Posted: May 8th, 2015

Below is an overview of the module along with the assigned reading and lesson presentations that will help you better understand the material for the Show and Share Mini-Lesson Assignment.

Below is an overview of the module along with the assigned reading and lesson presentations that will help you better understand the material for the Show and Share Mini-Lesson Assignment.
Overview: Science and Social Studies
After watching this video Understanding Science and Social Studies Instruction, you will learn within this module, students will develop an understanding for supporting science and social studies based content and environments. Students will understand the types of difficulties learners have in science and social studies based content and environments. Students will gain access to strategies and tools for supporting effective design as well as implementation of science and social studies based content/environments. Beyond the content presented, students will be able to identify strategies and research for supporting understanding of science and social studies content.
Expected Outcomes
By the end of this module, you will be able to:
•    Identify issues and variables associated learning with both science and social studies
•    Identify methods for supporting both science and social studies
•    Discuss how the strategies for supporting science and social studies that map back to what is known about effective instruction and environmental design
Assigned Reading
In addition to this week’s material, you should complete the following reading this week. I have uploaded the articles below.
•    Basham, J. D., & Marino, M. T. (2013). Understanding STEM education and supporting students through universal design for learning. Teaching Exceptional Children, 45(4), 8-15.
•    Bulgren, J., Deshler, D. D., & Lenz, B. K. (2007). Engaging adolescents with LD in higher order thinking about history concepts using integrated content enhancement routines. Journal of Learning Disabilities, 40(2), 121-133.
•    Marino, M. T., Tsurusaki, B. K., & Basham, J. D. (2011). Selecting Software for Students with Learning and Other Disabilities. The Science Teacher, 78(3), 70-72.
•    Scruggs, T. E., Mastropieri, M. A., & Okolo, C. M. (2008). Science and Social Studies for Students with Disabilities. Focus on Exceptional Children, 41(2), 1–25.
Optional Readings
While you are not required to read these readings to understand the concepts in this module, you are encouraged to read the following article I have uploaded:
•    Marino, M. T. (2010). Defining a Technology Research Agenda for Elementary and Secondary Students with Learning and Other High-Incidence Disabilities in Inclusive Science Classrooms. Journal of Special Education Technology, 25(1), 1-27.
Reading: Science and Social Studies
Before you begin this week’s presentations, you should complete the following readings. As you read, be sure to think about the questions posed. I have uploaded each article in PDF and see the appropriate questions located under the titles below.

UNDERSTANDING STEM EDUCATION AND SUPPORTING STUDENTS THROUGH UNIVERSAL DESIGN FOR LEARNING

Basham, J. D., & Marino, M. T. (2013). Understanding STEM education and supporting students through universal design for learning. Teaching Exceptional Children, 45(4), 8-15.
Questions to Consider:
•    How might incorporating UDL principles into STEM education enhance learning and promote students to enter STEM positions in the workplace?
•    What does engineering design mean and how does it impact STEM instruction and learning?
•    How do the habits of mind impact learner variability and the implementation of UDL?
ENGAGING ADOLESCENTS WITH LD IN HIGHER ORDER THINKING ABOUT HISTORY CONCEPTS USING INTEGRATED CONTENT ENHANCEMENT ROUTINES

Bulgren, J., Deshler, D. D., & Lenz, B. K. (2007). Engaging adolescents with LD in higher order thinking about history concepts using integrated content enhancement routines. Journal of Learning Disabilities, 40(2), 121-133.
Questions to Consider:
•    How do history standards established by professional associations and state assessments emphasize higher order thinking?
•    Think about the challenges of engaging adolescents with learning disabilities (LD) in higher order thinking in history.
•    How does the paradigm presented impact the teaching and learning of history for secondary students?
SELECTING SOFTWARE FOR STUDENTS WITH LEARNING AND OTHER DISABILITIES

Marino, M. T., Tsurusaki, B. K., & Basham, J. D. (2011). Selecting Software for Students with Learning and Other Disabilities. The Science Teacher, 78(3), 70-72.
Questions to Consider:
•    How do the tips relate to UDL, instructional design, and the habits of mind?
SCIENCE AND SOCIAL STUDIES FOR STUDENTS WITH DISABILITIES

