Direct instruction

Teachers: Joshua Thornton Subject: Analysis and Conclusions

Standards:

Understanding how data relates to real time and drawing a relevant connecting conclusion.
Objectives (Explicit):

Picking out what information is important to what is asked and what is not substantial in order to
create and process concise conclusions.

Evidence of Mastery (Measurable):

Formative: Provide different forms of data (tables, graphs, integrated data) and assess how well students can extrapolate and
relate information towards questions.

Summative: Detail a specific experiment or two (roughly paragraph long) supplied with both important and dummy
information with questions that discuss separate parts of what is given and processed into a final conclusion.

Sub-objectives, SWBAT (Sequenced from basic to complex):

Beginning with data interpretation and the various kinds of graphical analysis that can present itself
Scaling up, starting with small pools of data or short strings of information to sort through and process
for relevancy.
Moving bigger with time and introducing more pitfalls that one encounters in real life encounters and
how to theorize solutions.
Not necessarily the last step, but allowing firsthand experience in running the machine and allowing
the possibility to notice their own errors through corresponding faulty data would be a splendid
addition.
Key vocabulary: Materials/Technology Resources to be Used:

Analysis: Detailed examination of the elements or structure While not required using information processed by real
Data Collection: The process of gathering and measuring apparatus would be much more relevant than randomly
information on variables of interest, in an established systematic chosen numbers. Aside from that, a few programs for
fashion that enables one to answer stated research questions, test initial data calculation examples and a calculator are all
hypotheses, and evaluate outcomes. that is necessary.
Experimental: Research that plays the role of testing hypothesis,
typically in controlled laboratory settings
Given: Specified or stated.
Abstract: A summary of the contents of a book, article, or formal
speech.
Theory: A proposed explanation whose status is still conjectural
and subject to experimentation.
Conclusion: A judgment or decision reached by reasoning.
Error: A measure of the estimated difference between the
observed or calculated value of a quantity and its true value.

Opening (state objectives, connect to previous learning, and make relevant to real life)
State subject, purpose of objectives in interpretation and analysis as well as collecting into a proper conclusion. Connect to
previous and future experiments by going over familiar data and calculation. Give ample examples from previous works
preferably with cool tie ins that would catch interest either in visual or relation. Relevance to real life included in data and
experiments of significance. Recount previous lesson points to keep students on track.

Teacher Will: Student Will: Consider the process of how analysis and
conclusion goes. Begin relations to the given template
Present interesting experiments that class would find both and/or example to prior knowledge and create
intriguing and relevant. Something within the syllabus expectations as to what may occur in the future.
and Objective but that kids would also find an appeal in. (Chorally respond when given the chance.)
Relate to current events in terms of perhaps safety
regulations set and how to calculate those while avoiding
erroneous data. (Possibly an experiment done by them)
before, one they will do or even a topic suggested by
them previously.

Question students what exactly the information means

and move into drawn conclusions from analysis while
maintaining attention to pull out faulty data.

Why is this set of information relevant based on question

wording? How do you decide if the information is
important to you?

Co-Teaching Strategy/Differentiation
Instructional

Co-Teaching: Parallel teaching. Two teachers can split off and work on either two of the same or two different
articles of information to study for the lesson. This can allow for more students to be working on a topic the find
interesting as well as make smaller groups for students more opposed to being public.

Charts and graphs may help here, specifically for brainstorming. Rather than expecting students to remember
everything perfectly, create visual representation they may copy to better help retention.

Some students may not want to be vocal about sharing, so instead this could be done on paper and submitted or
done by my lead.

Multipresentation style. Give out visuals as well as verbal instructions for students to gather information from.
Discuss professionalism and what is to be sought, changed, and expected. Use real life examples.

UDL

Strategy: Sentence Stems. Using fill in the blank sentences tuned for being proper sentences to use in a lab
conclusion. Words will be missing based on relevance to the lab and allowing the format to be interchangeable with
other labs. Example; _______ was used to ________ in the lab. While it will be acceptable to turn in these simple
sentences for the first few labs, students will later be expected to freely create their own sentences and ideas. For
now they only need to observe as the teacher gives sample examples and fills in some examples as both a visual
and vocal way to express the lesson idea.
 Strategy: Word Map. As an instructional activity run through an example template with the students on overhead of
whiteboard. Take student input as to what boxes should be filled out with, but they should all be relevant with the
word that is important. The words included would be vocab words with emphasis on those that are sections of a lab
report. In this phase students may or may not be required to write their own later, and instead it will be more of the
teacher running through the template for important words.

