s00173821 edfd 547 susan teeuwsen.pdf

EDFD547 S00173821SusanTeeuwsen

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DEVELOPAPROFILEFORACASESTUDYSTUDENTWITHASPECIALLEARNINGNEED

Thecasestudystudentwasobservedduringmyplacementinaco-educationpublicschool.

A. Commonissuesregardingthiscasestudystudent

Austin is a Year 10 student and is aged 16,which is on average 12months older than rest of the class. Austin has been diagnosedwithAttentionDeficitHyperactivityDisorder(ADHD),whichisoneofmostcommondevelopmentaldisorderandcouldpossiblycontinuethroughadolescence. In Austin’s case, with little attention span, it’s difficult to focus in class, interrupting others, losing confidence and missingschools;hefindshardtocontrolandexpresshisemotionsandsometimeshecanbeover-active(Hyde,Carpenter&Conway,2014).Austinisabletoassimilateintomainstreamschoolingwiththeassistancefromteacher’saideineveryclassheattends.Hefindsitverydifficultto form friendshipwithinhis own year level, andoften spend recess and lunchtimewith younger year level boyswherehe feels content.RecentlyAustinhashadmanyabsencesandispotentiallyfallingbehindinallofhisclasses.AccordingtowhatIobserveduringScienceclassandinformationreceivedfromTeacherAidethat:• Austinargueswithhissisteraboutchoresathomeandthereforehemightmisshisbus• Hecanonlyconcentrateatnighttodohishomeworksohehasdifficultiestowakeupbutdoesnotthinkit’snecessarytoadjusthissleeping

pattern• Duetothelackoffocusinclass,heoftenattemptstocompletehishomeworkalone,heneedsinternetaccessasheneedsclarificationto

thequestion,hasgreatdifficultiesindecidinghowmuchspacetoleaveinhisbooktocometothequestion• Austinhasbeenrequestingextensiononeverysingleassignmentsandprojects;hefeelsit’sfinetohandinlate.• SomesubjectsAustinhaslostinterests,hepurposelynotsubmittingassignmentssohecanfail,andhavedecidedtocontinuewithVCAL

studyafteryear10.• Duringclass,Austinpreferstositwithhisfriendsuntilheisaskedtomoveduetohisdisruptivebehaviours.


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Royal Australian andNew Zealand College of Psychiatrists (RANZCP 2010) reported that approximately 20%of children are suffering frommentalhealthdisorders;nearly25%ofthesechildrenarediagnosedwithdepression,anxiety,ADHDandautism(Hyde,Carpenter&Conway,2014,page155).Challenginganddisruptivebehaviourcouldpotentiallyaffectonteachers’lessondeliveryandstudentslearningexperience.Research(Abrams2005)hasconcludedworkingwithdisruptiveandchallengingbehaviourstudentscancauselongtermstressandexhaustionforeducators.SutherlandandSingh(2004)showedthatstudentswithchallengingbehaviourscausedbyADHDhavepoorperformanceacademically,obtainnegativerelationshipwithteachersandpeers,andlessopportunityforsuccessatschoolorsociety.PleaserefertotheInclusionPlanningMatrixbelowformoreinformationonAustin

