online general biology for sped and at-risk students karly wortmann iowa learning online iowa state...
TRANSCRIPT
Online General Biology for SpEd and At-
risk StudentsKarly Wortmann
Iowa Learning OnlineIowa State University
Outcomes for Session
Explain roles of principal playersDescribe online course structureDemonstrate examples of course content and deliveryLook for key features aimed at studentsRecognize effect on student achievement Discuss rationale for course development
Principal Roles
Scaffolding for TeachersResponsibilities for “team teaching”Coach Course for Online OrientationTeacher instructions
Answer keysAdded instructions, resources
Unit Checklist
TeachersInstructor: Content
Coach: On-site support
Student advocateParent communicatorAccountability agentTech support link
Student Coach/Special Educator
IEP and 504 requirements
Accommodations
Student Coach and district give credit
Alternative Schools (start-up and pacing)
Development and Design
ILO StructureIncrease opportunities across Iowa
Classes not offered, scheduling problems, more scaffolding needed, NCLB requirements, etc.Distance teacher/Local student: grade/credit
Mandatory student coach at the local levelResearch-based needVERY IMPORTANT for struggling studentsRemoves barriers (technical difficulties, scheduling)Proctor exams, check some papers
High School Reform
(Appropriate) RigorChallenging with high expectations
RelevanceConnecting their studies to real world
RelationshipsFostering supportive relationships between students and adults
Evolution of GenBioBoth Special Needs and At-Risk Students
“highly qualified science instructor”
Based on ITEDsLots of inquiry practice
Scaffolded for struggling learners
Course StructureStandards-based
Life Science Standard only
TextInterest level 6-12Reading level 3-4
High Course Expectations:No chat room languageLab experiencesImportance of communication
National Research Council. 1996. National science education standards. Washington, D.C.: National Academy Press.
Pearson Learning Group. 2004. Pacemaker Biology, 3rd Edition. Parsippany, NJ: Globe Fearon, Inc.
Understandable Concepts
Sesame Street Research: Lorch & Anderson
“Kids don’t watch when they are stimulated and look away when they are bored. They watch when they understand and look away when they are confused.”
Gladwell, M. 2002. The Tipping Point: How little things make can make a big difference. New York:
Back Bay Books /Little Brown and Co.
WebCT
GenBio
Course
Technical Skills
OrientationWorking digitally!
MS OfficeDigital camera
Learn new online programs 21st century skills
Course Delivery
WebWalks for concept development
(Osmosis WebWalk 3.4)
Scenarios for rigor and relevanceScience Labs in the online environment
Online coursePhone accessLocal labs
Hybrid Course
Inquiry PracticeExperimental Control : Trial without treatment
Examples of Experimental ControlsProblem Statement Experimental Treatment Experimental Control
How does a change in temperature affect the speed at which fish swim?
What is the relationship between moisture content of bread and the growth of mold?
What is the effect of exercise on heart rate?
How is the amount of daily light exposure related to bean plant growth?
Better Microscopy Images
Protist Park. 2000. Exhibition of movies on protests. Science Fun Gallery. http://www.funsci.com/fun3_en/protists/exhibition.htm (accessed October 3, 2006).
eHarmony.bio
High interestAnimal relationshipsResearch done online
Reference sites given
Couples (organisms)
Symbiotic Relationship
Description of Relationship
clownfish and sea anemone
cattle and cattle egret
Taenia worm in human eye
oxbird and antelope
tapeworm and dog
crocodile and Egyptian plover
ant and acacia tree
Carrot Coin Osmosis Lab
Create hypothesisGather dataConclude
Carrot Coin Osmosis Lab Record ChartTrial Amou
nt of salt in 1 cup
of water
Beginning
measurement in
mm
Prediction:
Will it increase
or decreas
e?
After 24-hours
measurement in
mm
Amount
increase or
decrease
Firmness:
softer, firmer, or the same
Sample
Sample
3.6 mm + 3.9 mm +.3 mm
firmer
1 0 t
PLAY GAMES: Learning Fossils
Burying Bodies: Move body until it fossilizes.Making Fossils: Fossilization options.Skeletal Jigsaws: Start as Junior Fossiler.Footprints: Reading fossil footprints.Camouflage: Try until your animal “escapes!” Dig and Deduce: Fossil and tool excavation. At&T’s Dino Trek: Several missions. Pitfall Game: Where to dig for fossils.
