Mini-ISL Project 1

Mini-ISL Project

Dana M. Feldner

The University of North Carolina at Charlotte

Mini-ISL Project 2

Mini-ISL Project

1. Project Overview

In the classroom for the yearlong internship, I have been placed in a fifth grade classroom. There are 21

students in the classroom: thirteen boys and eight girls. In the classroom, there are two students diagnosed

with autism with IEPs: one high functioning, one low functioning. Another student has an IEP for other

health impaired (OHI). One student has an IEP for a learning disability (LD). One student has a behavior

IEP. Lastly, one student is diagnosed with a hearing disability that wears hearing aids and the teacher

wears a microphone that synchronizes to hearing aids so the student can hear the teacher. Culturally, the

classroom consists of five racial groups (White, African American, Hispanic, Multi-racial, and Pacific

Islander).

The content of this lesson focuses on fifth grade evolution and genetics. Since there was a specific

timeline in which the lesson needed to be taught, the lesson content was determined based upon the given

dates. The teacher expressed a science lesson on evolution and genetics to teach. The common core objective

that is addressed throughout the lesson is having the students explain why organisms differ from or are

similar to their parents based on the characteristics of the organisms. Some key terms that will be covered in

this lesson will be homozygous, heterozygous, heredity, genotype, phenotype, alleles, and chromosomes.

2. Contextual Factors and Learning Environment Adaptations

Contextual/Environmental Factors

Information Source Implications for Instruction and Assessment

One student diagnosed with high functioning Autism.

Classroom teacher, EC teacher, parents, and IEP

Instruction: The student receives preferential seating. The student is pulled out during part of math to receive talent development (TD). During literacy instruction the student is pulled out to the resource room to receive extra help. Lesson plans and activities are modified based on the subject area and content. For reading and math, the student receives extended time, allowed to mark in textbooks, modified grading scale based on subject area on the expectation of

Mini-ISL Project 3

performance, and modified formative assessments (i.e., group work, number of problems completed, number of sentences written) Summative Assessments/EOG: The student can be assessed a in separate settings if needed for lengthy tests. The teacher may change the assessment based on expected performance. The student is allowed to mark in the test booklet, and receive extended time.

One student diagnosed with low functioning Autism

Classroom teacher, EC teacher, parents, and IEP

Instruction: The student receives preferential seating. The student is pulled out during math and the special education teacher enters in the general education classroom to assist for literacy instruction. Lesson plans and activities are modified based on the subject area and content. For reading, the student receives extended time, allowed to mark in textbooks, all work, and assessments, modified grading scale based on subject area on the expectation of performance, and read aloud modified formative assessments (i.e., group work, number of problems completed, number of sentences written). For math, the student receives extended time, is allowed to mark in textbooks, all work, and assessments, modified grading scale based on content areas and expected performance, and modified formative assessments (i.e., group work, number of problems completed, number of sentences written).Summative Assessments/EOG: The student can be assessed a in separate settings if needed for lengthy tests. The teacher may change the assessment based on expected performance. The student is allowed to mark in the test booklet, and receive extended time. The student also receives multiple test sessions.

One student diagnosed with other health impairment (ADD/ADHD)

Classroom teacher, Special Education teacher, and IEP

Instruction: The student receives preferential seating that is close to the teachers’ desk and facing towards the front of the classroom. The student is allowed to take necessary breaks. For math and reading, the student receives extended time and is allowed to mark in

Mini-ISL Project 4

textbooks, all work, and assessments. The student can be tested in a different room if needed.Assessment: The student is granted extended time, is allowed to mark in test booklets, and can test in a separate room with a small group. The student may also be granted read aloud tests for math.

One student diagnosed with having a learning disability (LD) accompanied with a hearing impairment

Classroom teacher, Special Education teacher, and IEP

Instruction: The student receives preferential seating. The student is pulled out during math to receive extra help in the resource room. The Special Education teacher comes into the general education classroom to provide extra assistance. Lesson plans and activities are modified based on the subject area and content. For reading and math, the student receives extended time, allowed to mark in textbooks, modified grading scale based on subject area on the expectation of performance, and modified formative assessments (i.e., group work, number of problems completed, number of sentences written). Solely for reading, the student receives the tests through read aloud. The teacher wears a microphone that syncs to hearing aids so the student can hear the teacher.Summative Assessments/EOG: The student can be assessed a in separate settings if needed for lengthy tests. The teacher may change the assessment based on expected performance. The student is allowed to mark in the test booklet, and receive extended time. During assessments, the student is allowed to read aloud to self.