Communication SocialInteractions RestrictedInterestsandRepetitiveBehaviours

SensoryProcessing InformationProcessingandLearningStyles

Characteris

tics

1. Unabletoregulateemotions2. Constantlyinterruptingteachers

andpeers3. ActivelycontributeinScienceclass

1. Liketositingroups2. Attimeswantstositalone3. Veryathletic,goodatplaying

soccer.4. Lowselfesteemtherefore

actingoverconfidentlyinfrontofpeers

5. Useaggressivelanguageanddisrespectpeers

1. Unabletoregulateemotions,easilyangeredandover-active.

2. Alwaysforgettobringtextbookoranyessentialmaterialstoclass

1. Lowlisteningskills2. Doesn’thaveeye

contact3. Doesn’tlikesharp

objects4. Easilybeing

disruptedbysurroundingnoises

1. Difficultwithreadingandwriting


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Implications

1. Persistentdifficultieswithbehaviours,angryanddefiant

2. Slowsdownlessondelivery,affectingotherstudentslearning

3. BehaveswellinScienceclass,enjoysvarioustopicsthathavebeendiscussed

1. Whensitsingroups,hecanbeverydisruptive

2. Whensitsalone,herefuseshelpfrompeers

3. Abletosocialwithpeersduringballgame

4. Unabletomaintainrelationshipwithpeers

1. Whenangry,hecanpotentiallyharmother,difficulttomanage

2. Willbedifficulttoteachhimwithoutanylearningmaterials

1. Cannotunderstandinstructions

2. Notlookingatboardorteacher

3. Scaredwhenusingsharps

4. Losecontrolofhisemotionwhenhe’sinterrupted

1. Needstorepeatinstructions

2. Difficultiesretaininginformationparticularofthetopicifisoflessinterest

Strategies

1. Haveteacheraidetocalmhimdown

2. Privatelynamehismisbehaviourssohedoesn’tfeelattacked

3. Utilizethepowerofpositivereinforcementwhenhebehaves

1. Lethimtositwithpeoplehe’scomfortablewith,butdowarnhimifhemisbehavesthenwillbemoved.

2. Encouragehimtoparticipateinteamsportstobuildrelationshipwithothers.

1. Whenangerisproblem,givehimtimeoutandreturnwhenready

2. Prepareasparetextbookintheclassroom

1. Writeinstructionsonboard

2. Allowhimtowearearphoneswhennoisy

3. Avoidusingsharpobjects

1. Usemorehandonactivities

2. Encouragehimtojoinhomeworkclubs


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B. HowcanInowputintopracticewhatIhavelearned?1. UnitofStudy:Science(howtospeedupachemicalreactionandfunctionofEnzyme) Year10


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Multiple

Intelligences

Bloom’sTaxonomy:SixThinkingLevels

Knowing Understanding Applying Analysing Creating Evaluating

Verbal

Ienjoyreading,writing&speaking

Listthenamesofdifferenttypeofchemicalreaction,relatechemicalreactionwithdailylife

Mathematical

Ienjoyworkingwithnumbers&

science

Writedownatleast3

possiblefactorsthatcanaltertherateofreaction

Visual

Ienjoypaintingdrawing&visualising

Using‘lockandkey’diagram,studentsintheirownbooksneedstodemonstratehowenzymespeedsupchemical

reaction

Kinaesthetic

Ienjoydoinghands-onactivities

Based on ‘decrease particlesizeto increasesurfaceareain order to speed upreaction, demonstrate withonionsamples


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Musical

Ienjoymaking&listeningtomusic

Studentstoresearchanymusicthatexplainsthebreakdownoffood

byusingenzymes

Inaroleplay,explainwhat

happenswhenfoodiseaten(indicateglucose,lipaseand

pepsin

Interpersonal

Ienjoyworkingwithothers

Ingroupof3,research3enzymesthat’sfoundinbody(blood,salivaand

stomach)

Basedontheresearchof3

enzymeinthebodyandtheirnames,writedownthe

possiblesubstrate

Intrapersonal

Ienjoyworkingbymyself

Researchhowlongittakesforachemicalreactiontocomplete

Researchwhatwouldhappenifchemicalreactiondoesnotdependonenzyme


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2. IdentifytheKeySyllabusOutcomesTOPIC/FOCUS:Formandfunction:Enzyme&CatalystScience/Level10/ScienceUnderstanding/ChemicalsciencesACSSU187Differenttypesofchemicalreactionsareusedtoproducearangeofproductsandcanoccuratdifferentrates

Ø Investigating how chemistry can be used to produce a range of useful substances such as fuels, metals andpharmaceuticals

Ø PredictingtheproductsofdifferenttypesofsimplechemicalreactionsØ UsingwordorsymbolequationstorepresentchemicalreactionsØ Investigatingtheeffectofarangeoffactors,suchastemperatureandcatalysts,ontherateofchemicalreactions

3. TwoBenefitsofdifferentiatedunitofworkforCaseStudyStudent.

Everystudentlearnsdifferently,differentiatedlessonplanwithinclusiveclassroomatmospherewilldefinitelyhelpstudentstoachievetheirownacademictargetandcreatethepositiveenvironment(Hyde,Carpenter&Conway,2014).