BBC Walking with beasts. 2002. Games. BBC Worldwide Limited. http://abc.net.au/beasts/fossilfun/ (accessed October 3, 2006).
Nova online. 2001. Dig and deduce. Public Broadcasting Service. http://www.pbs.org/wgbh/nova/neanderthals/dig_flash.html (accessed October 3, 2006).
Discovery channel. 2001. AT&T Dino trek. Discovery Communications, Inc. http://dsc.discovery.com/ads/att/dinos/attexpo.html/ (accessed October 3, 2006).
The Age of Megafauna. 2006. Pitfall Game. American Broadcasting Company. http://abc.net.au/ozfossil/megafauna/game/ (accessed October 3, 2006).
Key Features and Structure
Activity 1:List 4 things you see that is
relevant to struggling learners?List of materials
ChunkedIcons for attentionSame formattingCharts were premadeExtracting infoLesson checklistReading level
Directions for extensionSummaryChoiceRelevant vocabUnclear objectices
Outcome may not be clear – but gives hint
Pictures/color
Relevant Research
Not much online out there for this group Life skills
Science-specific online learning (Plato)Recommended learning from a computer (80%)Made them feel more confident (70%)Easy to use/understand, interactive, own pace, and tried hard to learnLacked simulations of experimentsEvaluation Studies. 2006. Focus alternative high school – Michigan. Plato Learning, Inc.
http://www.plato.com/downloads/evaluations/focus.pdf (accessed October 6, 2006).Evaluation Studies. 2006. Miami Valley CTC Youth Connections – Ohio. Plato Learning, Inc.
http://www.plato.com/downloads/evaluations/miami_valley.pdf(accessed October 6, 2006).
Accessibility in Distance EdAccessibility compliant Struggling Readers
Enlarge text“White space”Concise sentencesProvide illustrative graphics (with text descriptions) Advanced organizationGraphic organizers
Accessibility in Distance Educaton. 2005. What is accessibility? A resource for faculty in online teaching. University of Maryland University College. http://www.umuc.edu/ade/wia/intro.html
(accessed October 3, 2006).
Activity 2
Where can you find the equipment?
At Home? At local Store? In local school?
Proficiency is the Goal!
It’s about LEARNING, not just “getting it done!”Want the student to do EVERYTHINGSet time goals at local endNeed to be proficient in science Importance: Science literacy for life!
Review: ILO Model
Primary instructionPlanned curriculumAligned with standardsBased on ITEDSContent AND processClear instructionsDouble window optionInterrelated
DOE supportedAppropriate HOTS
Scenarios: Relevancy
PDAs with emailApplication of knowledge learned in contextHelps make the course more authentic
•Olivia’s trip to D.C. and acid rain•Akiyama Lee and tattoos•Freaky Frogs and genetic mutations•Tomato Seeds in Space- plant growth•Peppered Moths and natural selection•Global Warming and ecology
Activity 3
Turn to your neighbor and brainstorm two ideas of activities they can do away from the computer with local resources.
Student Achievement
Evidence of Success
Teacher
Students look forward to LEARNING scienceEveryone can do thisEvident attitude changePrepares students for continuing ed
Judy Jones and class. Interview by Gail B. Wortmann. The High Lakes Academy. November 13, 2006.
Flexible timelinesMotivationalFast response timeConcept-focused
Evidence of SuccessStudents
Felt they were LEARNING science
“I finally get it.”Own paceLiked hands-on, videos
Judy Jones and class. Interview by Gail B. Wortmann. The High Lakes Academy. November 13, 2006.
Easy to use on ownGood instructionsConcentrate on ownWould recommend
Evidence of Success
Anecdotal success
How online might be better, not how close is it to face-to-face teaching…
Contacts
Presenter:
Karly Wortmann
Iowa Learning [email protected]
Iowa State [email protected]
Credit for course content: Gail B. [email protected]
g
Credit for course design: Iowa Public Television
Dave Carson, Bryan Bauer, Paula Yalpani