Differentiating Science through the Layered Curriculum

An Inquiry Project

David Conneely

The Brooklyn International High School

June 2010

Table of Contents

Methods.............................................................................................................. 9

Results.............................................................................................................. 10Interviews................................................................................................... 10Surveys......................................................................................................... 13

Conclusion...................................................................................................... 16

References...................................................................................................... 18

Appendix: Example Unit Sheets and Student Interviews...........19Student Interview with Melissa.........................................................31Student Interview with Katherine, Juan, and Yessica...............33

The Brooklyn International High School

I am a teacher at The Brooklyn International High School (BIHS), which is a

school of 400 recent immigrant students. The mission of BIHS is to, “Assist new

learners of English in developing their linguistic, intellectual, cultural, and

collaborative abilities so that they may become active participants in today’s

interdependent world.” At BIHS students are placed in normal content classes, such

as English, Math, Science, and Social Studies, in which the lessons are implemented

in a way that students learn content while also improving their English language

skills. The classes are heterogeneous. It is normal to have students in a class that

have very strong literacy and learning skills with students who have low literacy in

their native language and in English.

The challenge with teaching at BIHS (and probably any International school)

is finding ways for the students to access the information, and to be challenged for

their level of learning. How can I allow the students at early stages of learning

English access my Advanced Biology class? How can I challenge students who are at

the later stages of learning English? What about the students in the middle stages? I

have struggled with how to answer these questions since starting to teach at BIHS in

2006.

In the winter of 2009 Kathie Nunley, author of The Layered Curriculum,

spoke at our school. She instructed us on why and how to implement the Layered

Curriculum. I chose to implement the Layered Curriculum model this past semester.

The purpose of this research paper is to provide background information about the

Layered Curriculum, and to present student views on the Layered Curriculum

approach in my class.

Why We Need Differentiated Instruction

Differentiated Instruction is a mode of teaching that provides students with

different ways to accumulate content knowledge, apply that knowledge, and expand

that knowledge by connecting it to other topics and disciplines. Two important

benefits of differentiated instruction include the idea of choice and the idea of

connected science.

In her book, The Layered Curriculum, Kathie Nunley tells a story of when she

visited a zoo. She found out that the elephants and the gorillas often threw their

dung at the people who came to watch them. This behavior was unusual. It had

never been observed in a natural setting. Nunley hypothesizes one of the reasons

the elephants and gorillas throw their dung is because they are frustrated (Nunley).

They are held captive. This story points at a big conflict in education. Students do

not have much choice in what they learn and, more importantly, in how they learn it.

The lack of choice may be contributing to phenomena such as high school dropouts

rates.

One of the factors contributing to low performance in science is a lack of

connection to science. How many times have a teacher seen a student falling asleep

in their class get up when the period ends and run out in the hallway in a state of

excitement to talk to their friends? Students do not see the relationship between

science and their lives outside the classroom. Buillion and Gomez (2001) performed

research on what they call “connected science” which is a model of teaching that

helps students see the connection between science and their communities. Their

research indicates students are more invested in learning science when they see

how it impacts them directly. In their case study, students were more invested in

learning because the science project was focused on a water pollution issue affecting

their neighborhood. Emdin (2009) expands upon this concept in his book, Urban

Science Education for the Hip-Hop Generation. In his book, Emdin outlines a new

approach to teaching called Reality Pedagogy, which is centered on teaching from a

place in which the realities of the students is present in the classroom. He uses hip-

hop as an example. Many urban youth are involved in hip-hop and Emdin has found

that students are more motivated to learn when hip-hop is included. The realities of

students are different from those of their teachers. Furthermore, their realities are

diverse. However, if teachers take the time to experience and understand the

realities of their students and integrate aspects of those realities (e.g., local

environmental problems or hip-hop), students will feel more connected to science.