40% of students receive free lunch and 4% of student receive reduced lunch

Publicschoolreview.com, principal, classroom teacher

The teacher does not have the students buy materials that cost money. If the fifth grade is going to the field trip and some students cannot afford it, she will have them bring in whatever they can afford so they are able to go on the field trip. There is no need for technology, it is provided by the school.

International Baccalaureate (IB) Magnet School

(“International Baccalaureate, 2014”), School Principal, Classroom

The school offers various magnet themes, such as Visual and Performing Arts, World Languages, STEM, Montessori, International Baccalaureate, etc

Mini-ISL Project 5

Teacher, School Website, School Improvement Plan

(“International Baccalaureate, 2014”). Parents are encouraged to consider their child's abilities, interests, and talents (“International Baccalaureate, 2014”). Teacher’s instruction introduces specific vocabulary and concepts including inquiry-based learning while developing academic and international understanding (“International Baccalaureate, 2014”). The curriculum framework includes five essential elements: Concepts, Actions, Skills, Knowledge, and Attitudes (“International Baccalaureate, 2014”).

13 students below grade level, Eight students at grade level

Classroom teacher, PEP

Modify instruction to meet the level of the students. This can be done by the type of materials being used, type of questions being asked, way of instruction, and support materials during instruction.

Nine students are African American, five students are white, four students are Hispanic, one student is a pacific islander, and two students are multi-racial.

Classroom teacher, classroom observation

The teacher should be culturally responsive while teaching. The teacher should bring in the cultures into instruction and not discriminate against any race, culture, or ethnicity.

3. Project Learning Goal

Project Goal Corresponding Common Core/NCSCOS Competency

Goal, Objective(s) and Thinking Skill(s)

Corresponding 21st Century Skills

Given an assessment on evolution and genetics, students will be able to answer seven out of eight questions correctly to achieve 87.5% on the assessment.

5.L.3.1Explain why organisms differ from or are similar to their parents based on the characteristics of the organism.

Life and Career Skills: Social and Cross-Cultural SkillsLearning and Innovation Skills: Communication and Collaboration

4A. Assessment Methods Alignment and Overview

Learning Goal Addressed

Assessments for Project

Format of Assessment Preliminary Assessment Adaptations

Given an assessment on evolution and genetics, students will be able to answer seven out of eight

Pre-Assessment

Multiple choice and Short Answer: Students will be able to answer seven out of eight questions correctly to

Repeat instruction and provide more examples as needed. Each IEP

Mini-ISL Project 6

questions correctly to achieve 87.5% on the assessment.

achieve 87.5% on the assessment.

accommodations should be implemented for instruction and assessments.

Given an assessment on evolution and genetics, students will be able to answer seven out of eight questions correctly to achieve 87.5% on the assessment.

Post-Assessment

Multiple choice and Short Answer: Students will be able to answer seven out of eight questions correctly to achieve 87.5% on the assessment.

Repeat instruction and provide more examples as needed. Each IEP accommodations should be implemented for instruction and assessments.

4B. Rationale for Assessment Selection/Copies of Pre-Post Assessments

4.B.1. Rationale

I made the pre-post assessment myself. I chose to make the pre-post assessment a multiple-choice

and short answer assessment. The level of thinking for this objective is understanding and factual knowledge.

It is best to use selection type and short answer with this level of thinking. I choose to do primarily multiple

choice questions because I could write them at different levels to asses if a student is able to remember and

understand facts, concepts, and procedures. I chose to focus on the genotype, phenotype, and homozygous or

heterozygous for the short answer because the students need to be able to understand and build upon these

concepts in later lessons on heredity and genetics. I felt the best way to make sure the students understood

these four concepts was short answer, so it would limit the students amount of guessing.

The two students diagnosed with Autism will be pulled out of the room to take the assessment in

order to follow their IEP requirements. The students will be placed in their least restricted environment. The

student diagnosed with ADD/ADHD will take breaks as needed in order to follow the IEP requirements. The

teacher will wear the microphone so the student diagnosed with hearing impairments can hear the teacher

during instruction.

