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CalTPA Subject-Specific Pedagogy Task

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— Single Subject Physics —

Before beginning this task, read the complete directions provided in the CalTPA Candidate Handbook.

Case Study 1: Subject-Specific and Developmentally Appropriate Pedagogy A. Contextual Information for Case Study 1 1. Elements of a Learning Experience in a Unit Grade: Content Area: Subject Matter: Time Period for the Learning Experience:

High School Physics Conservation of Momentum Two 45-minute sessions in two consecutive days

State-adopted Academic Content Standards for Students Physics: Conservation of Energy and Momentum Standard 2: The laws of conservation of energy and momentum provide a way to predict and describe the movement of objects. As a basis for understanding this concept a. Students know how to calculate momentum as the product mv. b. Students know momentum is a separately conserved quantity different from energy. g. Students know how to solve problems involving elastic and inelastic collisions in one dimension by using the principles of conservation of momentum and energy. Investigations and Experimentation 1. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other four strands, students should develop their own questions and perform investigations. Students will: a. Select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data. Learning Goals for the Learning Experience • Students will be able to do the following, with a focus on conservation of momentum: • Understand how momentum depends on mass and velocity • Understand how the momentum of a system evolves during a collision Instructional Resources Available • Air track, gliders with bumpers and variable mass, dynamics carts, stopwatches, meter sticks 2. Class Description Students are in a high school physics class. They particularly need opportunities to learn content in different ways and to revisit content. Many of the students enjoy the school environment and like to socialize with each other. Most of the students are active in after-school activities, including sports, clubs, tutoring, and jobs, which leaves little time for homework. The majority of the class plan to attend the local community college or technical computer school. There are some students who are unsure July 2009

Copyright © 2009 by the California Commission on Teacher Credentialing. All rights reserved.

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about what careers they want to pursue. About two-thirds of the students in this class have at least one other class with their classmates. 3. Developmental Needs of the Students in Grades 9–12 • Understand connections between the lesson content and life outside of school • Develop advanced thinking and problem-solving skills • Develop socially and handle the intense social peer pressure to conform while maintaining individuality ______________________________________________

B. Questions for Case Study 1 1. Given the contextual information for Case Study 1, think about a lesson you might use with these students that addresses the subject matter learning goals and the developmental needs of the students described. In the columns below describe: • Instructional strategies • Student activities • Instructional resources Note: Instructional strategies are what the teacher does during instruction and student activities are what the students do during the lesson. Include how you would use the instructional resources as you describe your strategies and student activities.. Instructional Strategies Student Activities Warmup: Who is your favorite athlete? How Students write in their journals about the warmup does what they do relate to velocity? prompt. This gets the students thinking about physics and activates critical thinking. Who would like to share their favorite athlete and how they relate to velocity?

By having a short sharing activity it “breaks the ice” and lowers the affective filter. It can also help with students who had trouble with the warmup.

Engage: “Ok, I am going to need a volunteer.” Pick the smallest of the volunteers. Send the volunteer to the other side of the room

This is a demonstration that will get the students thinking about their prior knowledge on momentum. Also one student gets to participate in the demonstration (maybe pick a kinesthetic learner or student with AD/HD).

“who had a big athlete?” “who had a smaller athlete?” “OK, Pretend I am big athlete and small volunteer is small athlete” ask volunteer to walk slowly toward me and I will start walking slowly toward them. Pretend we are running as fast as we can but still at the same velocity. July 2009

Two students respond with their athlete from the warmup. Using the students favorite athetes as examples make the demo more engaging.


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Wait till we are close to colliding. “what will happen when we collide” students should say that small athlete gets knocked down or run over or flies across room “why is that if we were traveling at the same velocity?” students should say that it is because I am bigger Yes, I am bigger so I have more mass and since I have more mass I also have more momentum which is what we will be discussing today. (write momentum on the board.) Thank volunteer and have them sit down. Go to air table and explain how it works and how it lets us explore momentum and collisions write collisions on the board. Turn on air table and set one glider stationary in the middle of the track and one attached to the spring loader. set the gliders up so that it will be an inelastic collision but do not let the students know. Can someone describe to me what they think will happen when I let the glider go? Have the student describe the motion of both gliders (ask specific questions for each part if necessary) before the collision what they think will happen when it collides and the motion of the gliders after the collision. Does anyone think something else will happen? Have the student describe the motion of both gliders (ask specific questions for each part if necessary) before the collision what they think will happen when it collides and the motion of the gliders after the collision. “I forgot to tell you that I put velcro on the insides so they would stick together” (jokingly) “lets try that again with the bumpers this time” Let the gliders collide and bump into each other. Gliders should be the same mass so that when they collide the fist glider stops and the second glider moves with the same velocity as the first. July 2009

I pick a student to respond to the question. Using the students prior knowledge of collisions will aide understanding. I pick a student to respond to the question. This question gets the students to think about how they already know that mass has an effect on collisions.

Students see momentum on the board. This communicates that it is a goal of the class.

Students see collision on the board. This communicates that it is a goal of the class.

I pick a student to respond to the question. I use the work think because it is less threatening than “what will happen when..” I will ask the student to describe before, during and after the collision to model how to look at collisions. I pick a student to respond to the question. I use the work think because it is less threatening than “what will happen when..” I will ask the student to describe before, during and after the collision to model how to look at collisions. Students Observe hopefully they would not know it is an inelastic collision so that it would create some disequalibrium to spark the students curiosity. Students Observe I pick a student to respond to the question. I will ask the student to describe before, during and after the collision to model how to look at collisions.