As a science educator, my objective is to help students develop the content

knowledge and skills that help them develop more agency. I want all my students to

walk out of my classroom at the end of the year with more ideas and skills to help

them shape their lives. The challenge is in motivating students to gain the

knowledge and skills. Motivation is the key factor. Differentiation through the

Layered Curriculum, as espoused by Kathie Nunley, provides choice and an

opportunity for teachers to develop different options so students feel connected to

the material. When students have choice and when they feel connected to the

content, they will be motivated to learn. If students have more choice and more

connection to science, then they have more motivation. Figure 1 shows the

relationship between Agency and the Layered Curriculum.

The Layered Curriculum

The Layered Curriculum model involves three layers. Over a two-to-three week

period, students work on a unit. I lecture for about 15 minutes each day for the first

five days. The lecture is optional. Students have the option to work on other

Figure 1. The pathway to building agency in students.

activities instead of listening to the lecture. However, if they listen to the lecture and

take notes, they get points. Once the lecture is finished, students do their work.

Layer 1: Content Acquisition: In this layer, students access the Content through

a variety of activities such as watching a video and taking notes, making

vocabulary cards, making a rap or a poem using key vocabulary, reading a

science article related to the topic, making a poster, reading the book and

answering questions from the book, and making a concept map about the ideas.

Layer 2: Hands-on Learning: In this layer students design and perform an

experiment related to the unit.

Layer 3: High Order Thinking: In this layer, students perform research on a

related topic. They are given choice of a questions to research. They find sources,

paraphrase them, and then write paragraphs that state their findings and their

opinions. This gives students the chance to take the topic and apply it to a bigger

issue. Examples of topics include, “Should leeches be used as medicine (Mollusk

unit),” “Should the government be involved in the overuse of antibiotics

(Bacteria unit),” “Is xenotransplantation a safe and effective method

(Biotechnology unit)?”

In addition to providing more choice for students, the Layered Curriculum model

involves oral defense. All activities in the first layer are presented to the teacher

orally. For example, when a student finishes watching the video, the teacher can ask

the students several questions about the video to assess their learning. Points are

given based on the number of questions answered correctly. Nunley notes that

having students defend their understanding of the content orally accomplishes

many things (Nunley). One important thing is that it makes sure the teacher is

checking in with students individually every day. This allows the teacher to redirect

students if they are struggling, and also to access content knowledge in different

ways. Second, while a test is a “same size fits all” approach to assessing learning,

oral defense can be adjusted to fit the needs of a student. A student who just arrived

from another country has different needs than a student born in the United States

with high literacy skills.

While science is often a fun class because it involves hands-on experiments,

traditional science classrooms do not offer students choice in when and how they do

the hands-on experiment. The Layered Curriculum includes choice with hands-on

learning, which makes the experiments even more fun. For example, I had students

do experiments on bacteria and I gave them different questions to choose to

research. They enjoyed having the choice, and discussing with their partners which

question to choose. In fact, the discussion of which question to choose helps the

students feel more invested in the experience. When they do the experiment, they

feel more like it is “their” experiment. Students who were interested in personal

hygiene products focused on how facial cleansers affect bacterial growth, while

students interested in One of the reasons the layered curriculum is useful is that it

allows for choice of hands-on learning. Nunley says, “The layered curriculum

provides choice within the hands-on component, which increases the likelihood that

students will “buy in” to the activity (Nunley).”

The Layered Curriculum can also improve classroom management.

Researchers find choice reduces classroom management problems. Kathie Nunley

has written that students feel more relaxed and more in control when they are given

choice. Consequently, they feel no need to lash out at teachers. Giving the students

choice puts the responsibility of learning on them (Nunley).

Methods

The purpose of the investigation was to assess student opinions about the layered

curriculum method. This year I had different groups of students. I teach Advanced

Biology to 11th grade students. During the first semester, I taught all 11 th grade

students and I taught using conventional methods. During the second semester, I

only taught half of the 11th grade students and I implemented the Layered

Curriculum model. This gave me the chance to explore student views on science

with two different groups.

I performed two data collection methods. First, I surveyed students who I only

taught first semester. I wanted to assess their views of science, and compare it to

those from the second semester. I also surveyed students who I taught in the second

semester.