Mini-ISL Project 7

4.B.2. Copy of the pre-post assessment

Name:_______________________________ Date:____________________________

Pre/Post Assessment

Directions: Fill in the blank: Place the word(s) that correctly answers each question on the answer sheet. Not all answers will be used. (10 point each)

1. Categorize the following as genotype, phenotypes, or allele.

a. Blue eyes: ________________________________________

b. Widow’s peak: _____________________________________

2. Categorize the following as homozygous, heterozygous, or heredity:

a. HH: _________________________________________

b. rr: ___________________________________________

Directions: Circle the correct answer. (10 points each)

3. Heredity is _____________________________

a. An organism’s genetic make-up of allele frequency.

b. The scientific study of genetics.

c. The genetic material that carries information about an organism.

d. The passing of traits from parent to offspring through DNA.

4. How many pairs of chromosomes do humans have?

a. 23 chromosome pairs

b. 46 chromosome pairs

c. 63 chromosome pairs

d. 39 chromosome pairs

5. An organism with two of the same alleles for a trait is ____________________

a. Heterozygous

b. Homozygous

c. Recessive

d. Dominant

Mini-ISL Project 8

6. To determine gender, a female has _________ chromosomes and a male has ___________ chromosomes.

a. XX, XY

b. XY, XX

c. YX, YY

d. YY, XX

7. Every child receives _________ of their genes from their mother, and ________ of their genes from their father

a. 1/2, 1/4

b. All, None

c. 3/4, 1/2

d. 1/2, 1/2

8. A ______________ is a series of base pairs, or rungs, on a strand of DNA.

a. Chromosome

b. Gene

c. Allele

d. Genotype

Rubric:

Non Mastery (37.5%) Partial Mastery 62.5%) Mastery (87.5%)Given an assessment on evolution and genetics, student will answer three out of the eight questions correctly to achieve 37.5%

Student will answer five out of the eight questions correctly to achieve 62.5%.

Student will answer seven out of the eight questions correctly to achieve 87.5%

Total Points Earned:

Mini-ISL Project 9

5. Analysis of Pre-Assessment Data

5A. Results of Pre-Assessment

5B. Analysis of Student Performance

The majority of these students scored between a 50% and 63%. I had three students score the highest

score of five out of eight, which is a 63%. The majority of these students did not answer the short answer

correctly. The common trend of the questions the students were able to get were the chromosomes of male

and female, the percent of genes given by each parents, and what heredity is. Since most students got these

three questions correct, it told me that the students had some prior knowledge about genetics and heredity.

However, overall there are still many concepts that the students do not understand based on the scores of the

pre-assessment. For example, the students did not understand homozygous, heterozygous, genotypes, and

phenotypes. Since the majority of the classroom scored significantly low on the pre-assessment, this tells me

that my instructions needs to be more based on the general aspects of heredity and genetics. My focus should

also be towards how many chromosomes humans have, homozygous, heterozygous, genotypes, and

phenotypes, since this was a common question missed by all students. Based on the performance of the pre-

Mini-ISL Project 10

assessment, I will not have to make any changes to my lesson plan. However, I do believe that I need to

change my learning goal. I originally wanted my students to achieve a 100% on the assessment to

demonstrate mastery; however, after looking at the pre-assessment scores the students would have to make a

significant jump in scores. I would change my learning goal so that students achieve at least an 87.5%, which

is answering seven out of eight questions correctly.

5C. Collaboration

In talking with the clinical teacher, the results are normal for a pre-assessment. The assessment

results for the two students diagnosed with IEPs were also normal and expected, according to the teacher.

The teacher also said that heredity and genetics is normally a hard topic for fifth graders to comprehend so

the pre-assessment is typically extremely low. The teacher also mentioned making an item analysis, to figure

out the trends of the items made and missed by the students. The item analysis shows if the test effectively

differentiates between students who do well on the overall test and those who do not. The item analysis is a

valuable and easy procedure that teachers can use.

I will take in consideration that heredity and genetics is hard topic for students to understand. While

teaching the lesson, I will focus on presenting the information with a lot of visuals and examples. Presenting

many visuals and examples will help the students since most of the students are kinesthetic and visual

learners. I will ask various clarifying questions to make sure students are understanding the information. If

the students do not understand the material, I will go more in depth in the subject and explaining it. I will

also conduct an item analysis to help see any trends exhibited in the pre-assessment. This will also help me

modify my lesson to see if I need to adjust instruction to better fit the needs of the students.