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“Interesting. Who can describe what happened?” Have the student describe the motion of both gliders (ask specific questions for each part if necessary) before the collision what they think will happen when it collides and the motion of the gliders after the collision. Ask the student how the velocity of the second glider related to the first. If the student did not make that connection. “What do you think will happen If I increase the mass of the second glider?” Increase mass Have the student describe the motion of both gliders (ask specific questions for each part if necessary) before the collision what they think will happen when it collides and the motion of the gliders after the collision. Does anyone think something else will happen? Have the student describe the motion of both gliders (ask specific questions for each part if necessary) before the collision what they think will happen when it collides and the motion of the gliders after the collision. Collide gliders “Interesting. Who can describe what happened?” Have the student describe the motion of both gliders (ask specific questions for each part if necessary) before, during, and after the collision. “lets try that again but with the sticky collision. Any guesses?” Have the student describe the motion of both gliders (ask specific questions for each part if necessary) before the collision what they think will happen when it collides and the motion of the gliders after the collision. “Interesting. Who can describe what happened?” “Ok, we just witnessed momentum in action. When dealing with momentum we often times are trying to find something out about a collision. A collision is what happens when two bodies run into each other. We saw two types of collisions and some very different outcomes. The first type of collision we saw, July 2009

I pick a student to respond to the question. I use the work think because it is less threatening than “what will happen when..” I will ask the student to describe before, during and after the collision to model how to look at collisions.

I pick a student to respond to the question. I use the work think because it is less threatening than “what will happen when..” I will ask the student to describe before, during and after the collision to model how to look at collisions. Students Observe I pick a student to respond to the question. I will ask the student to describe before, during and after the collision to model how to look at collisions.

I pick a student to respond to the question. I use the work think because it is less threatening than “what will happen when..” I will ask the student to describe before, during and after the collision to model how to look at collisions.

Students listen to lecture that explains what a collision is and the types of collisions.

Students repeat vocabulary word to help with retention. Students repeat vocabulary word to help with


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which I referred to as a sticky collision, physicists call an inelastic collision (say slow and clear) Ok say it with me...inelastic colision... and the kind where they bump off each other is called an elastic collision(say slow and clear) say it with me elastic collision.” Write “inelastic collision” and “elastic collision” on the board. “While we are on collisions, I'm just gonna let you know, that most of the problems we are going to be working on in here deal with collisions so it is very important for you to understand how to look at collisions.” “there are three parts to a collision. Take notes. 1) before the collision: You should look at what you know about the bodies before they collide. (draw on the board “1) Before” and draw a picture of two balls with arrows pointed toward each other) 2) During: this is where you've got to see if its elastic or inelastic (draw on the board “2) During” and draw the two balls touching each other) and 3) After: this is where you find out what they are doing after the collision. (draw a picture of “3)After” with the two balls going away from each other.” “there are also explosions but we will go over those later,” “enough with collisions lets talk about the good stuff: momentum!” “ when talked about inertia? Who can tell me our definition of inertia? Go ahead and look it up in your journals if you don't . (wait time/pick student) Yes inertia is an objects tendency to resist change. And how do we measure inertia? (wait time/pick student) Yes with mass. So if I move faster do I get more inertia (wait) No because my mass is the same, but if I move faster I do get more momentum because: momentum is equal to mass times velocity” Write on board next to momentum, “p=mv” “you can think of it as inertia in motion.” Write “inertia in motion” on the board next to the equation. Next I will explain how momentum relates to cars and how it is harder to stop a big truck July 2009

retention. Students observe spelling of the word. Students listen to lecture on how to observe and analyze collisions.

Students observe diagrams and draw them in their journals so they can refer to it when needed. Also aides in retention.

Student answers question while the others look it up in their journals. They also listen to students answer. Recalling prior knowledge will aide in understanding and in the description of the class it said they needed to revisit content. Student answers question

Students write equation in journal to refer to later.

Students listen and ask questions. Connecting content to students everyday lives is one of their developmental needs. Students will participate in formative assessment/active participation. By using a non threatening type of formative assessment I can review content that the students are having trouble


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than a motorcycle and how that causes skidding and accidents. Next I will ask a series of formative assessment questions where the students will indicate their response with hand gestures (thumbs up/down, point up/down sideways, 1 for this 2 for that, and in front of their chest so that the other students cannot see) I will explain thing that need to be explained further and ask more questions until most students understand what we have covered. Next I will ask the students for the definitions of the words I wrote on the board and write the definitions on the board for the students to copy in their journals. Warmup: Pop Quiz! students will be able to use their notes from their journal.

with.

Students will give definitions and write them in their journals to refer to later.

I will handout a quiz that the students will complete. They will be able to use their notes. This will allow me to see what they still understand and what they are having difficulty with. It also gets them thinking about what we covered yesterday so we can use that prior knowledge to build upon. Students will go to their lab stations.

“Today we will be doing a short lab on momentum” I will hand out the lab handout with instructions “please get in your lab groups and go to your stations, the materials should already be at your stations.” In the first section of the lab the students will be finding the velocity and mass of a single (spring loaded) dynamic carts by timing how long it takes to travel 2 meters (mean of several trials) and weighing it, respectively. Then they will compute it's momentum (which will be used as the before collision momentum). Then they will find the velocity (mean of several trials) after two carts collide inelasticly by timing how long it takes the combined carts to travel 2 meters after the collision. They will then find the momentum of the combined two carts. They will then answer questions about how the velocities and mass related between the single and combined carts and then how the momentum's related (the velocities and mass are different but their momentum is the same). They will repeat this procedure with an elastic collision but instead of finding the velocity, mass, and momentum of combined carts they July 2009

Students will perform lab as described. I have them do the lab which is on the conservation of momentum before explaining it so that they can form the ideas on their own. This conforms with a constructivist learning model that builds upon students prior knowledge and experiences and uses inquiry based instruction.