In addition, I interviewed four students. One student was from the first semester

group. Three students were from the second semester group. Results

Results

Interviews

Melissa is a student from Haiti. She is a good student. She always completes

her homework on time. She earns good grades. However, last semester it seemed

like she did not like my class. I interviewed her in order to get the point of view of

someone who did not like my class. Overall, I learned Melissa did like my class.

However, she does not like science. She is not sure why she does not like science.

Interestingly, she enjoyed the mitochondrial DNA experiment and project. The

purpose of that project was for students to compare their DNA to other students in

the school. Given that all students are from other parts of the world, it shows

students who related they are to people who are from a country far away from their

own country.

Melissa was not very open with me. When I asked her if she liked my class,

she said she did like it. The one main conflict that came up in the interview was that

Melissa enjoys doing hands-on things. I did not do as many experiments first

semester as I did second semester because of the mitochondrial DNA project. It was

an experiment and a research project, and I did not put as much time into giving

them hands-on activities. That is clearly important to Melissa, and most likely to

other students, as well.

The second group (Katherine, Juan, and Yessica) provided more interesting results.

Katherine is one of the most enthusiastic science students in the 11th grade. She had

a hard time with the Layered Curriculum at the beginning because she liked the

teacher-centered model. The reason she liked it is because she likes to ask a lot of

questions in front of the class. In the Layered Curriculum, I am only in front of the

class for 15 minutes. The rest of the time I check with students one-on-one. She had

difficulty with at at first, but then she adjusted. Yessica seemed to like the second

semester. However, she sometimes had difficulty managing her time. Lastly, Juan is

a solid student but he also had a hard time with the Layered Curriculum at the

beginning.

The results indicate students preferred the second semester to the first

semester. They prefer the Layered Curriculum approach. One of the main things

students liked is the choice. They felt that having choice made them responsible for

their own learning and they liked it. For example, Katherine said, “In the second

semester you tell us what we need to do to pass the class. And we get to do different

things. And it’s like this is so interesting. And we’re in control of the grade we get.”

Students like to feel like they are in control. This feeling also prepares them for life

after high school where a teacher won’t be telling them what to do all the time.

Another thing that came up in the interview relates to motivation. At the

beginning of the semester, Juan had difficulty with the Layered Curriculum. He

repeatedly turned in assignments that were not related to what we were doing – or

they were not one the assignments on the list. In this case, Juan was not following

the directions. When I asked him why he did not follow directions, he was not able

to answer. It seemed like Juan just didn’t “want” to pay attention. I challenged him

on several occasions and I encouraged him to pay attention more. He started to

listen and he was able to do the assignments in accordance with the instructions. I

saw a big shift in Juan throughout the semester. Once he started to pay attention, his

grades went up. In the interview Juan said the following: “(In the second semester)…

you have to realize how you are going to use your time. For me there was one

problem when I didn’t take the time to do it. Because if you don’t do something in

the time it is supposed to be, then you lose the points. It motivates you to do

everything on time.” His answer indicates the Layered Curriculum approach taught

him to pay attention and manage his time better, which is in important skill. Overall,

the choices inherent in the Layered Curriculum showed Juan where he needed to

improve (time management). It provided the motivation for him to improve himself.

The interview also indicates that students like being responsible for their

learning. They like to be put in a place where they cannot blame the teacher for their

mistakes. For example, Katherine said the following: “If they [students] are in

control, they are motivated to do things that are good for them. If I’m like, ‘I know

what I need to do to pass. I know what I need to do to get an A. It’s not like someone

saying, ‘You need to do this and you need to do that.’ It’s my choice. And this time I

can’t blame the teacher for why I failed.”

The interview indicates the students have more motivation, and they are

developing their agency. Yessica said the following after I asked her which semester

she preferred – the first or the second: “The second semester. Because everything is

there. You give us the activity sheet. You know what you are supposed to do to to

pass. It’s like you taking the choice for how you want your grade to go up. And plus

what grade you’re going to get.”