Scruggs, T. E., Mastropieri, M. A., & Okolo, C. M. (2008). Science and Social Studies for Students with Disabilities. Focus on Exceptional Children, 41(2), 1–25.
Questions to Consider:
•    How do you think high stakes testing has impacted science and social studies instruction for students with disabilities?
•    What is important for effective inclusive instruction in science and social studies?
•    What are some of the tools that teachers can use to teach science and social studies as listed in this article?
Optional Reading
While you are not required to read these readings to understand the concepts in this module, you are encouraged to read the following:
•    Marino, M. T. (2010). Defining a Technology Research Agenda for Elementary and Secondary Students with Learning and Other High-Incidence Disabilities in Inclusive Science Classrooms. Journal of Special Education Technology, 25(1), 1-27.
Presentation: Science and Social Studies
In this presentation, you will be asked to watch multiple videos that will show you more about science and social studies instruction. As you watch each video, be sure to pay attention to the questions or content posed.

TEACHING CONCEPTS
While watching these videos Teaching Concepts Part 1  & Teaching Concepts Part 2 , think about the following:
•    Considerations for teaching concepts in any discipline
•    A step-by-step overview of two strategies/routines for teaching concepts
CONCEPT MASTERY IN THE CLASSROOM
Within these videos CONCEPT MASTERY IN THE CLASSROOM Part 1  &  CONCEPT MASTERY IN THE CLASSROOM Part 2  you will see how the Concept Mastery Routine is used in an actual classroom.
The movie opens with Sue Woodruff (CRL Trainer) using the Concept Mastery tool and annotating the use of the tool in the classroom. About midway through the movie, Sue backs off the annotation and you’ll see the students working through the tool.
Checkout around the 10:25 mark, how using the Concept Mastery Routine the students generate some deep understanding and stump the teacher. While this may sound scary to you, it’s actually a wonderful thing because it demonstrates the students deep understanding of the concept as well as the power of the tool itself to facilitate that understanding. Moreover, shows inquiry around the concept.
Also note around the 11:45 mark, how the use of the tool and conversation drives the teacher to clarify and develop a more detailed “critical or required understanding”.
As you have done in other movies, view it with a critical eye. What’s working? What could be improved? How might you use this tool and/or do something similar in your classroom?

Show and Share Mini-Lesson

Instructions
In your class, you have noticed that there are a few students who are struggling with the concepts in your lessons. You decide that you are going to find 10 minutes during your day to work with these students and provide a little extra support with the concepts. For this assignment you should choose either a social studies or science concept and write a 10 minute lesson plan. Keep in mind all of the things you have learned about creating an engaging and effective environment for learning.
Guidelines
In order to successfully complete this assignment, be sure to include the following required components:
•    Title of the lesson
•    Student objective for the lesson
•    Define the targeted concept
•    One strategy for teaching a concept (refer to presentation for various examples of graphic organizers)
•    A text mini-lesson with any additional documents, links, or supports included
SPED 841 Show and Share Rubric

Developing

Skilled

Exemplary

Thoroughness

Partially complete response that loosely addresses the discussion prompt.

Somewhat complete and thoughtful response that partially addresses the discussion prompt.

Complete and thoughtful response that fully addresses the discussion prompt.

Dialogue

Response reflects limited understanding and offers no opportunity for dialogue.

Response moderately reflects understanding, but limits opportunity for dialogue with others.

Response clearly articulates understanding, while still inviting dialogue with others.

Writing Quality

Organization has several weak points, reads satisfactorily, some errors, ineffective use of quotations. Overall quality is good but not consistent in quality.

Organization has a few weak points, reads satisfactorily, few errors, judicious use of quotations. Well-crafted response that addressed some of the elements.

Well organized, reads well, very few errors in grammar and spelling, judicious use of quotations, coherence, clarity, depth, and quality of examples. Well-crafted response that addressed all elements effectively.

Completion

No directions for the prompt are followed and completed using the guidelines provided.

Most directions for the prompt are followed and completed using the guidelines provided.

All directions for the prompt are followed and completed using the guidelines provided.