• Connectsstudentswithcontent,increaseclassroomengagement

OnebenefitofdifferentiatingtheunitofworkforstudentswithADHDisthat ithelpstoconnectthestudentwithrelevantcontent,allowsthemtodevelopknowledgeanddeepentheirunderstandingwithminimumlessondeliveringtimeusedandincreasediscussiontime.InAustin’scase,usingsimplerlanguageexpressionandwritteninstructionformat,visuallearningcardshelphimtocomprehendandthusincreaselevelofconcentration(Anderson1994).Anderson,1994state“Thematrixisdesignedtooffergreaterbreadthanddepth of learning activities than is usual in the traditional classroom that generally focuses on linguistic and logical mathematicalintelligenceandlowerorderthinking”.


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• Allowingstudentstolearnattheirownpace,achievepersonallydesignedacademicgoal

Allowingstudentstolearnattheirownpacepromoteslearnercentredpositivelearningenvironment,whichwhenusedinscienceclasses,ithelpstogeneraterelevantquestionsandpromotessciencebyinquiry.Italsoencouragesstudentstodeveloptheirknowledgewiththeirownabilitiesandinterests,providesenseofachievementthatactaspositivereinforcement(Hyde,Carpenter&Conway,2014).


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C. HowwillIdifferentiatealessonformywholeclasswithadaptationandassessmentsformycasestudystudent?Thislessonwillbepredominatelyfocusingon:

1. Explainwhatare:reactionrate,reactant,productandcatalystandhowtospeedupachemicalreaction.2. List4waystospeedupachemicalreactionandpropertiesofcatalyst.3. Give3enzymesthat’sfoundinliver,mouth(saliva)andstomach

Studentswillbeabletointheirownwords:

1. Describeswhatarereactants,productsandreactionrateinachemicalreaction2. Listandexplain4waystospeedupachemicalreaction3. Demonstrateunderstandingthefunctionofenzymebygivingexamplesofthreeenzymesthat’sfoundinhumanbody(liver,saliva

andstomach)Bytheendofthelesson,studentswillbeabletoachieveYear10Science,Sciencebyunderstanding,ACSSU187.

1) IndividualLearningPlan

SpecificIndicator Adaptations/Strategies Assessment

UsingtheSMARTapproach,writespecificbehaviouralobjectivesthatclearlyoutlinewhatyouwillexpectyourcasestudystudenttoachieve

Adaptationsandstrategiesthatincludethecasestudystudenteffectively.Includetheuseofsupportpersonnelandpeersupportasappropriate

Howwillyourcasestudystudent’sprogressbeassessed?BespecificandlinkassessmentdirectlytotheSMARToutcomeandindicators.


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BytheendofthelessonAustinwillbeableto

• Describewhatarereactants,productsandreactionrateinachemicalreaction

• Listandexplain4waystospeedupachemicalreaction

• Demonstrateunderstandingthefunctionofenzymebygivingexamplesofthreeenzymesthat’sfoundinhumanbody(liver,salivaandstomach)

Thetaskwherestudentsaredemonstratewithonionsampletoshow‘reduceparticlesizetoincreasesurfaceareainordertospeedupreaction,demonstratewithonionsamples

Differentiated

Austindoesnotlikeusingsharpobjects,insteadofusingsharpobjects,hecanwithapartner,visuallydemonstratewhathappenswhensurfaceareaincreasesbydecreasingparticlesizes.

