practitioners CornerTime for closureI see

I wonder

What? Why? How? Where? I think

Use resources and evidence to support your thinking.PairsPractice responsesShow page #Other resourcesI see, I wonder, I think

Dendritic Spineshttp://brainu.org/dendritic-spines-labABLessonsSupport students self-image as a scientific thinker.Students need opportunities for higher level thinking and creativityStudents may not have common experiences, so provide them by doing demos, labs, modeling or activities.

Some Ideas:Introduce new concepts in engaging ways. Webquest/animation, demonstration, mini-lab, model, explorationUse StationsNotes, vocabulary, modeling, labEdit and shorten-up lab proceduresProcedure steps should be a sentence at most, include illustrations, animations or video; give a data table or graph template

Create relevance, Link to background knowledge, Assess background knowledge and experience, Give a common experience10Ideas continuedDo inquiry activitiesExtend activities, give a list of questions to choose from, provide a materials list, make it relevant. When working in groups, assign group roles.Facilitator/Leader, Recorder, Speaker, questioner, rubric checker, materials manager, artist

Ideas continuedUse animations and film clips with notes.Provide fill-in-the-blank notesHave students present problem solutions using whiteboards.Do as many hands-on activities as possible

Testing IdeasUse pictures and diagrams.Give three choices in multiple choiceShorten up matching (maximum of 8 terms) Give a word bank for fill-in-the-blankProvide sentence starters for short answer

Jog memory, provide text, Seem to be particularly difficult for ELL students

13Oral TestingModeling MitosisWork in groups of two or threeGroup members explain the process of cell division using the poster Grading using rubric

Worked in groups gave confidence, each member had to explain a section, but could be prompted by others. Having a visual also reduced stressI used their notesheet as a rubricDifferentiate by questioning or depth of understanding14Ecology Take-Home TestCreate-a-CreatureDraw and nameHabitatNicheRole in the Carbon CycleFood Chain and Trophic LevelsRole in the Nitrogen and Water Cycles.

Write a story, poem, song, rap or comic strip describing each type of chemical reaction.

Classifying Chemical Reactions Test (Part One).

Example: a haikuI started with Bob,But Sue took my place (that witch)!Now I am alone.

Example: a comic

Permission and ResourcesSelf Concept and Practitioners CornerD.A.Sousa, How the Brain Learns

This book presents a documented set of neuroscience concepts in a framework that will make sense to teachers. It includes pedagogical suggestions and classroom activities. The neuroscience is a little simplified, but not overstated or overinterpreted.

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2000-2013, BrainU, University of Minnesota Department of Neuroscience and Department of Curriculum and Instruction. Supported by a Science Education Partnership Award (SEPA) from the National Center For Research Resources and the Division of Program Coordination, Planning, and Strategic Initiatives of the National Institutes of Health, with additional funding from SEDAPA and ARRA. Its content is solely the responsibility of the authors and does not necessarily represent the official views of NCRR or NIH.