Learner Description -

Ten 8th Grade Learning Disabilities and Emotional Disordered Students

Ability levels vary from reading levels of beginning third grade to end of eighth grade, with corresponding writing levels.

Overview

Students will begin by assessing their own learning styles, so that they can determine whether they are more of a visual, auditory, kinesthetic, or tactile learner. This can be done at a web-site on the internet, so results can be seen immediately. Follow-up activities will give the students tips as to how they can use this information and learn how the information can help them learn more effectively.

Next, students will write a paragraph detailing how they can incorporate these strategies into their academics.

The third component will have students researching famous people who have/had a "learning challenge". The learning challenge can include a learning disability or ADD/ADHD.

Rationale

Middle Middle school is a time when students are desperately trying to find their own identity, yet paradoxically trying to be the same as their peers. When students have a learning challenge, whether it is a learning disability, an emotional disorder, or have ADD/ADHD, they already feel alienated. Peers often taunt even popular students who receive even minimal services. For this reason, the students will research famous people who have/had a "learning challenge" and overcome it to become a successful person.

Research is a major component of this unit, and time constraints point to the use of the internet as a major source of information. Through their own research, the goal is for students to come to a better understanding of themselves as learners and as individuals. In addition, students have a choice as to how to process and present the information, and technology is the logical choice.

*A variety of technology, including use of the internet, HyperStudio or ApplePresentation, specific web sites

*Students will have a choice of presenting their final presentation using either Appleworks or Hyperstudio. 

With the inherent goal of self-identity, special education students need to see how their learning differences do not have to be a major stumbling block to success in life, whatever their individual definition of success might be. By this level students have often experienced a great deal of failure and frustration. The project can help students see for themselves that success is not only possible, but attainable.

Goals - Content, Cognitive and Social

*Understanding of their unique learning challenge(s)

*Methods to compensate for the challenge(s)

*Research skills

*Writing and editing skills

*Oral presentation skills

Standards and Benchmarks

As a result of their schooling students will be able to:

1.A.3a Apply knowledge of word origins and derivations to comprehend words used in specific content areas (e.g., scientific, political, literary, mathematical).

1.A.3b Analyze the meaning of words and phrases in their contex

1.B.1a Establish purposes for reading, make predictions, connect important ideas, and link text to previous experiences and knowledge.

1.B.1c Continuously check and clarify for understanding (e.g., reread, read ahead, use visual and context clues, ask questions, retell, use meaningful substitutions).

1.B.3b Identify text structure and create a visual representation (e.g., graphic organizer, outline, drawing) to use while reading.

1.B.3c Continuously check and clarify for understanding (e.g., in addition to previous skills, draw comparisons to other readings).

1.B.3d Read age-appropriate material with fluency and accuracy.

1.C.3b Interpret and analyze entire narrative text using story elements, point of view and theme.

1.C.3c Compare, contrast and evaluate ideas and information from various sources and genres.

1.C.3d Summarize and make generalizations from content and relate them to the purpose of the material.

1.C.3e Compare how authors and illustrators use text and art across materials to express their ideas (e.g., foreshadowing, flashbacks, color, strong verbs, language that inspires).

3.A.3 Write compositions that contain complete sentences and effective paragraphs using English conventions.

3.B.3a Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence.

3.B.3b Edit and revise for word choice, organization, consistent point of view and transitions among paragraphs using contemporary technology and formats suitable for submission and/or publication.

3.C.3a Compose narrative, informative, and persuasive writings (e.g., in addition to previous writings, literature reviews, instructions, news articles, correspondence) for a specified audience.

3.C.3b Using available technology, produce compositions and multimedia works for specified audiences.

4.A.2b Ask and respond to questions related to oral presentations and messages in small and large group settings.

4.B.2a Present oral reports to an audience using correct language and nonverbal expressions for the intended purpose and message within a suggested organizational format.

4.B.2b Use speaking skills and procedures to participate in group discussions.

5.A.3a Identify appropriate resources to solve problems or answer questions through research.

5.A.3b Design a project related to contemporary issues (e.g., real-world math, career development, community service) using multiple sources.

5.B.3a Choose and analyze information sources for individual, academic and functional purposes.

5.B.3b Identify, evaluate and cite primary sources.

5.C.3a Plan, compose, edit and revise documents that synthesize new meaning gleaned from multiple sources.

5.C.3b Prepare and orally present original work (e.g., poems, monologues, reports, plays, stories) supported by research.

5.C.3c Take notes, conduct interviews, organize and report information in oral, visual and electronic formats.

28.A.3a Comprehend main messages of simple oral and audio presentations with assistance from resources (e.g., glossaries, guided questions, outlines).

28.C.3a Comprehend the main message of a variety of written materials with the help of resources (e.g., dictionary, thesaurus, software, Internet, e-mail) to expand vocabulary. s28.D.3a Write compositions and reports with a specific focus, supporting details, logical sequence and conclusion.

28.D.3b Present findings from research on unfamiliar topics (e.g., the Roman army, the French chateaux, origins of chocolate)

Learning Activities

*Assessment of learning styles

*Essay describing each student's learning challenge(s)

*Choosing an historical or famous person who has a learning challenge

*Follow the format to research the person

*Apply this knowledge to their own needs

*Class presentation

Student Assessment

* Daily on-task self assessment

*Final assessment where each student assessed participation, listening skills and quality of work

What are my scoring characteristics? (What do I want to measure? What is an important outcome of this unit?)

Writing components will be score used the holistic scoring evaluation forms and the Paragraph Writing Strategy checklist.

What will indicate that students are novices, practitioners, or experts? (Rubric)

How will I measure and communicate student progress on the goals?

How can students be involved in establishing goals and criteria for the assessment?

How will the assessments be implemented to ensure that they are generative? Seamless and ongoing? Equitable for all students? An authentic ta?

How will students demonstrate their knowledge and skills? (Observations, portfolios, projects, performances, oral reports, paper-&-pencil activities, journals, checklists, student self-assessment, student peer assessment, etc.)

Students will have a choice of presenting their final presentation using either ApplePresentation or Hyperstudio. They will present their project to the class using the data projector.

Resources

* biographies focusing on a famous person's learning challenge

* computers for internet research and word processing

* Data projector for whole class presentation

*Writing components will be score used the holistic scoring evaluation forms and the Paragraph Writing Strategy checklist.

* Technical support facilitator: teach ApplePresentation; problem solve on an as-need basis

*Librarians

Management

How will you manage student work individually and in groups?

*Students will receive points each class period to help ensure on-task behavior

*Students will bring their Accelerated Reader book to class each day so that they have work to do if they finish a task before others.

*Students will ; use the computer lab and the computers available in the special ed resource room 

Unit Evaluation

In all cases the students presented their projects with pride.

The students requested to present their projects to the principal as well as with other adults. In addition, students would refer to their research person in conversations in different classes. The students were self-motivated by the topic, and most used their time well.

What wasn't effective?

It was difficult knowing how much time to allow; special ed teachers need to reassess lessons on a day-to-day basis. Therefore, being able to know how long to sign up for the computer lab was a problem, as well as availability of the lab.

What will I do differently next time?

In order to make this unit more effective, helping students proofread was challenging. The mechanics of writing are challenging for most of the students, so finding time to work with each student to help make corrections was time-consuming.