Reflection 7b

3-8-08

Materials Used:

Maintaining High Standards Powerpoint
Translating 'The Three Bears' Story

Introduction:

Science education is much more multifaceted than most teachers presume. Beyond mere curriculum, there is a diverse set of students in each class, which have many needs. There are several students in our high school classes that have disabilities, which are difficult to address. Meeting students' individual needs while maintaining high science standards can be difficult. We choose to focus our professional development on helping teachers adapt science content while keeping expectations high. Many of our cohort members experience similar circumstances, teaching students with disabilities. In Figure 1, Justin is introducting the professional development and stating the goals (see below).

Justin Barry at Professional Development

Figure 1. Justin introducing the professional development.

Our goals for the professional development were as follows:

Heighten awareness to the various needs our students have in science classrooms.
Provide practical accommodations to meet the various needs.
Maintain high science standards in our classroom, given the various accommodations.

Our presentation began with an interactive powerpoint presentation, demonstrating how several of our own cohort members had disabilities. We then had groups of two people team up, with one cohort member blindfolded, in order for each student to feel what it was like to have a disability. Awareness of disabilities was further heightened with a special translation of the three bears story (see below for translation). We told personal stories from our classroom, where we have seen students succeed in the science classroom from practical accommodations that have been made. A sample case study and practical accommodations were presented. Group discussion and an accommodations tracker became the tools to find the best way to help the student achieve in a science classroom. Lastly, a lively class discussion followed on how to accommodate in the science classroom.

Below you will find each piece of the professional development laid out in sequential order according to the three goals we have chosen. The results of an evaluation of our professional development was conducted and are included on this page. Finally, at the bottom of the page is how this professional development meets the Penn STI Enduring Understandings and e-portfolio rubric criteria.

Goal #1: Heighten Awareness:

Nader Makarious at Professional Development

Figure 2. Nader addressing the disabilities we all have and experience.

During the concurrent Molecular Spectroscopy class, Chemistry 507, we found that two of our colleagues from our cohort were color blind. As a result, we chose to start our presentation with a blue-lettered and white background powerpoint slide (Figure 3). The two colorblind cohort members could not see the information of the slide because of there disability. They felt a sense of discomfort and isolation, being the only individuals who could not read nor understand what was happening. A regular slide (Figure 4) was then placed on the screen to create an equal environment for everyone. Nader (Figure 2) addresses the disabilities we all have and experience with our students.

Colorblind ppt
Regular ppt

Figure 3.-A blue lettered and white background slide which most colorblind individuals cannot see.
Figure 4.-A regular slide with colors that most individuals can see.

Activity 1: A stroll through the chemistry building

Blind Activity

Figure 5. Nader debriefing the class after the walk,
gathering how it felt to be blindfolded.

We divided the class into two main groups. Each group took a blindfolded partner through the chemistry building. After three minutes, the pair switched roles to lead a colleague through the chemistry building in the shape of the number eight-weaving around rooms, over steps, and through doors (See Figure 5).
The main purpose of this activity was to have a living experience as a blind student for a very short period of time and heightening the awareness of student disabilities. Each colleague had feelings of fear as they had to trust in each other through the blindfold walk.

Activity 2: The story of three little bears

Being blind was an extreme disability that most teachers do not experience everyday in their classrooms. Therefore, our second activity gave our colleagues the feeling of a struggling reader and to realize their individual needs. The story was based on The Three Bears; however, it was written using dyslexic language (see Figure 7). Many letters were misplaced and exchanged. Having the colleagues translate the text (see Figure 6) was a very effective way to feel the daily struggle of challenged students who take much more time to read a short passage. Many students who are in science classes are struggling to read, to comprehend information, and solving problems all at once.

Figure 6. Colleagues translating "The Three Bears" in groups.

Figure 7.
Special Education Writing Sample of "Di Tri Berres"

Uans appona taim was tri berrese: mamma berre, pappa berre, e bebi berre. Live inne contri nire foresta. NAISE AUS. (No mugheggia). Uanne dei pappa, mamma, e bebi go tooda bice, onie, aurghette locche di doore.