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will find the momentum of the second cart that bounces off the first. (since the masses of the two carts are the same when the two carts collide the first one should stop and all the momentum of the first cart should be transferred to the second, like billiard balls when struck straight) the students should find that the velocity, mass and therfore momentum are the same as the single (before collision) cart. The second part of the lab the students will put two carts head to tail so that one of the spring loaders can push them apart. One of the carts has a third cart resting on top of it so that its mass is doubled. The students will mark where the middle of the two carts is on the floor then they will let them roll apart. The object for this part of the lab is to find where to place two books (one on each side) so that the two carts hit the books at the same time. They must be far enough apart (shortest length has to be at least one meter) so that the students can time how long it takes for the carts to hit the books from when they were released. Once they have it timed they can measure the distance from the starting point to the books so they can find the velocities of each cart. They can use the masses recorded from the previous section of the lab to find the momentum of the two carts (which should be the same but one would be negative since they are traveling in opposite directions.) There would be a question on comparing the combined momentums of the two carts before and after they were released (both are zero).

Students will perform lab as described.

Students listen to lecture and take notes on sample problems. Here I explain what they saw to formalize their observations and ideas on the conservation of momentum. I will also be recalling old content about energy and describing how they are similar and how they are different.

Next I would give a lecture on how momentum is conserved by using their labs as an example. I would use diagrams of the lab they did and show the momentum before and after to show that there was no change in total momentum of the system. I could relate this to Students would start homework in class as guided hitting a baseball and show them (with a practice then finish it at home for independent diagram) how momentum is transferred from practice. the bat to the ball but the total momentum of the system never changes. I would emphasize the difference between momentum and energy. I would go over some sample July 2009


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momentum problems on the board, then assign a few problems for homework from the book that they could start in class.

2. Based on your knowledge of the subject-specific content and of student development, explain why the instructional strategies, student activities, and resources you listed in question 1: •

are appropriate for this class

Since this is a physics class I am teaching physics. Since they need different ways to learn content I use different methods like visual when I use the volunteer and airtrack. Auditory when I am explaining things. Visual when I write things on the board. Hands on when they do their lab. Since they need to revisit contend I relate momentum to inertia that we have previously talked about. At the end of the first lesson we do a summary of the new that we have covered. Since they like to socialize they will be doing a group lab. Since they have little time for homework I did not assign busywork homework (none on first day). Only things that they needed to practice on the second day.

•

address the developmental needs of these students

Since they need to understand connections between the lesson content and life outside of school I presented examples of how momentum affects them outside of class when I related momentum to cars and car accidents. Also when I related momentum to baseball. Since they need to develop advanced thinking I first made them consider how a concrete person (athlete) is related to an abstract idea (velocity) which is an evaluation level of blooms taxonomy. Also When demonstrating on the airtrack I have the students hypothesis what they think will happen under different circumstances which makes them think about cause and effect relationships. When doing the lab I do not tell them that momentum is conserved so that they can witness it and draw the conclusion themselves. Since they need to develop their problem solving skills I explicitly tell them how they need to look at collisions to solve collision problems. This

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shows them how to look at things before during and after an event which can lead them to find answers. It also relates to a cause and effect way of approaching problem solving. Since they need to develop socially I allow them to work in groups so they have a chance to work in teams which prepares them for the real world

by teaching them how to work and interact with others. •

help these students make progress toward achieving the state-adopted academic content standards for students in this content area

I first teach the students the vocabulary that they will need to know to understand the content standard. After the first day students will know that momentum is the product of mass and velocity. During the lecture on the second day I explicitly tell them how momentum is different than energy. I will teach them the process of how to look at collisions (before, during, and after) which they will need to solve problems in one dimension using the concepts of momentum and energy. The students will learn through observations of their lab and my lecture that momentum is conserved and we will begin to do basic problems on the conservation of momentum. Also by doing the the lab the students are using appropriate tools to perform tests, collect data, and analyze relationships. When they are doing the lab they are performing a test. When they are measuring distances and timing and weighing the carts they are collecting data. By answering the questions on the handout they are analyzing relationships.

— END OF CASE STUDY 1 —

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Case Study 2: Assessment Practices A. Contextual Information for Case Study 2 1. Elements of a Learning Experience in a Unit Grade: Content Area: Subject Matter: Time Period for Whole Unit:

High School Physics Electrical Circuits Three weeks

State-adopted Academic Content Standards for Students Electric and Magnetic Phenomena 5. Electric and magnetic phenomena are related and have many practical applications. As a basis for understanding this concept: a. Students know how to predict the voltage or current in simple direct current (DC) electric circuits constructed from batteries, wires, resistors, and capacitors. b. Students know how to solve problems involving Ohm's law. c. Students know any resistive element in a DC circuit dissipates energy, which heats the resistor. Students can calculate the power (rate of energy dissipation) in any resistive circuit element by using the formula Power = IR (potential difference) × I (current) = I2R. Investigation and Experimentation 1. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other four strands, students should develop their own questions and perform investigations. Students will: a. Select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data. Learning Goals for Whole Unit Students will be able to do the following: • Understand the required conditions for a circuit • Identify basic circuit elements, values, and uses • Apply Ohm’s Law to relate electric current to voltage and resistance in an electrical circuit • Understand the differences between and similarities of parallel and series resistors in an electrical circuit • Understand the relationship between power and energy • Understand how electric power is generated in an electrical circuit • Select and use appropriate scientific equipment in a safe manner • Perform a scientific investigation to collect and display data and to analyze relationships

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2. Teacher Reflection on Student Assessment for This Unit “I am not satisfied with the assessment plan I used for the last unit of study. I gave the students a diagnostic test at the beginning of the unit, two quizzes during the unit, and a final test, all of which came from the teacher’s guide. I feel, though, that I need additional information on what students really know and understand, their misconceptions, what they learned during the instruction, and their progress toward achieving the learning goals. I am looking for ways to improve my assessment plan so I can have a more complete understanding of how well these students learned the subject matter.” 3. Assessment Plan Goals Assessed

Day 1 Identify criteria for a working circuit Identify basic circuit elements

Day 6 Understand voltage, resistance, and current Identify criteria for a working circuit

Day 11 Understand applications of Ohm’s Law to simple series and parallel circuits