5D. Identifying students with differentiated needs

After providing the pre-assessment, I was able to conclude that three of the students need

differentiated instruction for this lesson. These students are the ones that scored the lowest on the

assessment. Two of those students have an IEP and struggles academically. I do not expect these two

Mini-ISL Project 11

children to achieve mastery. The learning goal for these students will be to answer five out of eight

questions, to achieve a 63% on the post-assessment. The learning goal set for these students is reasonable

and obtainable and would demonstrate substantial progress. The other student that scored the lowest on the

assessment is not identified with a disability. I suggest that the student did not have the foundational

knowledge to understand the information on the pre-assessment. I will scaffold the material for these

particular children during guided practice. I also will put them together to complete the activity with me so

they can get one on one time and ask questions. I will make sure these students understand the concept

before moving on. If the two students with IEPs continue to struggle, I will ask the EC teacher to work with

them.

5E. Determining your criteria for success

Learning Goal Criteria for Success on final assessment (whole group)

Criteria for Success on final assessment for individual

students as neededGiven an assessment on evolution and genetics, students will be able to answer seven out of eight questions correctly to achieve 87.5% on the assessment.

Students will be able to correctly answer questions about heredity and genetics. Students will also be able to correctly identify at least seven out of eight problems, resulting in an 87.5% on the assessment and obtaining mastery.

Students 3,8, and 13 will be able to correctly answer five out of eight questions correctly, receiving a 62.5% on their post-assessment. This would increase their pre-assessment score by 50 points.

6A. Instruction Implementation Table

Pre Assessment Date: October 28, 2013 Post-Assessment Date: November 8, 2013

Learning Goal Addressed:

Given a writing prompt, the students will write an informative story based on traits and genetics with at least

21st century skill(s) addressed – Include the category and sub-category.

This 21st century skill learning and innovation with the subcategory communication and collaboration is addressed in the multiple sections of this lesson. Students are required to

Learning Strategies (multiple), Including interdisciplinary activities as appropriate

Discovery

Cooperative Learning

Jigsaw

Mini-ISL Project 12

two paragraphs with 100% accuracy.

work and collaborate with other students in their group. The students must communicate and collaborate with their peers in centers during the explore portion of the lesson. The students will then need to communicate to each other during the explain portion of the lesson in order to obtain answers to bring back to their groups during the jigsaw. The jigsaw and centers activity provides the students a chance to share their thoughts and ideas to a group of peers, and enhance listening skills by hearing what the other students have to say.

Discussion

Presentation

Description of procedures:

During engage students will be participating in genetics bingo. No new content will be taught in this portion of the lesson; it primarily is to get the students engaged in the lesson. During explore, the students will be going into centers. The students will use technology in three out of the four centers to facilitate knowledge. In the first center, the students will be watching a video about the overview of genetics. The second center, the students will be exploring their traits that they get from their parents with a partner (e.g., widows peak, freckles, earlobes, tongue rolling, etc). The students will have to create a chart and mark off whether or not each trait is present or not. During the third and fourth center, the students will be on a website researching three different links: “What is genetics?” “What is a trait?” and “What is a chromosome?” The students will keep notes in their science notebooks about what they are learning. During the explain portion of the lesson, the students will do a jigsaw. The students will need to collaborate and discuss each of the centers while the teacher moves around, monitors, and prompts students with questions. At the end of the jigsaw, the students must come back and report to their “home” team. For the elaborate, the students will be writing a prompt on genetics. The students must write at least three paragraphs describing where they get their traits. The students must use terminology learned in the lesson (e.g., phenotype, genotype, chromosome,

Technology usage (as appropriate):

In the explore portion of the lesson plan, the students will be using the iPad to research genetics through websites and videos. The students watch a video in center one on genetics and explore a website with an interactive video on traits and chromosomes in center two and three. The teacher will be using the Smart Board during the lesson closing to project the classes’ traits. The teacher will also be using the Smart Board in order to project directions for the centers as a visual and reference for the students.

Mini-ISL Project 13

etc.)

Differentiation for individual students (list by student number):

Student 3: Student number three has been diagnosed with low functioning autism. This student will not have to write two paragraphs for the summative assessment. Student number three will have to type at least one paragraph on genetics and traits.

Student 8: Student number eight has been diagnosed with high functioning autism. This student will not have to write two paragraphs for the summative assessment. Student number eight will have to type at least one paragraph on genetics and traits.

Student 11: Student number 11 has been diagnosed with a hearing impairment. The teacher will wear a microphone that is connected to the students’ hearing aid through whole group instruction.