Adaptation 1:

Students with ADHD: Student Attunement; Work on finding examples that are more suitable for the student rather
than something that may or may not be more directed towards the class as a whole to catch their interest. Spend
some time with the student and figure out what they are interested learning about and mold the lesson into a topic
similar to their interest. When teaching the more drawn out portion and harder to swallow information about
writing and data acquisition, do so in chunks and regularly check with the student to ensure their focus. Try
making the sentences they work on in the sentence stems have more appeal to someone that have issues with focus.
Anything too distant might lose the student.

For the word maps the simplest solution would be to lessen the amount of time students need to focus for. Running
through vocabulary words for too long will lose focus. Unlike with the sentence stems there is no way for this
activity to be more tailored to their interests, but it is possible to let them pick some choices for which each box
represents to something they may prefer talking or writing about.

Adaptation 2:

Students with Learning Disorders: Extra time/Less Blanks; the students dont have any quota of sentences they
have to fix, its largely just the concept of what the ideas they have to portray through the sentences they use in the
lab report. For students struggling with the concept the amount of blanks can be reduced and more time given to
them to complete in class. The sentence stem idea if a powerful tool to continue using after completion for
reference in the future, so as long as the student can manage to finish a few, theyll be able to have considerable
help in the future of writing their reports. He extra time is also beneficial in being able to get any questions they
may have during the teacher completion.

For the word maps it might be simplest to allow them to work with a buddy or put less weight on the importance of
the word maps. They are meant to heighten the students learning and be done at their own pace so there would be
no need to rush those struggling with the heavy implications of the words. In similar fashion having a buddy to help
would make deciphering what each box could be filled with easier for the one struggling to understand what is
being taught, and then they still have a powerful template to refer to later.

Teacher Will: Run students through their steps and be Student Will:
actively ready to help complete connections being made 1. Read through a given experiment without a written
between data, analysis, and conclusion made. conclusion.
2. Formulate the best conclusion they can gather from
Question posed: How can you, when writing a report, a base analysis.
Explore

best quantify your data into an interesting and relevant
conclusion?
Can you construct two separate conclusions in regards to
two difference topics given identical information? (Think
Accuracy vs. Precision.)
3. Be given what the genuine conclusion says.
4. Shown a few more experiments to develop more
ideas and basic calculations.
5. Allow free reign to collect chosen experiments into
analysis and conclusions.
 In terms of labs, Ice cream lab with some extra unneeded
data fits the bill. Simple instructions to follow but enough
science to question.

Co-Teaching Strategy/Differentiation

Co-teaching; Team teaching, may or may not split groups. Team teaching allows two professional opinions on the
childrens feedback as well as giving the ability for one to keep eyes on the information presenting, and another to
keep an eye on the others receiving.

Read aloud for students struggling to contain and process all of the information. Take it in steps and point out what
signals something important and what doesnt.

Picking or Random partners. If observations indicate that some may work better with others they can be chosen to
group together, or allowed free reign to pick them. This may also harm individuals so the choice must be well
thought out.

UDL

Strategy 1: Group activity, Think and Discuss, Fishbowl (modified), etc. Give students a chance to meet and share
their ideas on how they personally write their conclusions and make analysis. Wander around listening in on
students, offering occasionally interjections, and supplying ideas to think on for topics being discussed by group.

Strategy 2: Socratic Seminar. Similar to the first strategy but with few modifications. The class will discuss as a
whole rather than in groups or partners, and the teacher will limit interjections unless conversation goes off track or
is seriously flawed. Conversation will be started with context on a certain lab report and how they might order
importance of information as well as construct pieces of their report. It will be rough and theoretical so students do
not need to be precise, but instead provide useful ideas for the context.

Adaptation 1:
Communication Disorders: Specifically place in a group that can understand the student and who they feel
comfortable communicating with. If not possible then consider substituting self in an environment comfortable to
the student. Perhaps through writing only, or even by drawing pictures in relation to the different sections of the
lab. Ensure that they are not spending extra energy and focus just trying to communicate with the people around
them.

Adaptation 2:

ELN students: Similar to communication disorders but with the opportunity to bring in someone from the outside to
assist them. If necessary a teacher proficient in their language can be asked to come in (who will have pre-
emptively been run through the process that is about to occur) and participate with the student, acting both as a
translator and as a partner for any activities. If there is a student who can fill this role all the better. If the student
prefers to work alone, proceed with regular check-ups just to ensure that there are no gaps in understanding due to
a language barrier.