Identify basic circuit elements Type

Formal, diagnostic test from curriculum guide; multiple-choice; formative

Formal quiz from the textbook; multiple-choice; formative

Formal quiz from the textbook; multiple-choice; formative

Purpose

Assess previous knowledge and skills

Assess acquired concepts and skills

Assess acquired skills and concepts

Implementation

Day 15 Ability to apply Ohm’s Law Understand electrical power and energy in circuits Use equipment safely Formal, final chapter/unit exam from textbook; multiple-choice and fill in the blank; summative Assess acquired knowledge and skills from instructional unit Individual assessment; paper and pencil; teacher corrects with an answer key Inform students of correct and incorrect items

Individual Individual Individual assessment; paper assessment; paper assessment; paper and pencil; teacher and pencil; teacher and pencil; teacher corrects with an corrects with an corrects with an answer key answer key answer key Tell students of Inform students of Inform students of Strategies scores and inform correct and correct and students of correct incorrect items incorrect items and incorrect items Informing To determine what To determine who To determine who To determine the Instruction needs to be has learned the has learned the level of each reviewed and material presented material presented student’s where to begin achievement teaching toward the goals ______________________________________________________________________

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B. Questions for Case Study 2 1.a.

Identify one strength in the assessment plan and explain why it is a strength in relation to the learning goals of this unit.

One strength is that the teacher does a diagnostic assessment to test the students prior knowledge. This is good because those findings could provide the teacher with the valuable information required in order to adapt their teaching methods to the students needs. Since new knowledge and skill is dependent on preexisting knowledge and skill, knowing what students know and can do when they come into the classroom or before they begin a new topic of study, can help the teacher craft instructional activities that build off of student strengths and acknowledge and address their weaknesses. Students learn more effectively when they already know something about a content area and when concepts in that area mean something to them and to their particular background or culture. When teachers link new information to the student's prior knowledge, they activate the student's interest and curiosity, and infuse instruction with a sense of purpose. If the teacher does find that the students know something about the area of study she can ask where they got that knowledge and share it with the class because other students might be able to relate.

1.b.

Identify one weakness in the assessment plan and explain why it is a weakness in relation to the learning goals of this unit.

One weakness of the teachers assessment plan is that all the assessment is formal multiple choice. This is bad because multiple choice tests do not show which steps in problem solving the students have trouble in. It does not show the source of trouble in understanding which does not let the teacher know where to address reteaching of material. Multiple choice tests also do not show students misconceptions , only if they know the material or not. It is important to understand the students misconceptions so they can be addressed before moving on because you should be building on that knowledge as you continue a unit and if the students still hold misconceptions they may have trouble understanding new material. Having all multiple choice tests does not for individual students strength and weaknesses in test taking. Some students are better at multiple choice tests than others so it is not fair for the students that are not good with this style of assessment to have only that kind..

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Having all formal multiple choice tests does not allow for informal formative assessment which is important for tailoring lessons in real time. For example a student might not get a concept in day seven but that will not be addressed until the next formal quiz on day eleven. The whole five days the student may be struggling because they did not understand an underlying concept. Therefore the teacher may think (after the assessment on day eleven) that they need to recover the material from the last five days, but if she did formative assessment daily she would only need to recover the last days material. Also with multiple choice tests the teacher cannot give constructive to the students. If the teacher could see the students work then the teacher could see where the students were having problems so that they could let the student know where they need to focus. 2. Suppose that you found the following additional assessment in a supplementary resource. Think about how the additional assessment could improve the teacher’s assessment plan. Additional Assessment 1. In the laboratory, students compare and contrast the effects of changes in voltage and resistance on electrical currents and record and analyze their results in a laboratory report. 2. Two drawings are provided showing a voltage source with two identical light bulbs a) in series and b) in parallel. In which configuration would the light bulbs be brighter? Use what you have learned about Ohm’s Law to evaluate and defend your answer. Explain to the teacher how it might be used to improve the plan by answering the following questions: 2.a.

When in the plan would you use I would do the assessment on day 13 for several this assessment? reasons. First they would need the information that was assessed on day 11 in order to fully understand the questions. Since the assessment is on Ohm's Law and series and parallel circuits they would need to know what those are before using them in a lab. (since the “Additional Assessment” is singular I am assuming that both parts 1 and 2 are given at the same time and collectively are the “lab”) Also since those concepts are assessed on day 11 the teacher would be able to grade the tests that night and be able to give the students on day twelve to

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make sure the students understand the concepts while they are working on the lab on day 13. Also since the students will be taking the unit exam on day 15 it will be important for the students to understand the material to their best ability. Doing the lab on day 13 will help this in two ways. First the students will be doing a hands on activity that allows them to apply their knowledge which aides in understanding and retention. Second the teacher will have a more accurate depiction of the students actual understanding by grading the labs. The teacher can use this on day 14 to give optimal back to the students before they take the final test. 2.b.

2.c.

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What goals would be assessed by this assessment?

What type of assessment would it be?

•

Understanding the conditions required for a circuit because they would be actually be completing circuits.

•

Identifying basic circuit elements, values and uses because they would be having to use and explain the basic circuit elements they are using in the lab.

•

They would be applying Ohm's Law because that is a requirement of the lab.

•

Understand the differences and similarities of parallel and series resistors because that is what they would be exploring in the lab.

•

They would be selecting and using appropriate scientific equipment in a safe manner by completing the lab.

•

They would be performing a scientific investigation by comparing/analyzing the relationship between parallel and series circuits by collecting data on the intensities of the light bulbs.

The assessment can be used as both an informal formative assessment and a formal summative/authentic assessment. Informal formative because the teacher can walk around and gauge the students understanding while they are doing the lab. Formal summative because they will be turning in a lab report that will be graded that will check for understanding of long term goals. Authentic assesment


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because goals like “select and use appropriate scientific equipment in a safe manner” and “perform a scientific investigation to collect and display data to analyze relationships is not something that is part of the grade for the lab but are no less assessed during the lab. 2.d.