Austinwillbeassessedwhenhecompletesthedrawingofincreasessurfacebyreduceparticlesize

2) PutinpracticeofPolicy

TheUnitedNationsEducational,ScientificandCulturalOrganization(UNESCO)declare,“Aninclusivecurriculumtakesgender,culturalidentityandlanguage…itinvolvesbreakingnegativestereotypesnotonlyintextbooksbutalso,andmoreimportantly,inteacher’sattitudeandexpectations…furthermoreaninclusiveapproachtocurriculumpolicyhasabuilt-inflexiblythatcanbeadjustedtodifferentneedssothateveryonebenefitsfromcommonlyacceptedbasiclevelofqualityeducation”(UNESCO,PolicyGuidelinesoninclusionineducation,p.18)TheUNESCOadvocateshumanrightswhichresonancewiththeAustralianDisabilityDiscriminationAct1992.Austin’sacademiclifeshouldnotbeaffectedbyhisADHDcondition.Undersection2,page23,“itisunlawfulforaneducationalauthoritytodiscriminateagainstastudentonthegroundofastudent’sdisability…”(TheAustralianDisabilityDiscriminationAct,1992,p23).Thereforepromotinginclusiveeducationisessentialtowheneducatorsaimtoestablishpositivelearningenvironment.


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D. ClassroomObservationandReflection.

MyobservationtookplaceduringPeriod1and2inYear10ScienceclasswhereAustinispresent.Studentsareattentivelylisteningtomentorteacher’s introductory lesson to DNA, being the blue print of all lives. Teacher explained why students have to understand the chemicalreactionbeforemovingontobiologicalscience,theimportanceofunderstandingsciencesinceweliveinascientificworldduetothefactthatmany students struggled (includingAustin)whilst studying different types of chemical reactions. Austin at firstwas fascinatedbywhat heunderstood,butassoonashewasaskedtowritedowndefinitionsofwhatgeneticmeans,helostfocusandstartstalkingtohispeersaboutthefootballgamehewatchedlastnight.Beinganexperiencedteacher,andhasbuiltastrongtrustyrelationshipwiththestudents,mentorteachertechnicallyignoredAustinandwalkedtowardsthetablewhereAustinisatandstoppedandcarriedonwiththelessondelivering.Thedisruptivetalkingdidnotstopandwasinvolvingmorestudents(from2to4includingAustin)atthismoment.Thementorteacherquicklymovedontofirstactivity,whichwasnotpartofthelessonplantobeintroducedinsuchearlypartofthelesson.Theactivityiscalled‘whoamI’:tolookatthedistinctivecharacteristicsofourbodypartsincluding:widow’speak,crockedlittlefinger,cleftchin,attachedorunattachedearlobes,ableorunabletorollthetongue,beingaleftorrighthandedetc.studentswereworkingwithpairsandpresentedtheirfindingsinatableandrecordedintheirexercisebooks.Austinwasveryhyperactiveduetofascination.ThementorteacherdrewthetableontheboardandAustin volunteered to collect class-finding data and record themon the board. Austinwas extremely happy and believes thementorteacherhasentrustedwithhimanimportanttask.Thisstrategyofengagingstudentandentruststudentswithpartofclassroomactivitiesisaneffectivewayofbeinginclusivetowardsstudentswithspecialneeds.AsHyde,Carpenter&Conway,2014express that, therearesomeeffectivestrategies toengagestudentswith learningdifficultiesandemergethemintoconversationandclassdiscussion:

• Toshowstudentsappropriatewaysofgettingattention(whenAustinputhishandsupandvolunteeredtotakechargeofrecordingontheboard)

• Toshowstudentshowtolistentoothers(Austinwillhavetolistentoeachpairsfeedbackandrecordontheboard)• To be involved with others who has appropriate communicating skills (Austin was asked to sit with George, who was the class

representative,studiousandalwayswillinglyhelpingothers)


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Itisimportanttodesignandinstructclassroomactivities,whichaccommodateallstudentsintheclass,whetherwithchallengingbehavioursorlearningdifficulties(Brady&Scully2005).Brady&Scully(2005)suggeststrategicallysetupclassroomsothattheteacherisabletoreacheverystudentandeachcorneroftheroom;beflexiblewithseatingplanandpreparea‘timeout’zonewhenit’sneeded.Tobefirmandfairisalsoanessentialelement inbuildingapositiveclassroomculture (Pirola-Merlo2003).Howthecurriculum ispresentedalsodeterminewhetherstudentsareengagedwithlearningcontentorengagedwithchallengingbehaviours;dividethetaskinto‘do-able’portionscreatessenseofachievementandsetontonextchallenge(Jones,Jones&Jones2007).Thementorteacherwiselyintroducethetopic,engagedstudentswithcreativeclassroomactivitiesthatarepracticalandgeneratesdiscussionthatinvolveseveryoneintheclassroom.