Surveys

I surveyed students I had during the first semester, and students I had both

semesters. Figures 1 through 3 show some of the results form the students in the

first semester (N=21). The Figures indicate students like my science class. They feel

like they learned a lot in my science class. The most interesting graph is Figure 3

because it indicates students did not feel they had much “freedom or choice” in the

class.

Figure 1. I learned a lot of science in David's class.

Strongly Strongly

Disagree Agree

Figure 2. I liked David's science class first semester.

Strongly Strongly

Figure 3. I had a lot of freedom and choice in David's class.

Strongly Strongly

Disagree Agree

I also surveyed students who were in my first and second semester classes (N=20).

The results are interesting because I asked students whether they preferred the first

(conventional) or the second (Layered Curriculum). Figures 4 and 5 indicate

students liked the Layered Curriculum more than the conventional teaching method.

Figures 6 and 7 indicate students felt they had more freedom in my class second

semester. Interestingly, students feel their writing improved more second semester

(Figures 8 and 9). Students said this is because I had them take notes for five days in

a row. They feel the note taking helped them to write better.

Figure 4. I liked David's science class First semester.

Strongly Strongly

Disagree Agree

Figure 5. I liked David's science class Second semester.

Strongly Strongly

Disagree Agree

Figure 6. I had a lot of freedom and choice in David's class First semester.

Strongly Strongly

Disagree Agree

Figure 7. I had a lot of freedom and choice in David's class Second Semester.

Strongly Strongly

Disagree Agree

Figure 8. I improved my ability to read in David's class First semester.

Strongly Strongly

Disagree Agree

Figure 9. I improved my ability to read in David's class Second semester.

Strongly Strongly

Disagree Agree

Conclusion

This study indicates students prefer the Layered Curriculum teaching

method to more traditional methods. The reason students liked the Layered

Curriculum is because they have choice of which assignments to do. Students also

enjoyed feeling more responsible for their learning.

It is unclear if my students felt more connected to the science first semester

or second semester. During the first semester, the overall project was about

mitochondrial DNA, which relates to genetics and evolution. Students found it

fascinating because it showed them how interconnected they were. Michelle, who

does not like science, even liked the project because she felt like it reduced hate in

the school. However, the Layered Curriculum provides more access points for

students. For example, Katherine noted in the interview that she initially was not

happy to be studying about diseases. This is because her brother has a serious

disease and it has been difficult for her. At the same time, Katherine learned a lot

about diseases in the unit and she had the option to research about different

infectious diseases. She learned disease is a vast field, and the option to do research

motivated her to take responsibility and find that out for herself.

I think there is more I could do to help students feel more connected to

science. Emdin (2009) writes about the importance of hip-hop culture in a science

classroom. While I did give students the option to do a rap in several units, only one

or two students did it. I think the reason is because they were not sure how to

incorporate rap into the classroom. Next year, I will do an activity at the beginning

of the year to show students how to use rap in the science classroom.

In addition, I started the Layered Curriculum during the second semester this

year. I started with several choices and then I increases the options in the later

units. However, next year I want to start more slowly so I can have students

experience the different activities (e.g., posters, animotos, concept maps, etc.) so

they understand how to do those activities, and the expectations involved. One thing

I need to improve is making better rubrics. I want activities, such as the

experiments, to have rubrics so students understand how they will be graded.

In terms of future studies, I want to continue to interview students about

their experiences in my classroom. I want to get their point of view so I can improve

the class by integrating parts of their cultures into the classroom. I also need to pay

attention to all my students. One of my students at the higher level of English

acquisition told me he did not feel the pressure of time in my class second semester.

He moved through the activities quickly, and he finished early. Other students told

me I did not give them enough time to complete the activities. I need to look at how I

can structure the unit so all students feel challenged for where they are at in their

stage of learning English and science.

Overall, I am grateful to have the opportunity to implement this innovative

approach to education.