2.e.

What would be the purpose of the assessment?

How would you implement the assessment?

To check their:

•

Understanding of the conditions required for a circuit.

•

Identifying or basic circuit elements, values and uses by using correct vocabulary in their answers of questions.

•

Understanding of Ohm's Law by performing calculations.

•

Understanding of the differences and similarities of parallel and series resistors by checking their responses to questions.

•

Use and selection of appropriate scientific equipment and using it in a safe manner by completing the lab with appropriate procedures and behavior.

•

If they could perform a scientific investigation by comparing/analyzing the relationship between parallel and series circuits by collecting data on the intensities of the light bulbs and using it to solve calculations and responding to questions.

I would provide them with a handout with the procedures, additional questions to gauge understanding, and a rubric for the report. The questions that I would ask would check their:

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Understanding of the conditions required for a circuit.

•

Identifying or basic circuit elements, values and uses by using correct vocabulary in their answers of questions.

•

Understanding of Ohm's Law by performing calculations.

•

Understanding of the differences and similarities of parallel and series resistors by


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checking their responses to questions. 2.f.

What strategies would you use?

I would fill out a rubric marking the scores they have for each category listed (the scores would have criteria that would be met for each score). I would circle parts of the criteria that were not met and the points deducted for missing sections. I would grade their lab report and mark and make notes on the places that they did well and places that they messed up. I would hand back the reports with the rubric. I would then have a discussion about the lab with the whole class where I would go over misconceptions that I saw that students still had and example problems on issues that the students had difficulty with. If I saw individual students with difficulties that I would not be addressing in the class discussion I would mark on their report to see me after class to let them know that I would be available to help them during lunch or before/after school.

2.g.

How would the results of the assessment inform instruction?

I would have a discussion about the lab with the whole class where we would walk through it and the observations that the students made. I would also be going over misconceptions that I saw that students still had and example problems on issues that the students had difficulty with (I would also note on things that they did well). If I saw individual students with difficulties that I would not be addressing in the class discussion I would mark on their report to see me after class to let them know that I would be available to help them during lunch and/or before or after school.

3. Explain how using the additional assessment as you described in question 2 improves the teacher’s assessment plan and what specific information would be gained about what the students really know and understand about the content area, their misconceptions, and their progress toward achieving the learning goals. There are many ways that this additional assessment improves the teachers assessment plan. • The first is that is can assess the goals for the unit that multiple choice tests could not like, “select and use appropriate scientific equipment in a safe manner” and Perform a scientific investigation to collect and display data and to analyze relationships.” • Since the teacher would be able to see the students actual work he/she would be able to see where in calculations the students were having trouble so she could focus on providing to students in the specific places that they need it. • With questions with written responses the teacher would be able to see and identify any misconceptions that the students still had. By identifying the misconceptions still had the teacher could address them. • Using these assessments could better represent the students knowledge since some students July 2009


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don't perform well on multiple choice tests. Since they have another way to express their understanding they will be more accurately assessed.


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Case Study 3: Adaptation of Subject-Specific Pedagogy for English Learners A. Contextual Information for Case Study 3: 1. Elements of a Learning Experience for 2 Days in a Unit Grade: High School Content Area: Physics Subject Matter: Waves Time Period for Whole Unit: Three weeks State-adopted Academic Content Standards for Students Waves 4. Waves have characteristic properties that do not depend on the type of wave. As a basis for understanding this concept a. Students know waves carry energy from one place to another. b. Students know how to identify transverse and longitudinal waves in mechanical media, such as springs and ropes, and on the Earth (seismic waves). c. Students know how to solve problems involving wavelength, frequency, and wave speed. d. Students know sound is a longitudinal wave whose speed depends on the properties of the medium in which it propagates. e. Students know radio waves, light, and X-rays are different wavelength bands in the spectrum of electromagnetic waves whose speed in a vacuum is approximately 3×108 m/s (186,000 miles/second). f. Students know how to identify the characteristic properties of waves: interference (beats), diffraction, refraction, Doppler effect, and polarization.

Learning Goals for Whole Unit Students will be able to do the following, with a focus on waves:

• • • • •

Understand that waves transmit energy and information without transmitting mass Identify transverse and longitudinal waves in the environment Understand and use the equation Understand that sound waves and light waves are different types of waves Understand that visible light makes up part of the electromagnetic spectrum

Relationship to Preceding and Subsequent Learning Experiences Preceding - Some of the skills, such as observation and measurement, have been covered in other scientific units. Subsequent - Waves will be covered in a manner similar to other scientific units. Science process skills are important inquiry tools, and opportunities for developing them are provided throughout the unit.

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2. Outline of Plans for Days 1 and 2 The following outline addresses some of the academic content standards and unit goals, but it is not expected that the students will achieve them during the two days. Instructional Strategies • On Day 1, lead a discussion about waves in the environment. Write student ideas on the board. Have students independently read a handout concerning cell phone reception. Then present the following scenario: “You are on a long car trip, and you notice your cell phone coverage goes in and out. Write three or four paragraphs describing why your cell phone coverage was changing and how it was affected by the environment around you.” Have students write two or three paragraphs using newly acquired scientific to explain their answer to classmates. • On Day 2, allow students to complete written response. Have students practice with a partner summarizing their written work orally. Then have them individually share their oral summaries using newly acquired scientific with the whole class and receive on the accuracy of their understanding of the topic under discussion. Student Activities • Participate in a discussion about “waves.” Read the handout about cell phones. Listen to and carefully consider the scenario. Use library resources, encyclopedias, or the Internet to research answers and write two or three paragraphs using newly acquired scientific and applying them to the scenario. • Complete the written response. Practice with a partner summarizing their written work orally. Present oral summary, using newly acquired scientific , to whole class. Provide to other students on the accuracy of their understanding of waves. Progress Monitoring • Teacher will use class discussions, written responses to questions, projects, scientific inquiry investigation, portfolio, and chapter test to determine level of learning. • Students will receive written and oral from the teacher and oral from peers. 3. Student Description Elena is a 15 year-old 10th grader and an English learner. She is from Mexico and both of her parents are professionals. Her extended family includes aunts, uncles, and cousins. Her grandparents live in Mexico and she and her family visit them in the summer. She has been in the United States for one and a half years. She is literate in Spanish and often reads Spanish literature. Her report cards from her school in Mexico indicate above average grades. Elena is somewhat shy socially but is well liked and works well in small groups. She is seldom absent from school. The CELDT results indicate overall score in the Early Intermediate range, and she has been identified as an English learner.

