online general biology for sped and at-risk students karly wortmann iowa learning online iowa state...

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 Onlinekwortmann@iowalearningonline.org

Iowa State Universitykarlyw@iastate.edu

Credit for course content: Gail B. Wortmanngwortmann@iowalearningonline.or

g

Credit for course design: Iowa Public Television

Dave Carson, Bryan Bauer, Paula Yalpani