References

Buillion, L. and L. Gomez (2001). Connecting School and Community with Science

Learning: Real World Problems and School-Community Partnerships as Contextual

Scaffolds, Journal of Research in Science Teaching, 38(8): 878-898.

Emdin, C. (2010). Urban science education for the hip-hop generation. New York: Sense

Publishers.

Nunley, K. (n.d.). Why Hands-on tasks are good. Retrieved from http://www.help4teachers.com/hands.htm

Nunley, K. (n.d.). Helping johnnie read through jr./sr. high shool. Retrieved from http://www.help4teachers.com/JohnnieCanRead.htm

Nunley, K. (n.d.). In defense of oral defense. Retrieved from Nunley, K. (n.d.). Helping johnnie read through jr./sr. high shool. Retrieved from http://www.help4teachers.com/JohnnieCanRead.htm

Nunley, K. (n.d.). Choice - the forgotten basic human right. Retrieved from http://www.help4teachers.com/choice.htm

Appendix: Example Unit Sheets and Student Interviews

Chemical Reactions and EnzymesName:____________________________________ Class:_____

Section 1 – Basic Understanding (65 Points Maximum)

Activity Points

1. Complete warm-ups and take notes from daily presentations (5 points per day. Must be present. 4 days):

2. Make vocabulary flash cards using the vocabulary terms from this unit: Chemical Reaction, Reactants, Products, Activation Energy, Catalyst, Enzymes, Substrate, Active Site. (20 points)

3. Be able to answer what each vocabulary word means in your own words. (20 points)

4. Read pages 156-160. Be able to answer questions 1-4 on page 160 (20 points).

5. Watch the BrainPop Video about Digestion and Enzymes. Go to the following website: www.brainpop.com.

Username: brooklyninternational Password: bihs

Type in “Enzymes” next to Search and click on the video. Use the Web Sheet and draw and write what you learn. (20 points)

6. Pass the Quiz on Reactions and Enzymes (10 points)

Total Points

Section II – Hands-On (15 Points Maximum)

Activity Points

1. Complete the lab on page 159 of your book about apples and browning. (15 Points)

2. Cut out paper models of the substrate, enzyme, and product in an enzymatic reaction. Be able to explain what each piece means. Then paste them onto a poster. (15 points)

3. Make a foldable poster as shown on page 147 of the substrate, enzyme, and product in an enzymatic reaction. Be able to explain what each part means. (15 Points)

Total Points

Section III – Analysis (20 points Maximum)

Activity Points

1. Answer the Analysis questions on page 159 for the Lab. (10 points)

2. Are digestive enzymes good for you? Use the Larger Connections Sheet (20 points)

Grading Scale: 86+ = A, 71-85 = B, 56-70 = C, 40-55 = D

Lab Sheet

Name:_______________________________________Date:_____________________

Title:__________________________________________________________________

Question:

What do I want to find out?

Introduction

Procedure

Materials

(Prediction) What I think will happen

(Hypothesis) Why I think it will happen

If:

Then:

Because:

Variables Independent:

Dependent:

Constants Variables I keep the same:

What is the control in this experiment?

Results:

Data Table

Conclusion

Summary (Use words to describe what the data are telling you.)

Name:_________________________________________Date:______________________________

Web Sheet

Title of Website:_______________________________________

1. Drawing

I learned…

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

I learned…

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

2. Drawing

3. Drawing

I learned…

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

I learned…

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

4. Drawing

Topic:_______________________________________________________Name:_________________________________ Class:_____

Research Sheet

Direct Quote Paraphrase the Quote Source (Book, page #; Internet Address)

1.

2.

3.

4.

Topic:_______________________________________________________Name:_________________________________ Class:_____

Direct Quote (3 points) Paraphrase the Quote (3 points) Source (Book, page #; Internet Address) (3 points)

1.

2.

3.

4.