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Written Response to “What is your favorite family day?” A Special Family Celebration As special family time is when my family celebrate the anniversary of my grandmother and grandfather. They are my abuelita and abuelito. Why is it especial? I like this because all my family come to my grandparent house for make especial food of my country. The fiesta is very especial. My grandparent have marry 45 year. They live in Mexico my tia, tio and primos all go to Mexico for all family celebrate together. We like have all family together. My primos and me see friends in our city. We give grandparent big picture of all family. Grandparent like fiesta and gift. They are much happy. Transcript of Student Oral Response to: “Tell me about your dance class.” I like my dance class at community center. I need class for forget my problems. Is like help. I forgot my problems. When I dance, I like my dress because everybody look me and say, “Oh, that look pretty.” Everybody take my picture. I was in newspaper. When I dancing, I feel very good. I like that because I represent my country. ______________________________________________

B. Questions for Case Study 3 1.

2.a.

2.b.

July 2009

Identify two specific learning needs the student has as an English learner, based on the student description and the responses.

•

She needs to learn more vocabulary. This is shown by her substitution of English words with Spanish words.

•

She has problems with grammar. This is illustrated with the sentence “My grandparents have marry 45 year.”

Identify one instructional strategy or student activity from the outline of plans that could be challenging for the student.

One student activity that would be challenging to the student would be to present an oral presentation to the class. The first reason this would be difficult is because she has problems with grammar and vocabulary. Since she has trouble with grammar and vocabulary her presentation would not sound as nice as a native English speaker. Because of this she may be criticized negatively during the peer section of the presentation. This would increase her anxiety that she would already have because it is stated that she is already shy. Since she is shy it adds to the challenges of giving a group presentation, which is feared by native speakers as well.

Explain why the strategy or activity you chose could be challenging to the student. Use your knowledge of English

The first reason this would be difficult is because she has problems with grammar and vocabulary. Since she has trouble with grammar and vocabulary her presentation would not sound as nice as a native English speaker.


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3.a.

learners and your analysis of the student’s learning needs in your explanation.

Because of this she may be criticized negatively during the peer section of the presentation. This would increase her anxiety that she would already have because it is stated that she is already shy. Since she is shy it adds to the challenges of giving a group presentation, which is feared by native speakers as well.

Describe how you would adapt the strategy or activity you identified above to meet the learning needs of the student. Consider specific subject matter pedagogy when writing your description.

One adaptation would be to have the presentation be a group activity. This way all the students can contribute their ideas of why they think their cell phone reception goes down but she would not have to give an entire presentation. Instead she could give part of it, like a couple sentences. Another adaptation would be to have her give the presentation separately to either me or a smaller group. This would lower her anxiety by making her feel more comfortable. Another adaptation would be to grade her based off of her use of the which we would be addressing and not on the delivery. By grading her on the content rather the delivery it would be beneficial because the content is what matters most as long as she is getting practice using her English. Another adaptation would be to reduce the length required for her to write and thus present. Since the assignment is to present on the two to three paragraphs that were written earlier you could change her written requirement to one paragraph which would make her presentation shorter and therefore more manageable. Another adaptation would be to give her sentence starter/frames that she could use in her written response. By helping here with the quality of written portion it should transfer over to the oral presentation. Another adaptation would be to have her go toward the end of the presentations. That would allow her to see the other students who would be modeling the types of responses and vocabulary to use.

Explain how your adaptation would be effective for the student in making progress toward the learning goals of the lesson. (In your explanation of the adaptation, refer to specific aspects of the student description and to the samples of proficiency in English.)

3.b.

July 2009

By making the presentation a group activity the students would be able to discuss each other contributions (that would be related to the goals). The ELL student would also get to take part in the discussion and would hear the contributions by other students which would help her understand the content. By having the ELL student give me the presentation


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separately or to a smaller group she would feel more comfortable. This would be help in making a safe and welcoming environment for language risk taking by lowering the affective filter. By doing this it would help her by allowing her to focus on the content rather than her delivery. By grading her on the content rather than the delivery and communicating that to her, I would be making a safe and welcoming environment for language risk taking by lowering the affective filter. By doing this it would help her by allowing her to focus on the content rather than her delivery. By reducing the amount that is required for the ELL student to present she could focus on the content/goals and not having to worry about writing the required amount. By providing the ELL student with sentence starters or frames to use she would be able to see correct grammar in use and could focus on using the correct vocabulary. By having a better quality written portion would give her more confidence while giving her presentation which would be beneficial because she is shy. By allowing her go to toward the end of the presentations she would be able to hear examples of the material being covered in use that could model for her how to present her material.

3.c.

Explain how your adaptation would be effective for the student in making progress toward English language development. (In your explanation of the adaptation, refer to specific aspects of the student description and to the samples of proficiency in English.)

By making the presentation a group activity the students would be able to discuss each other contributions (that would be related to the goals). The ELL student would also get to take part in the discussion and would hear modeling of correct grammar and vocabulary from the other students. By having the ELL student give me the presentation separately or to a smaller group she would feel more comfortable. This would be help in making a safe and welcoming environment for language risk taking by lowering the affective filter. By doing this It would help make her practice the use of grammar and vocabulary more effective and she would still be getting to discuss and analyze the content which addresses the goals. By doing this It would help make her practice the use of grammar and vocabulary more effective and she would still be getting to discuss and analyze the content which addresses the goals.