Teacher Will: Student Will:

Elaborate

Gather student observations in terms of both personally Focusing on proper topics and sorting information in
made and professionally made while remaining opens to accordance of purpose as they decide and ruminate on
questions of inquiry that may have not been answered. questions they may have.
Reveal strategies they noticed and tricks to spotting
Provide students with their own information to analyze dummy information or information that is not
through visual representations as well as written important enough through their exit tickets.
instruction either in class from previous days or after
class through email, etc. Being able to, when given data/information, pick out
what is relevant and needed to be discussed upon.
What is the difference between relevant information and
extraneous data and how could context change this frame
of reference?

Relate how visual data from different apparatus can be

recorded and deciphered through a simple exit ticket
example as they leave.

Co-Teaching Strategy/Differentiation

Students struggling with English may need a translated version as small details can be very important and
detrimental if overlooked.

Large text or even simplified version with less distractions can help focus.

UDL

Strategy 1: Show and Tell back. Allow students to represent their information and progress themselves, asking
prompting questions to get information from the student for other students to hear. Perhaps in the form of reading
what they had written, ideas they formulated, or even just answering short one liners provided by me as a prompt.

Strategy 2: Infographic presentation. A common and useful strategy for presenting concepts and ideas from
students near the end of a lesson or chapter. In this case, students will have two options, either write their own lab
report on a subject/topic that has already been done before (like a lab performed by professionals or the like) or
they must create a poster board about all the different sections of a lab and how they are unique and important.
Both can be presented given time.

Adaptation 1:

Students with emotional disorders: For students that may not be able to control themselves during public
presentation, instead make the show and tell backs private with students. During an activity or some other
scheduled time, pull students aside and assess them individually. When assessing the student with emotional issues,
be sure to handle them accordingly, and gently work towards assessment without trying to pick at how they are
acting or why it is individual. (Reprimanding is not here nor now.)
If any student struggles with controlling themselves during the presentation process simply present the information
from yourself to the class (and warn the students you will do this.) This also encourages students to be clear with
their ideas so someone who has never looked at it before will be able to interpret it.

Adaptation 2:

Students with motivation Issues: There are two likely outcomes, either the student has done no work prior but has a
strong understanding of the concept and may portray this in a show and tell back as they exhibit profound
knowledge, or a lack of understanding to match with the work they feel unmotivated to complete. While this is a bit
late in the process to start addressing motivation issues we must assume that adjustments have been made
 accordingly in the prior steps as well, so if issues persist at this point or are not yet solved what could be done is
that those still exhibiting strong problems can be assisted with, either by their friend or chosen partner, to help
serve as a reminder and motivation. If they are showing proficiency now but were not prior then simply continue
the steps taken before this assessment/individual work.
Group size can vary or not exist to better accommodate students who might have trouble completing the project or
discussing the concepts with too many or too few people. Thus, students who need encouragement can be assigned
in as groups for their presentation, and those who do not feel motivated under pressure can work freely on their
own.

Adaption 3:

Students with hearing disabilities: From hearing impaired to hearing loss, there are a few options to take here.
Since these students will suffer from being unable to clearly hear students doing tell backs and may miss parts of
the lesson, it is viable to have some sort of sound amplifier for any technology used. Videos, self, students etc.
While it is not totally practical it is possible. If this is not suitable enough a personal amplifier might help. Under
the condition that you cant raise any more noise, using more written context would be beneficial to the student and
focusing more on the show than the tell would help to shorten any gaps in learning.
Presenting and being witness to presentation might be difficult for those with hearing disabilities even with
provided technological support. As such presentations will have to be made in a manner that can be very clear to
these students. This can be done by minimizing sound in the classroom, repeating key points on students
presentations, going over the information slowly, and placing the student where they might hear best. When
presenting the student should be given some liability in the performance but be lenient on their condition and allow
some extraneous actions to slide so not to call attention to them.

Closing/Student Reflection/Real-life connections:

Real life connections will be constantly made as examples used are relevant in both current and past science. Student
reflection will come through both their reports/conclusions they will write in the future alongside examining what they
previously wrote and being able to clean them to a professional standard with their acquired knowledge. Closing will
include a final few examples given that are expected to be up to a level of professionalism that would be expected in society
and in being able to sort out bad data collected. Will attempt a sort of closing activity, like I care Why? To even more
relate what was learned to real life importance.