Section 3 Sheet: Larger Connections

Introduction to Bacteria (100 points Possible)

Name:____________________________ Class:_____

Section 1 – Basic Understanding (65 Points Maximum)

Activity Points

1. Take notes from daily presentations (5 points per day. Must be present): 1 2 3 4 5

2. Make a three-dimensional model of a prokaryotic cell with paper. Label the different parts of the bacterial cell. (15 points)

3. Make 15 vocabulary flash cards using the vocabulary terms from this unit. Be able to define the terms in your own words. (15 points): Bacteria, Archaea, Nucleoid, Capsule, Pili, Binary Fission, Conjugation, Heterotrophs, Photoautrotrophs, Chemoautrotophs, Endospore

4. Read pages 516-524 in the Biology book and write down 10 things you learn in the book. Be able to answer questions 1-4 on page 524. (15 points)

7. Watch the BrainPop Video about Bacteria. Go to the following website: www.brainpop.com. Username: brooklyninternational, Password: bihs

Type in “Bacteria” next to Search and click on the video Bacteria: They’re Everywhere. Use the Web Sheet and draw and write what you learn. (15 points)

5. Using construction paper and plain paper, make a 5-page children’s book on 5 ways to prevent bacterial infections. Make pictures for your book (15 points)

6. Write two paragraphs. Write one paragraph on ways bacteria are helpful to humans and one on ways bacteria are harmful to humans. (15 points)

7. Translate your previous paragraphs into your native language. (15 points)

8. Pass a quiz about bacteria. (10 points)

9. Research three types of bacterial infection: botulism, tetanus, and strep throat. Write a small, half-page report on each. List your sources of information. (15 points)

Total Points

Section II – Hands-On (15 points Maximum) Choose one. These must be done in class.

Activity Points

4. Which surface in the school contains the most bacteria? Which surface contains the least? Using a plate with agar, swab and streak between 5 and 7 sources of bacteria around the school.

5. Does hand washing reduce bacteria numbers? Prove your hypothesis using fingerprints and a plate with agar.

6. Do current face cleansers reduce bacteria present on the face? Make bacterial plates by putting cotton swabs on from the tip of your nose before and after using facial cleanser. Describe the colonies.

Total Points

Section III – Use a Larger Connections sheet to analyze one of these issues. (20 points Maximum)

Activity Points

3. What issues are we currently facing due to the overuse of antibiotics?

4. Would a campaign to encourage hand washing reduce the rate of illness at our school?

5. What role should government play in making our meat safe from bacteria?

Grading Scale: 86+ = A, 71-85 = B, 56-70 = C, 40-55 = D

Student Interview with Melissa

D = David, M = Melissa

D: What do you think about science?

M: I don’t like science

D: Why?

M: I don’t know. It’s too much.

D: Why?

M: It has many different types. I like to focus on one thing.

D: Did you enjoy any part of my class last semester?

M: Yeah… the DNA stuff. Well the DNA part of the projects. When we had to take out the salivea.

D: So you liked the experiments.

M: Yeah…

D: Why did you like the experiments.

M: Because it showed us who we were similar to. We saw how we were similar to them.

D: Do you feel like I listened to you?

M: Yes, even if we had arguments?

D: Were you motivated in my class?

M: I was motivated to do it.

D: Why were you motivated?

M: It was the way you spoke to us. It showed us you knew what you were talking about.

D: Did you gain any skills in my class?

M: Researching skills.

D: What about writing skills?

M: I improved that too. The paragraphs every week.

D: What would you suggest I do to improve it?

M: More experiments. Students would like that more. They use their hands.

D: Anything else? Were the paragraphs too much?

M: No. Because you gave it to us weekly. I like the way you gave it to us.

D: Would you suggest I do that project again?

M: Yes. Definitely. Because it brings out the hate in the school. People get along more.

Any thing else you would say about how to improve the class?

M: More projects.

D: So less time on one thing.

M: Yeah.

Student Interview with Katherine, Juan, and Yessica

D: If you remember, I changed the class. What do you think about the way I taught second semester?