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By grading her on the content rather than the delivery and communicating that to her I would be making a safe and welcoming environment for language risk taking by lowering the affective filter. By doing this It would help make her practice the use of grammar and vocabulary more effective and she would still be getting to discuss and analyze the content which addresses the goals. By reducing the amount that is required for the ELL student to present she could focus on the content/goals while still being able to practice her grammar/ vocabulary in a more manageable way By providing the ELL student with sentence starters or frames to use she would be able to see correct grammar in use and could focus on using the correct vocabulary. By having a better quality written portion would give her more confidence while giving her presentation which would be beneficial because she is shy. By allowing her go to toward the end of the presentations she would be able to hear correct grammar and vocabulary in use that could model for her how to present her material.

4.a.

4.b.

July 2009

Which progress monitoring assessment based on the lesson plan would you choose to monitor this student’s progress toward achieving the learning goal(s)?

I would use all described progress monitoring assessments because they accurately assess the students understanding. I would not be grading her on her language use but her acquisition of standard related goals.

Give a rationale for your choice of progress monitoring assessment. Use your knowledge of content in this unit, and this student’s English language abilities in your rationale.

The student should not have trouble demonstrating an understanding that waves transmit energy and information without transmitting mass, identify transverse and longitudinal waves in the environment, understanding and using the equation for wave speed, understanding that sound waves and light waves are different types of waves, and that visible light makes up part of the electromagnetic spectrum class by participating in discussions, written responses to questions, projects, scientific inquiry investigations, portfolios, and chapter tests as long as the grading is based solely on the correct physics use instead of English skills. Based on her written responses and transcript of an oral response she seems to be able to get the point she is trying to make out. Although her English use is not good it still communicates her point. As long as appropriate accommodations are made (like the ones described earlier) all of the assessments should work well


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for their intended purpose. Based on what you learned about this student’s English proficiency, what would be your next steps in planning to facilitate her English language development? Consider specific information from the student description and her written and oral language samples when responding.

I think that group activities are crucial for her English language development because they are great ways for her to hear English being used (for modeling) in an informal setting and for her to use it herself. Because she is well liked in the class I think that it is a great way for her to become more comfortable using English since she is shy. By giving her time to practice her conversational English it will get better. By improving her conversational English her writing should also improve. As seen in her writings and transcript she has trouble ing vocabulary. To aid her with her vocabulary retention I would also have a word wall where we would have the important that we use in class I would require the students to have definitions of all the in their journal which I would give them when we introduce them. Having these as a reference would allow her to revisit them when needed. Also since the definitions would be given in proper English she could use them as a model when trying to describe things.


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Case Study 4: Adaptation of Subject-Specific Pedagogy for Students with Special Needs A. Contextual Information for Case Study 4 1. Elements of a Learning Experience for 3 Days in a Unit Grade: High School Content Area: Physics Subject Matter: Motion and Forces Time Period for Whole Unit: Three weeks State-adopted Academic Content Standards for Students Motion and Forces 1. Newton’s laws predict the motion of most objects. As a basis for understanding this concept, students know a. How to solve problems involving constant speed and average speed. b. When forces are balanced no acceleration occurs, and thus an object continues to move at a constant speed or stays at rest. c. How to apply the law F= ma to solve one-dimensional motion problems involving constant forces. d. When one object exerts a force on a second object, the second object always exerts a force of equal magnitude and opposite direction. Learning Goals for Whole Unit Students will be able to do the following, with a focus on Newton’s laws: • Understand the relationship between displacement, velocity, and acceleration • Understand the concept of inertia • Apply Newton’s second law to determine the acceleration of objects • Know how action and reaction forces are related Relationship to Preceding and Subsequent Learning Experiences Preceding - Motion and forces are the foundation of other concepts to be studied in this course. Subsequent - Concepts are necessary for understanding the next unit: Conservation of Energy and Momentum. Students have performed experiments, but mostly in chemistry. 2. Outline of Plans for Days 3, 4, and 5 The following outline addresses some of the academic content standards and unit goals, but it is not expected that the students will achieve them during the three days.

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Instructional Strategies • On Day 3, read textbook about Newton’s laws (vary between independent, silent reading and oral reading to whole class). Present additional information about the concepts and lead whole-class discussion. Have students respond in writing to the questions in the book. • On Day 4, do a demonstration experiment about motion and speed with the whole class. Demonstrate the key concepts of experimental design and write-up. Students work in small groups to conduct their own trials and to collect, analyze, and display data. Students write individual summaries. As a group, they present their findings to the class and receive from others. • On Day 5, have students read excerpts of entries from a scientist’s journal in their textbook. Journal entries describe the scientist’s findings regarding the same experiment performed on Day 4. Students discuss the entries with a partner. Each student writes a letter to the scientist comparing his or her group’s results to those of the scientists and providing a rationale for any differences, with specific reference to measurement error. Sample letters are in the textbook for Day 5 instruction. Student Activities • In class, read textbook, then have students ‘swap’ procedures to determine ability to design experiments. For homework, complete written responses to questions in textbook. • Watch demonstration experiment, take notes, and participate in class analysis and discussion. Work in a group to conduct own trials. Individual students write summaries of findings. Present group findings to whole class. Provide to other groups. • Read journal entries and discuss entries and findings with a partner. Write a letter to the scientist. Read a letter written by another classmate and analyze for scientific understanding and reasonableness. Progress Monitoring • Teacher will use class discussions, responses to questions, written summary of findings, group presentation, and letter to scientist to monitor student progress. • Students will receive written and oral comments from the teacher and other students. 3. Student Description Alex is a 16-year-old boy in the eleventh grade. He had difficulty with the development of his early literacy skills, including the acquisition of sound/symbol relationships and word identification, demonstrated in both his reading and writing. In the second grade, Alex was identified as a student with specific learning disabilities. Since then, Alex has received special education primarily in a resource room for language arts, while he is included in the general education curriculum. He is able to independently read text at a ninth grade level and continues to struggle with decoding words. Alex also has asthma for which he takes daily medication and occasionally needs to use an inhaler. He is a self-isolating person who does not readily into whole-class conversations or contribute to group learning situations. His tendency is to sit alone at lunch and to be by himself during transitional time. There is no in-class for this student.