Special Education Translation of Writing Sample-"The Three Bears"

Once upon a time was three bears: mama bear, papa bear, and baby bear. Live in the country near forest. NICE HOUSE. (No mortgage.) One day papa, mama, and baby go to the beach, only they forget to lock the door.

Goal #2: Provide Practical Accommodations &
Goal #3: Maintain High Science Standards:

Our next two goals of our professional development was to provide our colleagues with the ability to accommodate in their science classroom while maintaining high science standards. We provided an accommodation tracker, which served as a basic temple one can put accommodations on to meet the individual needs of each student. The case study of Isaiah provided a practical example of a science student who needed accommodations provided to him. The class was divided into three groups of six individuals. The emotional and learning disabilities of Isaiah were provided. In addition, short practical accommodations were given as a starting place to address methods of instruction, assessment, and learning environment. Each group was responsible to create a list of accommodations (Figure 8) for the students and report their findings to the whole class. A lively discussion followed the practical suggestions from our colleagues. Many issues were discussed including how to encourage students to advocate for themselves in the midst of Individual Educational Plans and mandated supports.

Figure 8. Groups Discussing Accommodations of Sample Case Study.

Evaluation by Class:

Table 1: Professional Development Evaluation of Content

	Excellent	Good	Needs Improvement	Not Applicable
Covered Useful Material	11	3
Practical To My Needs and Interests	10	3
Well Organized	13	1
Presented At The Right Level	13	1
Effective Activities	13	1
Useful Visual Aids and Handouts	9	5

Table 2: Professional Development Evaluation of Presentation

Presentation	Excellent	Good	Needs Improvement	Not Applicable
Instructor's Knowledge	11	3
Instructor's Presentation Style	12	2
Instructor Covered Material Clearly	12	2
Instructor Responded Well to Questions	11	3

Table 1 and Table 2 above display the data represented from the concluding evaluation each of our colleagues filled out. The majority of the group indicated that the content and the presentation was 'good' or 'excellent'. Figure 9 below displays the overall evaluation from our colleagues.

Figure 9: Professional Development Evaluation of Overall Presentation

Figure 9.

Figure 9 shows the overall effectiveness of the professional development.
(Click on Figure 4 for full screen version)

Conclusion:

The professional development session was a success. Teachers walked away with a sense of awareness for their students' struggles. For all students to learn science, many times accommodations are needed to meet the individual needs of our students. Beyond the science curriculum, a unique set of students have many needs. Meeting these needs while maintaining high science standards is challenging. Here are some comments on the professional development from the attendees:

"Nice discussion! Great case studies, very informative."
"Great job. Liked case studies."
"Good discussion. Very interesting-relevant information that was not addressed in our classes."
"It seems we could have used more time for discussion."

Summary:

This reflection of our professional development met the criteria below in the following way:

Application to EDU 636 Enduring Understandings:

Enduring Understanding #7-The professional educator assumes leadership roles and communicates with colleagues and other professional educators the analysis of their own practice (orally and in writing) so that they become catalytic in improving teaching and learning in their schools, districts and/or state.

This professional development assumes leadership roles and communicates with colleagues how to accommodate scientific information to meet individual students' needs.

Enduring Understanding #1-Understanding the connections between socio-cultural and other educational theories and the teaching and learning practices...to support and guide all students with diverse interests, abilities, and experiences in making sense of scientific ideas.

This professional development supports the EU #1 in supporting the learning of science in diverse classrooms. Colleagues are able to more fully meet the needs of students by accommodating science information.

Application to UPenn STI E-Portfolio Rubric

Leadership-The participant has grown as a leader in science education

From the evaluations, comments, and pictures above, leadership was displayed on many levels to improve teaching and learning in our colleagues' schools.

Reflective Practice-The participant has grown in the ability to apply concepts and scientific principles to practical problems and/or real-world situations.

Meeting students' needs in our science classroom is extremely challenging. Reflecting on how to best meet the needs of academically struggling students and convey that knowledge to my colleagues demonstrates that I can apply concepts to practical problems.

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