Student 13: Student number 13 has been diagnosed with a learning disability. Since this student is here half of the science time, the student will not be completing the formative assessment. This child will receive extra support from the teacher.

Student 17: Student number 17 has been diagnosed with ADD/ADHD. This student will be allowed breaks during instruction. Since this lesson is indirect and student-led through discovery, the child should thrive on this type of instruction.

All assessments used in the lesson:

Formative:

The teacher will use questioning during the engage part of the lesson plan. The teacher will be moving around the room answering student questions. The teacher will also use questioning during the explain part of the lesson. The teacher will be moving around from group to group talking about each of the four centers. The teacher will prompt students with question to gain a better understanding of who understands the information. The information the students are writing in their charts and science notebooks can also be checked to see understanding.

Summative:

The students will be writing a two paragraph informative story about a given prompt by the teacher about genetics. The students must use the correct terminology that they learned throughout the day (e.g., chromosomes, phenotype, genotype, traits, etc). A rubric will be used in order to determine mastery.

Formative Assessment Results:

Each student mastered the set objective except for two students. One student mixed up two vocabulary words (phenotype, genotype) in their story causing them to receive partial mastery. Student number 17 also did not meet the objective. This student has been diagnosed with ADHD and I do not think he was paying attention to the directions. This student wrote one paragraph causing the student to receive partial mastery. Students 3,8, and 13 met their own criteria for success.

Any changes you will make based on your formative assessment results:

Based on the formative results, there will be no changes made to the lesson.

Reflective notes: This lesson could not have gone better. I am absolutely thrilled and proud of myself. The students were continuously engaged throughout the lesson. The students participated and asked questions. I

Mini-ISL Project 14

felt comfortable in the classroom and instead of teaching from the board I walked around the room and monitored my students. I noticed during my lesson that I need help on my pacing. I seem to lose track of time when I am teaching; however, I only went over my allotted time by 10 minutes. What I should have done was set a timer for each center group instead of relying on myself to switch the groups. I feel that setting a timer would have been more efficient in keeping track of time. Another thing that could have gone better is to have the materials out on the desks before the lesson begins. I think if I would have posed a think, pair, share question it would have given me time to ask students to hand out materials and get everything set up. I felt that I wasted sometime in handing out the materials. However, next time, I will be sure to have thought about that before hand and assign someone to help me hand out materials.

6B. Lesson Plan

STRUCTURED DISCOVERY INSTRUCTION (INDIRECT INSTRUCTION)

Lesson #: 1 Lesson Title: A Family Affair

Grade Level/Subject: 5th grade/ Science Topic: Evolution and Genetics

NCES/CCSS Standard and Objective

5.L.3.1 Explain why organisms differ from or are similar to their parents based on the characteristics of the organism.

5.TT.1.1 - Use a variety of technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.)

W.5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

Revised Bloom’s level of thinking/ type of knowledge

Understand

Behavioral Objective

Given a writing prompt, the students will write an informative story based on traits and genetics with at least two paragraphs with 100% accuracy.

Objective Rationale

Genetics is important because it tells the students where they came from. The extent to which the differences between individuals are due to differences in their genes. Genetics apply to all living organisms. The students should understand later that genetic differences affect health risks. This will prepare students for future studies of how offspring inherit genetic information from their parents (e.g., meiosis, DNA, medical diagnosis and treatment, etc). The students will also be able to think about ethical and societal issues that rise from genetics.

Prerequisite Knowledge and Skills

Jigsaw Work cooperatively Create a chart

Key Terms and Heredity

Mini-ISL Project 15

Vocabulary Genetics Gene Inherit Traits Characteristics Allele Homozygous Heterozygous Genotype Phenotype Chromosomes

Content and Strategies

Instructional Strategies

Engage Distribute a Bingo card to the students and instruct them not to mark any squares unless told to do so. The teacher will read each of the bingo questions. The teacher will tell the students to mark the squares with a plastic chip. The teacher will read the bingo questions until a student gets bingo. The teacher will explain to the students all the ways in which the student can receive bingo.