K: I think the second semester was better. We learned about more stuff. We learned about disease. And also you choose what you want to do. And you give us a lot of information so we can revise and stuff.

J: At the beginning, I didn’t like it . First semester we had to do the paragraphs and we didn’t have to explain anyting. But now I think it’s better because we have to explain things to you and show that we know.

D: What was the favorite thing we did in science class this year?

K: The mitochondrial DNA Project

J: The Finger printing project.

D: Why?

K: Because we learned about our heritage. How is it that we all look different but we are still the same.

D: Did you like the paragraphs?

K: Yeah. Even though it was a lot of work it opened your mind to a lot of different things.

J: Do you think your writing improved?

K: Yeah. A lot.

D: What about you Juan?

J: I like the fingerprint because police use it to find criminals. Most I didn’t even know about it.

D: And you liked it because you’re interested in being a police officer?

J: No. With this you can find the guilty people.

D: Do you think you’re more motivated in class second semester?

Both: Yes

K: In the second semster you tell us what we need to do to pass the class. And we get to do different things. And it’s like this is so interesting. And we’re in control of the grade we get.

J: Yes. You have to realize how you are going to use your time. For me there was one problem when I didn’t take the time to do it. Because if you don’t do something in the time it is supposed to be, then you lose the points. It motivates you to do everything on time.

D: Why is it important students feel they are in control?

K: If they are n control, they are motivated to do things that are good for them. If I’m lie, “I know wwhat I need to do to pass. I know what I need to do to get an a. It’s not like someone saying, ‘You need to do this and you need to do that.’ It’s my choice. And this time I can’t blame the teacher for why I failed.

To Y: I changed how I taught the semesters. Which did you prefer?

Y: Because everything is there. You give us the activity sheet. You know what you are supposed to do to to pass. It’s like you taking the choice for how you want your grade to go up. And plus what grade you’re going to get.

D: What was your favorite project or thing we did in science class?

Y: The lab thing. The fingerprinting thing.

D: Why?

Y: I don’t know. It was fun. Because I watch a lot of law and order and because I get a chance to see what they do to identify criminals and stuff. It’s fun.

D: Do you think I listen to you?

K: Well yeah, you have to listen in order to see if we are actually learning.

Y: People don’t understand but it’s so nice when you get to do things by yourself. It’s better than the teacher talking and talking. You do power points, and then you let us do the activities by ourselves.

D: Do you feel like you gained skills in my classs this year?

Y: Presentation.

K: Like research skills. Speaking skills because we have to talk in order for you to know what we learned.

Y: I don’t know but it helps a lot with the English because you learn more words, and more decent words to use and stuff. You don’t stick with the street language.

J: Yes. Researching on the internet to find answers. And the listening, too, and writing and explaining to what you are saying on the board.

D: Of the activities that you get to do on the activity sheet, which ones are your favorite?

K: The disease part. I like when you have us research about stuff, like worms. In the past, like four types of disease. That’s interesting because we have to go to websites, and then come back and show you what you learned.

J: I like The Brain Pop because you see the process. They explain through a movie. People sometimes learn more when they are watching what they need to do.

Y: On the brain pop, I guess it’s easier because the words are not big words. It explains you… it’s easier and you understand what’s going on.

D: Do you think it’s good I give you an option to take a quiz?

Y: Yeah. On a quiz you know what you learn. On a quiz, you have all the words you learn. The Brain pop is good but the quiz is where you know if you know this or that.

K: Also, a lot of people are not good quiz takers and giving them the chance, whether they want it or not. People whoa re not good at it won’t take it. Before if you failed a quiz or a test, your grade will drop.

Y: Where with this you have something to cover it with. David doesn’t have to tell you, “Oh quiz tomorrow. Everybody has to take it.”

D: If you were to suggest improvements for next year, what would you suggest? Any activities you would have liked to have done or activities?

Y: Diabetes. I want to learn about diabetes. 50% of my family has diabetes. My mom has diabetes.

K: How about rare disease?

J; The one when people lose their mind. Alzheimer’s.