1. Learners: 2 nd Grade Integrated Class (6-IEPs & 1-504p) Method: Whole Class Discussion  Collaborative Learning  Independent Task Curriculum Area: Science and Technology/ Engineering Strand: Observable Properties of Objects Standard 1. Sort objects by observable properties such as size, shape, color, weight, and texture. Objective: Students will be able to manipulate, observe, compare, describe, and group objects found in the classroom, on the playground, and at home. http://www.doe.mass.edu/frameworks/current.html

2. http://www.sedl.org/scimath/compass/v03n02/1.html Recent Research SuggestsLesson Application Each brain is unique. The brain’s structure is actually changed by learning.  Present content through a variety of teaching strategies to help orchestrate learning experiences.  Students will be engaged in a whole class discussion, followed by cooperative learning, and independent practice.  Choice centers will be used to provide visual, auditory, tactile and kinesthetic modes to obtain learning objective. The brain is designed to perceive and generate patterns..  Present information in context so the learner can identify patterns and connect with previous experiences.  Observable properties of objects will be incorporated in cross- curriculum instruction via math centers, reading groups, and writing prompts.  Ending circle: something you noticed… Learning always involves conscious and unconscious processes..  Use “hooks” or other motivational techniques to encourage personal connections.  To start lesson: Bring in your favorite object from home to share.  If you lost your object, would you be able to describe it to others? What skills do you need to be able to do this?

3. http://www.cast.org/teachingeverystudent/ideas/tes/chapter2.cfm NetworkStudents - StrengthsStudents - Weaknesses Students - Preferences/Interes ts Recognit ion Learning “what” Jacob - tactile learning Evan - accessing prior knowledge Vanessa - vocabulary Jacob - finding meaning, reading Evan - attending to task Vanessa - applying knowledge Jacob - tactile, oceans Evan - tactile, sports/games Vanessa - visual, family Strategy Learning “how” Jacob - talented at drawing Evan - experiencing objectives Vanessa - writing and expressing thoughts Jacob - reading and poor writing mechanics: spelling, proofreading, handwriting Evan - visualizing, spatial, drawing Vanessa - attending to discussion Jacob - tactile, computers Evan - tactile, interactive Vanessa - visual, interpersonal Affect Learning “why” Jacob – motivated by interests and games, easily interested in new topic Evan – teamwork and interpersonal relations, making connections Vanessa – works very cautiously and neatly, beautiful products Jacob – conscious of others and aware of disability Evan - looses focus on independent tasks or distracts other kids Vanessa – low self-esteem, easily discouraged, afraid to take risks Jacob – interested in new topics, especially in natural and life science Evan – loves sports and games and having the light bulb go off Vanessa – loves hugs and thrives on meaningful personal connections

4. Bypass Strategies (Accommodations) - help the student learn how to work around a weakness, so that she can experience success. One such strategy might allow a student to do extra work in an area of strength, while reducing demands in an area of weakness  Jacob  write compositions using a word processor versus paper  Evan  have access to related talking computer sports game  Vanessa  cross-curriculum instruction via math centers, reading groups, and writing prompts http://www.allkindsofminds.org/about_process.aspx Interventions at the Breakdown Points - Interventions involve children in activities specifically designed to strengthen an area of weakness.  Jacob  matching objects to describing words via interactive game, with headphones to decrease consciousness of classmates  Evan  put in collaborative group to buffer weaknesses while enhancing skills and taking advantge of interpersonal skills  Vanessa  pair with motivating student at center activities

5. Strengthening of Strengths - These are strategies that allow children to keep on using and improving the parts of their minds that work especially well for them.  Jacob  explore object hands-on, then draw and share  Evan  make leader in a collaborative activity  Vanessa  make scribe or draft re-writer Affinity Development - This is a process intended to help children discover and deepen their natural interest in particular topics or subject areas (such as cars, horses, or nature)  Jacob  objects related to ocean exploration  Evan  objects related to sports or games  Vanessa  significant objects personally meaningful http://www.allkindsofminds.org/about_process.aspx