Equitable Instructions
Promoting Equity Over Equality
Promoting equity in a classroom involves every student having access to experiences, knowledge, and resources that will promote their understanding of the content. The differences among students should not dictate whether or not they have the opportunity to learn science (Settlage & Southerland, 2009). Equity is different from equality which implies that all students, regardless of background, should receive the exact same instruction. This is not an effective method of instruction. Simply ignoring student backgrounds, known as a "color blind perspective" implies that there is a "one size fits all" method of instruction that will be effective for all students regardless of their heritage (Settlage & Southerland, 2009). As instructors it is important to learn each students background and find ways to instruct students based on their learning abilities. There are many approaches to learning about the diverse backgrounds of students. Building rapport with you student and learning about who they are outside of your class is a good way to learn more about your student. On a deeper level, you could create pre-lesson assessments that will help you understand what your students know before learning the content. Once you are aware of the different students in your class, you can plan instruction in a way that promotes and exposes all students to diversity. It is also important to make accommodations to those who need them and in general to promote an environment that is open to students of all backgrounds.
Accommodation Plan
English Language Learners
English Language Learners, known as ELLs, enter the classroom with a great disadvantage. They are trying to learn a lesson and apply it in the classroom in a more difficult context. ELLs can encounter many challenges that include language and writing skills. These challenges make it more difficult for ELLs to participate in class discussions, use academic language to discuss science concepts, and write texts in an appropriate scientific manner (Edmonds, 2009). To help English Language Learners overcome these challenges, it is important that instructors incorporate strategies to help accommodate these students. One strategy that can be used in this unit plan is to use "markers" such as outline to help ELLs stay focused and on track during the lesson so they can better understand what is being taught. Additionally, it is important to always make concepts highly visual through visual aids (Edmonds, 2009). Other strategies to help increase ELLs participation include modeling how to participate in a class discussion (making sure every one has an equal contribution to the conversation) and having them working in collaborative groups (Edmonds, 2009).
Students with Learning Disabilities
When promoting equity, it is important to recognize the needs of students with Learning Disabilities (LD) and strive to incorporate strategies that effectively support their learning experience. There are a variety of different learning disorders including processing disorders, memory disorders, and organization/attention disorders (Steele, 2008). Students wit learning disabilities can be accommodated by implementing modifications to lessons. Some modifications include using visual displays, focusing lectures on unified themes, modeling study strategies, and overall incorporating explicit, structured instruction (Steele, 2008). If you are unsure how to effectively accommodate students with learning disabilities, you can collaborate with a special education teacher when creating your lesson.
Students with Physical Disabilities
Incorporating assistive technology in your classroom is an effective way to accommodate students with physical disabilities. You can incorporate technology accommodations by making tactile marks on a meter stick to assist visually impaired students or accommodations like having students with compromised reading abilities use a text to speech converter (Watson & Johnson, 2007). Other strategies for students with physical abilities include assisting with note taking via an advance organizer or using word processing programs and computer based instruction to help students with handwriting difficulties (Watson & Johnson, 2007). Overall, it is important to be keenly aware of student disabilities and provide them with a multitude of accommodations to better assist their learning.
English Language Learners, known as ELLs, enter the classroom with a great disadvantage. They are trying to learn a lesson and apply it in the classroom in a more difficult context. ELLs can encounter many challenges that include language and writing skills. These challenges make it more difficult for ELLs to participate in class discussions, use academic language to discuss science concepts, and write texts in an appropriate scientific manner (Edmonds, 2009). To help English Language Learners overcome these challenges, it is important that instructors incorporate strategies to help accommodate these students. One strategy that can be used in this unit plan is to use "markers" such as outline to help ELLs stay focused and on track during the lesson so they can better understand what is being taught. Additionally, it is important to always make concepts highly visual through visual aids (Edmonds, 2009). Other strategies to help increase ELLs participation include modeling how to participate in a class discussion (making sure every one has an equal contribution to the conversation) and having them working in collaborative groups (Edmonds, 2009).
Students with Learning Disabilities
When promoting equity, it is important to recognize the needs of students with Learning Disabilities (LD) and strive to incorporate strategies that effectively support their learning experience. There are a variety of different learning disorders including processing disorders, memory disorders, and organization/attention disorders (Steele, 2008). Students wit learning disabilities can be accommodated by implementing modifications to lessons. Some modifications include using visual displays, focusing lectures on unified themes, modeling study strategies, and overall incorporating explicit, structured instruction (Steele, 2008). If you are unsure how to effectively accommodate students with learning disabilities, you can collaborate with a special education teacher when creating your lesson.
Students with Physical Disabilities
Incorporating assistive technology in your classroom is an effective way to accommodate students with physical disabilities. You can incorporate technology accommodations by making tactile marks on a meter stick to assist visually impaired students or accommodations like having students with compromised reading abilities use a text to speech converter (Watson & Johnson, 2007). Other strategies for students with physical abilities include assisting with note taking via an advance organizer or using word processing programs and computer based instruction to help students with handwriting difficulties (Watson & Johnson, 2007). Overall, it is important to be keenly aware of student disabilities and provide them with a multitude of accommodations to better assist their learning.
Student Resources
http://www.fda.gov/Food/ResourcesForYou/Consumers/ucm266853.htm
http://nutritiondata.self.com/
http://nutritiondata.self.com/
References
Edmonds, Lori. "Challenges and Solutions for ELLs." The Science Teacher (2009): 30-33
Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-Based Learning. In R.K. Sawyer (Ed.), The Cambridge handbook of the Learning Sciences (pp.317-333). New York: Cambridge Press
Krajcik, J., Lundsgaard, M., & Short, H. (2008). How do geckos stick? The Science Teacher, 38-43.
Cook, K. (2009). A suggested project-based evolution unit for high school: Teaching content through application. The American Biology Teacher, 93-98.
Dial, K., Riddley, D., Williams, K., & Sampson V. (2009). Addressing misconceptions: a demonstration to help students understand the law of conservation of mass. The Science Teacher, 54-57.
Settlage, John, & Sherry Southerland. Teaching science to every child: Using culture as a starting point. CRC Press, 2009.
Steele, Marcee. "Helping Students with Learning Disabilities Succeed." The Science Teacher (2008): 38-42.
Watson, Sandy and Linda Johnston. "Assistive Technology in the Inclusive Science Classroom." The Science Teacher (2007): 34-38.
Wilhelm, J. (2014). Project-based instruction with future STEM educators: an interdisciplinary approach. Journal of College Science Teaching, 80.
Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-Based Learning. In R.K. Sawyer (Ed.), The Cambridge handbook of the Learning Sciences (pp.317-333). New York: Cambridge Press
Krajcik, J., Lundsgaard, M., & Short, H. (2008). How do geckos stick? The Science Teacher, 38-43.
Cook, K. (2009). A suggested project-based evolution unit for high school: Teaching content through application. The American Biology Teacher, 93-98.
Dial, K., Riddley, D., Williams, K., & Sampson V. (2009). Addressing misconceptions: a demonstration to help students understand the law of conservation of mass. The Science Teacher, 54-57.
Settlage, John, & Sherry Southerland. Teaching science to every child: Using culture as a starting point. CRC Press, 2009.
Steele, Marcee. "Helping Students with Learning Disabilities Succeed." The Science Teacher (2008): 38-42.
Watson, Sandy and Linda Johnston. "Assistive Technology in the Inclusive Science Classroom." The Science Teacher (2007): 34-38.
Wilhelm, J. (2014). Project-based instruction with future STEM educators: an interdisciplinary approach. Journal of College Science Teaching, 80.