Presentation

Explore The students will get into centers. Students will move around the centers in their preset groups determined by who they sit with. The centers will include:

1. Video- Show Bill Nye Genetics Video: http://www.youtube.com/watch?v=dPk_V1KkMuU

2. Teacher will explain that the students are going to explore the observable characteristics that we inherit from our parents. Some traits are more common in a population than others. The students will work with a partner in determining the following things:-Earlobes: Attached or Free-Tongue Rolling: Yes or No-Freckles: Yes or No-Hair Color: Brown, Black, Red, Blonde-Hand Clasping: Right thumb on top or left thumb on top- Widow’s Peak: Yes or No·There will be a sheet at the station that divides each of these charts by sections in which each student must put a tally down in the yes column or no column. The students should create their own chart and should label their traits based on their chart.

3. The students will research on an iPad: Using their science notebooks the students must write down what they learned. The teacher will tell the students that they must explore the “ What is a trait?” and “What is a chromosome” before being allowed to explore other links.

Discovery

Cooperative Learning

Mini-ISL Project 16

http://learn.genetics.utah.edu/content/begin/traits/

4. The students will research on an iPad: Using their science notebooks the students must write down what they learned. The teacher will tell the students that they must explore the “What is heredity?” link on: http://learn.genetics.utah.edu/content/begin/traits/

Explain The students will do a jigsaw. The students will be divided up into four groups. Their task was to learn about genetics. The first jigsaw group will be responsible for the first center. The second jigsaw group will be responsible for the second center. The third jigsaw group will be responsible for the third center. Finally, the fourth jigsaw group will be responsible for the fourth center. The teacher will assign each student in a group a number from 1-4. The students must write their number on a piece of paper. The teacher will then tell the students that all the ones will go to the reading corner, twos will go to the back table, threes will go to the Smart Board, and fours will go to the computer space. The students will get 15 minutes to discuss what they learned in that center. Eventually each student will come back to her or his jigsaw group and will try to present a well-organized report to the group. The students will get 10 minutes in this section. The teacher will spend approximately six minutes with each group asking questions and monitoring.

Jigsaw

Discussion

Elaborate

(Lesson closing)

The students will be given a writing prompt, “What are your traits that you inherited from your parents?” The teacher will tell the students to be sure to talk about your chromosomes, traits, genotype, phenotype, etc when writing the prompt. The teacher will tell the students they must write at least two paragraphs as well as use the correct terminology associated with genetics in their story.

The teacher will show the chart up on the Smart Board. The students will need to discuss in each category what the majority of the class has. For example, if 11 students have brown hair, 2 have red hair, 4 have black hair, and 7 have blonde hair, than the majority of the class has brown hair.

Evaluate Formative:

The teacher will use questioning during the engage part of the lesson plan. The teacher will be moving around the room answering student questions. The teacher will also use questioning during the explain part of the lesson. The teacher will be moving around from group to group talking about each of the four centers. The teacher will prompt students with question to gain a better understanding of who understands the information. The information the students are writing in their charts and science notebooks can also be checked to see understanding.

Summative

The students will be writing a two paragraph informative story about a given prompt by the teacher about genetics. The students must use the correct terminology that they learned throughout the day (e.g., chromosomes, phenotype, genotype, traits, etc). A rubric will be

Mini-ISL Project 17

used in order to determine mastery.

Non Mastery (0) Partial Mastery (1) Mastery (2) Points Earned:

Student writes at least two accurate sentences about genetics and traits.

Student writes at least one accurate paragraph about genetics and traits.

Student writes at least two accurate paragraphs about genetics and traits.

Student does not include any terminology related to genetics.

Student includes 2-3 words related to the terminology of genetics.

Student includes at least four words related to the terminology of genetics.

Total Points Earned:

Plans for Individual Differences

ESL- bingo cards will be in their native language http://teach.genetics.utah.edu/content/heredity/docs/bingocard.pdfAuditory learners: video in centersKinesthetic learners: The students are working hands on in centers. The students will also be writing a story in evaluate section.Visual learners: The video shown in the centers.Mild motor skill- Students can type the story on the computer and or iPadAutism- Since the child likes videos; the student will learn the content through videos, which are presented in most of the centers.ADHD- n/a if student is on medication. The student should thrive in this type of student-directed instruction because of the hands-on learning and moving around. The student will be allowed to take breaks if necessary. Hearing impairment- The teacher will be wearing a microphone through whole group instruction (engage) so that the student will be able to hear the teacher.