_____________________________________

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B. Questions for Case Study 4 1.a.

Identify one instructional strategy or student activity from the outline of plans that could be challenging for the student, considering the description of the student’s learning disability.

One instructional strategy that alex would find challenging is the independent, silent reading assignment because he has trouble decoding words. Although he can read at a ninth grade level he might have trouble with this text because it would be introducing new vocabulary which he would have to decode.

1.b.

Explain why the strategy or activity you chose could be challenging for the student, based on specific aspects of the student description.

Since the student has trouble decoding words reading the textbook would be challenging for him. Although he can read at a ninth grade level he might have trouble with this text because it would be introducing new vocabulary which he would have to decode.

1.c.

Describe how you would adapt the strategy or activity you identified to meet the needs of the student.

There are several ways that I could adapt the text so that the content would be easier to understand. The first would be to have graphic depictions of the text. I could have a rewritten text with pictures that illustrate the meaning of the vocabulary. Other graphic depictions I could use are charts, graphs, Venn diagrams, maps, timelines, and clusters. These would allow the student to see the new vocabulary and their meaning without the distractions of other words in long sentences. Another adaptation would be to provide an outline of the text. By giving him an outline I would be summarizing and emphasizing important information in the text. This would allow the student to see and prioritize key points, which facilitates understanding and memory. Another adaptation I could use would be to rewrite the text. Since most textbooks are written at or above grade level it would be beneficial to rewrite the text in short simple sentences. I would also organize the text in small, sequential steps that are direct and focus only on the central information. If the original text is long and complicated the student would have to spend much of his decoding processing power on non-essential “fluff”. This may overwhelm the student which would allow him to miss important concepts and and hinder his understanding. By rewriting it he would spend less processing power on the “fluff” and be able to focus on the key elements of the text.

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1.d.

Explain how your adaptation would be effective for the student in making progress toward achieving the learning goal(s) of this unit.

Using graphic depictions of the text would allow the student to see the new vocabulary and their meaning without the distractions of other words in long sentences. Giving the student an outline of the text would summarize and emphasize important information in the text. This would allow the student to see and prioritize key points, which facilitates understanding and memory. By rewriting the text in a more manageable form would allow the student to cover the content without having as much information to decode. If the original text is long and complicated the student would have to spend much of his decoding processing power on non-essential “fluff”. This may overwhelm the student which would allow him to miss important concepts and and hinder his understanding. By rewriting it he would spend less processing power on the “fluff” and be able to focus on the key elements of the text.

2.a.

Identify one additional instructional strategy or student activity from the outline of plans that could be challenging for the student, considering the student’s other learning needs.

The student would have trouble participating in the group/pairing activities because he is a “selfisolating person who does not readily into whole class conversation or contribute to group learning situations.”

2.b.

Explain why the strategy or activity you chose could be challenging for the student, based on specific aspects of the student description.

Since he is a “self-isolating person who does not readily into whole class conversation or contribute to group learning situations” he would have trouble participating in the group/pairing activities.

2.c.

Describe how you would adapt the strategy or activity you identified to meet the needs of the student.

For the activity where he is to pair with a student and discuss the journal entries I would make sure he is sitting next to a friendly student (by using assigned seating) that could be a model of good social interactions and would lower the affective filter so it would be easier for Alex to participate. For the group lab activity I would not let the students choose their groups and have assigned groups. By doing this I could assign Alex to a group with friendly individuals that could model good social interaction. In these groups I would also number the students and assign specific roles to each number. Roles might include a leader, a note taker, an action taker, material

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manager. By asg specific roles to the students they will be required to participate in a detailed predetermined manner therefore eliminating any chance that the student would not participate. I could also assign Alex to a smaller group which would make him feel more comfortable and would lower the affective filter and still allow him to practice his social skills. 2.d.

Explain how your adaptation would be effective for the student in making progress toward achieving the learning goal(s) of this unit.

Pairing Alex with a friendly student would allow him to interact with a model of good social interactions and would lower the affective filter so it would be easier for Alex to participate in the activity that is covering the goals. Asg him to a lab group with friendly peers would allow him to interact with models of good social interactions and would lower the affective filter so it would be easier for Alex to participate in the activity that is covering the goals. By asg specific roles to the students they will be required to participate in a detailed predetermined manner therefore eliminating any chance that the student would not participate in the goal related activity. asg Alex to a smaller group would make him feel more comfortable and would lower the affective filter which would increase participation of the goal related activity and still allow him to practice his social skills.

3.a.

What progress monitoring assessment would you choose to obtain evidence of the student’s progress toward a learning goal(s)?

I would use all the described progress monitoring assessments (responses to questions, written summary of findings, group presentation, and letter to a scientist) but I would adapt them by not grading on the quality of the writing but the physics content that addresses the learning goals. Also I would be giving additional points for proper participation. I would also check with his IEP team to check for compliance with their goals.

3.b.

Give a rationale for your choice of assessment. Use your knowledge of academic content in this unit and this student’s learning needs in your rationale.

By requiring him to participate in the group activities he will be able to learn social skills which he needs as well as the standards based content. By requiring him to do the writing assignments he will get practice in his writing. I will not grade his writing the same as the non-learning disables students but I will still

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require him to write as long as that is complaint with his IEP. By using the same assessments as the regular students I will be able to check his learning of physics concepts in a similar way.


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