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E. Reflectiononstrategiesinpractice

Jigsawstrategy:Jigsaw isacooperative learning techniquewithmanyhistoryof successbuildingpositive learningenvironment. Jigsawstrategy takesplacewhere students in the classroom are divided into groups of 4 – 5 that teachers have control over. Divide the learning task into differentsegmentandgivingtoeachgroupwithadifferenttaskandalearningtopic,thenreunitewiththejigsawgrouptoshareeachothersfinding,itprovides opportunity to build relationship amongst peers and empathy through sharing and giving processwhile partake in the academicactivity(Aronson,2000).Workinginagrouppromotesteamwork,forspecialstudentslikeAustin,itwillbeagoodopportunityforhimtoworktogetherwithpeoplehe’scomfortablewithandcreateinterdependency.Research demonstrated the jigsaw learning strategy has long-termbenefits for individual and classroomas awhole; it increases students’analyticalskillsandgainconfidence(Aronson,2000).ForstudentslikeAustinwhomightloseinterestswhenworkingindividually,workingtogetherasagroupwherehefeelsconfidentmighthelphimtobeengagedwiththetaskandfeelthesenseofachievement.TheseareallpositivereinforcementthatallowsAustintobeengagedinthe classroomandenjoyhis learningexperience.Groupwork removespossible stresswherehemightbecome frustratedwhenencounterdifficulties;byworkingwithothers,helearnstolisten,tospeakwhenneeded,observehowothersmightworkinagroupwhichhelpshimtoadaptintothenormal(ratherlargeforhim)classroomenvironment.Think–pair–shareThethink,pair, sharestrategy isacooperative learningtechniquethat’sbeenusedcommonly inclassroomacrossallcurriculums. Itallowsstudentstofirstthinkindividuallyofthegiventaskandformingtheirownconceptsandideas,thengathertogetherasagrouptoshareownthoughtsandideas;inturnthepaircandiscussandconcludetheirfindings,andproposegroupideastotheclass(StartingPointTeachingEntryLevelGeoScience).Thislearningstrategyhelpstudentswhoareontheautismspectrum,mightnotbecomfortablebyworkingingroupof4-5,


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insteadwiththeonetheyarecomfortablewithandgeneratesdiscussion.Thestrategyallowsallstudentstoshare,insteadoffeelingawkwardorshytospeak in frontofwholeclass, inasmallergroupalsogivethemsenseof involvementandachievement inthe learning.Therearechallenges while using this strategy: what if students are not equally contributing or ‘one person does it all’ happens? It’s important forteachers to circulateeach groupwhilst using this strategy in classroom.Givingpromotingquestionsorbeing the icebreaker indiscussionswouldallhelpthisclassroomstructuretobecomebeneficialfortheirlearning.


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Reference:Abrams, B. (2005). Becoming a therapeutic teacher for students with emotional and behavioural disorder. Teaching Exceptional Children,38(2),40-6.Anderson,L.W.(1994).Researchonteachingandteachereducation.InL.W.Anderson&L.A.Sosniak(Eds.),Bloom’staxonomy.Aforty-yearretrospective(pp.126–145).Chicago:UniversityofChicagoPressAronson,E.(2000).NobodyLefttoHate:TeachingCompassionAfterColumbine.NewYork:W.H.FreemanAustralianGovernmentComLaw(1992)DisabilityDiscriminationAct.Retrievedon15thNovember2015from:https://www.comlaw.gov.au/Details/C2013C00022Brady,L.&Scully,A.(2005).Engagement:Inclusiveclassroommanagement.FrenchsForest,NSW:PearsonEducationAustralia.Hype.M,Carpenter.L,&Conway,R.(2014)Diversity,Inclusion&Engagement(2nded).Australia:OxfordUniversityPress.Johns,F.,Jones,P.&Jones,J.(2007).Toolsforteaching:Discipline,instruction,motivation.USA:fredjones.comPirola-Merlo,S. (2003).Relationshipmanagement intheprimaryschoolclassroomstrategies inthe legalandsocialcontext.FrenchsForest,NSW:PearsonPrenticeHall.Sutherland,K.&Singh,N. (2004).LearnedhelplessnessandstudentswithEBD:Deprivation intheclassroom.BehaviouralDisorders,29(2),169-81.ScienceEucationResourceCentre(lastmodified16thMay2015)StartingPoint.http://serc.carleton.edu/introgeo/interactive/tpshare.htmlLastretrieved15thNovember2015.UnitedNationsEducational,ScientificandCulturalOrganization(2009),PolicyGuidelinesOnInclusionInEducation.Retrievedon15thNovember2015from:http://unesdoc.unesco.org/images/0017/001778/177849e.pdf