Materials used in the lesson; Resources used in developing the lesson

Plastic chips for bingo to use as markers (200) Pre-laminated bingo cards (class set- 21) Questions for teacher in bingo (1) Student tree Chart for center Class set of iPads Mrs. Horohoe- CT http://kateduda.cmswiki.wikispaces.net/file/view/5thGradeScienceLessonsFinal.pdf http://teach.genetics.utah.edu/content/heredity/html/bingo.html

21st Century Skills

This 21st century skill learning and innovation with the subcategory communication and collaboration is addressed in the multiple sections of this lesson. Students are required to work and collaborate with other students in their group. The students must communicate and collaborate with their peers in centers during the explore portion of the lesson. The students will then need to communicate to each other during the explain portion of the lesson in order to obtain answers to bring back to their groups during the jigsaw. The jigsaw and centers activity provides the students a chance to share their thoughts and ideas to a group of peers, and enhance listening skills by hearing what the other students have to say.

Global Global awareness is presented through learning from and working collaboratively with individuals representing diverse cultures, religions, and lifestyles in a spirit of mutual

Mini-ISL Project 18

Awareness response and open dialogue in personal and school contexts. The students are working in groups, primarily in the explore portion of the section. The students are collaborating, taking lead of their learning, and learning leadership and collaboration skills.

Culturally Responsive Teaching

Student-centered instruction is used throughout this entire lesson. This lesson is student-centered because it is an indirect lesson format. During the explore part of the lesson it is entirely student-directed. The students are discovering content themselves and through collaboration with their peers. The students are also responsible for learning the material and demonstrating to the teacher what they have learned, which they will show in explore, explain, and elaborate sections. Students are expected to be the leads of instruction. During this student-centered instruction students discover, hypothesize, experiment, and share ideas and opinions with peers.

Add any instructional materials needed for the lesson here (worksheets, assessments, PowerPoints, slides from SmartBoard programs, etc.) (2)

Mini-ISL Project 19

Mini-ISL Project 20

Mini-ISL Project 21

7A. Summary Data of Student Progress

Student Number

(differentiated students

highlighted)

Pre-project

measure for the

goal

Post-project

measure for the

goal

Gain Shown

(in percentage

points)

Criteria met?

Explanation of criteria not

met?

What can the teacher do differently next time?

Student 1 62.5% 100% +37.5 Yes N/A N/A

Student 2 50% 87.5% +37.5 Yes N/A N/A

Student 3 12.5% 62.5% +50 Yes N/A N/A

Student 4 37.5% 87.5% +50 Yes N/A N/A

Student 5 50% 87.5% +37.5 Yes N/A N/A

Student 6 62.5% 100% +37.5 Yes N/A N/A

Student 7 62.5% 100% +37.5 Yes N/A N/A

Student 8 12.5% 75% +62.5 Yes N/A N/A

Student 9 50% 100% +50 Yes N/A N/A

Student 10 50% 100% +50 Yes N/A N/A

Student 11 37.5% 87.5% +50 Yes N/A N/A

Student 12 37.5% 100% +62.5 Yes N/A N/A

Student 13 12.5% 62.5% +50 Yes N/A N/A

Student 14 25% 87.5% +62.5 Yes N/A N/A

Student 15 37.5% 87.5% +50 Yes N/A N/A

Student 16 50% 100% +50 Yes N/A N/A

Student 17 50% 87.5% +37.5 Yes N/A N/A

Student 18 50% 100% +50 Yes N/A N/A

Student 19 37.5% 100% +62.5 Yes N/A N/A

Student 20 25% 87.5% +62.5 Yes N/A N/A

Student 21 25% 87.5% +62.5 Yes N/A N/A

Mini-ISL Project 22

Average of pre-project measure for the goal

Average of post-project measure for

the goal

Average gain shown for the goal

# of students who met the goal

% of class who met the learning goal

39.9% 89.9% 50 21 100%

7B. Summary Comparison of Student Progress

7C. Analyses of Post-Assessment Data

All of the students had positive learning growth on the post-assessment and each met or exceeded

their own criteria for success for mastery. The post- assessment data showed that the average was around 90

percent. Based on the post-assessment data, all students met the individual learning goals. The average gain

shown for the goal was 50 points. This data verified that each student adequately learned the intended

content.

The target-learning goal was that every student would make at least an 87.5% on the post-assessment

in order to obtain mastery. The data showed that the average was 90 percent and that the average student

Mini-ISL Project 23

answered one questions incorrectly. The average was only approximately 2.5% higher than the learning goal

verifying that the learning goal was therefore appropriate.

