Assignment 2 exemplar
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School
Ithaca College *
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Course
63000
Subject
Information Systems
Date
Feb 20, 2024
Type
docx
Pages
3
Uploaded by HighnessDragonPerson745
Student F is a 7th grade boy and is classified as having a learning disability. This student had a bike accident in 2015 that resulted in physical injury and head trauma. He is in ICT classrooms, general education classrooms, and resource room classes throughout each school day. After the accident he struggled academically and with maintaining focus. Because of this, the science teachers of Student F will have to utilize a variety of vocabulary strategies to help this student learn and retain science vocabulary. The unit that Student F’s Living Environment class is currently on is called Ecology/Human Impact. Here is a list of seventh grade living environment vocabulary from this unit that Student F is struggling with:
1.
Ecology
2.
Ecosystem
3.
Biodiversity
4.
Niche
5.
Population
To meet the NYS Living environment standard 4, “
Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science,” Student F must be able to apply the concept behind this vocabulary to understanding the historical development of scientific ideas. Because Student F is a multisensory learner who struggles with maintaining attention, I chose to use graffiti vocabulary to help him understand these vocabulary words. Graffiti vocabulary is a strategy in which students write each vocabulary word in creative letters on a rectangular piece of paper. Next to the word, students will write the definition in their own words. Then, students must come up with three symbols or drawings that they must also put on the rectangular paper
with the word. Then students color this in and the teacher will hang it up somewhere in the room for students to use as a visual aid. This is a great strategy for Student F because he benefits from multisensory learning and attention. While looking around the room he may see his graffiti vocabulary art and this will help
him to remember the vocabulary from the unit. All students in the class will be asked to create their own graffiti vocabulary art and this will, in turn, benefit all students. According to CAST Learning (2018), this is an example of UDL because this graffiti art clarifies difficult vocabulary by allowing students to use more relatable language and symbols to retain science vocabulary. Also, according to High Leverage Practices (2017) graffiti vocabulary is also an example of culturally responsive teaching, because it allows students to use whatever cultural experiences and language they have to define the higher-level science vocabulary in their own words.
Here is an example of exemplar graffiti vocabulary from this unit:
References
Council for Exceptional Children. (January, 2017). High Leverage Practices. Retrieved from file:///Users/admin/Downloads/_HighLeveragePractices.pdf CAST. (2018). The Universal Design for Learning Guidelines
. Retrieved from http://udlguidelines.cast.org/binaries/content/assets/udlguidelines/udlg-v2-2/
udlg_graphicorganizer_v2-2_numbers-yes.pdf
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