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Appendix

SECONDARYLESSONPLAN

YEARLEVEL&SUBJECT: Year10Science(Chemistry) DATE:29.04.2015

NO.OFSTUDENTS:28 LESSONDURATION:50mins

TOPIC/FOCUS:Formandfunction:Enzyme&Catalyst

Science/Level10/ScienceUnderstanding/Chemicalsciences

Differenttypesofchemicalreactionsareusedtoproducearangeofproductsandcanoccuratdifferentrates

Investigatingtheeffectofarangeoffactors,suchastemperatureandcatalysts,ontherateofchemicalreactions

GOALSANDOBJECTIVES(INCLUDELINKTOAusVELS):

Thestudentswillbeableto:

4. Explainwhatare:reactionrate,reactant,productandcatalystandhowtospeedupachemicalreaction.5. List4waystospeedupachemicalreactionandpropertiesofcatalyst.6. Give3enzymesthat’sfoundinliver,mouth(saliva)andstomach

LESSONPROCEDURE

TIMING RESOURCES STEPSOFTHELESSON

(Keyactivitiesandkeyquestions)

EXPECTEDSTUDENTREACTIONSORRESPONSES

TEACHERRESPONSESTOSTUDENTS

(Includingconsiderationoftheneedtoadapt,reteachorextend)

GOALS&METHODSOFEVALUATION

2mins • Prezi

(Dependsontime)

Opening

Recap:

Covalentbond,Monomer

Polymer(synthetic&natural)give3exampleseach

Thermosettingplastic.Thermoplastic

3waystomakethermoplastics

ENSURE

-PLASTICSAREMADEFROMOIL!!!

-Covalentbondhappensbetweencarbons

-Understandthesimilaritiesanddifferencesbetweenthermosetting&thermoplastic.

*Englishclass:hero,fireman(dresscode)

Introduction


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7mins

Howtospeedupthereaction?

1.Increasetheconcentrationofreactants

2.Heatingthereaction

3.Decreasetheparticlesizeofthereactanttoincreasethesurfacearea

4.Addacatalyst

*Particlesize&surfacearea

*Catalyst:speedup&reuse

Writeontheboard

*Dependsontime:

1.Writeastheygiveanswer

OR

2.Writefirstandaskthemtocopyiftimeisshort.

Conceptsetting

Definition

5mins

Organiccatalyst:enzyme

-Protein

-Specifictosubstrate(keysandlock)

-Willnotbedecreased,increasedorchangedthroughoutreaction.

10mins ACTIVITY: FIND3ENZYMESINYOURBODY!

Whatisit:

Whereisit:

Whatdoesitdo?

(Inyourbody)

• Asstudentscallout,writedownontheboard

Name Where Function

Amylase Mouth(saliva) Breakdownstarch


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3mins Closure

1. Explainwhatare:reactionrate,reactant,product

andcatalystandhowtospeedupachemicalreaction.

2. List4waystospeedupachemicalreactionandpropertiesofcatalyst.

3. Whatisit,whereisit,andwhatdoesitdo

Amylose,pepsin,lipase

s00173821 edfd 547 susan teeuwsen.pdf

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