The material covered in the lesson aligned with the common core state objectives. The post-

assessment only measured the specific content that was taught in the lesson. Evolution and genetics,

specifically explaining why organisms differ from or are similar to their parents based on the characteristics

of the organism is a broad and detailed content area. The lesson broke down genetics into manageable

material and focused on the most important key components of genetics. The students learned six vital terms

associated with genetics. These six terms are essential components in building the foundation of

understanding genetics for students. The material was specific and manageable yet challenging to the

students. Teaching genetics in a student-directed manner allows the students to discover the information

themselves. The lesson challenged the students to discover the most important information pertaining to

genetics. All students had positive learning growth on the post-assessment and met or exceeded their own

criteria for success for mastery.

8. Reflection

Response 8-1

There were significant differences when comparing the whole class to the students that received

differentiated instruction. The average pre-assessment score of the whole class without differentiation was

44.5%, compared to the average pre-assessment of the students receiving differentiation of 25%. The average

post-assessment score of the whole class without differentiation was 94.5%, compared to the average post-

assessment score of the students receiving differentiation of 75%. Differences in planning and instruction

contributed the most to the differentiated students meeting the established criteria. The established learning

goal for the students receiving differentiation was to answer five out of eight questions, to achieve a 63% on

the post-assessment. The learning goal set for these students is reasonable and obtainable and would

demonstrate substantial progress. During planning, I chose to do an indirect lesson plan containing a

Mini-ISL Project 24

centered-based explore section of the lesson, so that I could move around the room and talk with small

groups. Providing the opportunity to walk around is essential because I could go to the students that need

differentiated instruction and help them through the centers while reinforcing the content. The primary

differences in teaching differentiated students versus the class as a whole is the level of questions being

asked in the lesson. The teacher needs to make sure that higher order questions are being asked to target the

higher achieving students; however, lower order questions are necessary for the lower achieving students. A

balance needs to exist between higher order and lower order questions so that it is still challenging for both

higher achieving students and lower achieving students.

I feel extremely comfortable modifying instruction to meet the needs of individual students. In this

lesson, one thing that I could have done better was modifying the materials I gave to the children. For

example, the whole class could have received a plain graphic organizer, while the students needing

differentiation could have received a graphic organizer that prompted them to look for key vocabulary

words, phrases, or information.

Response 8-2

Considering the highest and lowest achieving student in the class, there are important factors that

should be addressed with a parental audience. The most important information to share with the parents

would be the scores from the pre-assessment, post-assessment, and the gain shown. The score of the pre-

assessment is not an essential component that should be conveyed to the parents. The important part of the

pre-assessment that should be communicated to parents is how much the score decreased or increased

compared to the post-assessment. It is not important to share how the student did compared to the rest of the

class as a whole. This is because, the lowest achieving students’ post-assessment score, for example, could

demonstrate significant growth and mastery for that individual child. The factors that would help guide

decision-making would be the data collected through summative assessments, formative assessments, and

Mini-ISL Project 25

the pre- and post- assessments. Furthermore, when addressing parents, all data collected from the student

should be brought and shown to the parents as proof for instructional decisions.

Response 8-3

This project has altered my understanding on how assessment drives instruction. When developing a

pre-assessment, it is important to measure exactly what is being taught. It would not be valid or reliable

information if you assessed a student on information that was not taught in the lesson. Based on the results of

the pre-assessment, the lesson could potentially be kept the same or changed. If the students almost mastered

the target-learning objective for the assessment, it is vital to alter the learning objective and or alter the

lesson in order to make the information more challenging for the students. If the students scored significantly

below the learning objective, the lesson can stay the same because the students have not yet mastered the

content. In order to analyze the students’ work, data based proof must be presented in order for the analysis

to be validated. The formative assessment results have a direct impact on instructional design. Formative

assessments are used to make instructional adjustments based on feedback about student performance as well

as a monitoring tool for student progress during instruction. Formative assessments provide feedback to the

teacher revealing which students are experiencing difficulties. For example, if students are having difficulty

answering questions, the teacher can change instruction and or the way the information is being presented.

I believe that I had a significant impact on student learning based on the post-assessment results.

Based on the data, the average score for the class was about 90%, which is 2.5% higher than the target-

learning goal. Twelve students met the learning goal with scoring an 87.5% on the post-assessment and nine

students exceeded the learning goal with scoring a 100% on the post-assessment. On average, the students

scored 50 points higher on the post-test than they did on the pre-test. The lesson was extremely effective due

to the students meeting and or exceeding the criteria for success.