Friday, 19 September 2014
ONLINE ASSIGNMENT
TOPIC:SCIENCE EDUCATION FOR STUDENTS WITH SPECIAL EDUCATION NEEDS
INTRODUCTION
In day by day classroom teaching teachers earn many
experiences and learn many things about the students. Schools are the place of learning
and as well as teaching. Teacher has to face many challenges and while facing
these challenges teachers learn many new things day by day.
Exceptional children are those who deviate
significantly from the normal ones. An exceptional child deviates from the
normal or average child in mental, physical and social characteristics to such
an extent that he requires a modification of school practices or special
education services or supplementary instruction in order to develop his maximum
capacity. In educational science, the term is used to describe children on both
the extremes of achievement in intellectual work either they are far above or
below average in one or more aspects of education achievement. The disabled,
disadvantaged, disturbed and the gifted children are exceptional children.
Recently such children are called children with special needs.
Characteristics.
The following are the important
features of exceptional children.
·
They deviate markedly from the average
children.
·
Their deviation from the average
children so great that they can be easily distinguished from average children
·
This deviation may fall in any behaviour
or developmental dimensions-physical intellectual, emotional or social.
·
These children experience peculiar
problems and require modification of school practices, special education and
other related services in order to maximize their functioning level.
Types of exceptional children.
Exceptional children are of the
following kinds.
1.
Intellectually exceptional (Mentally).
a. The gifted
b. The slow /
backward.
c. The creative.
d. The fast.
e. The mentally retarded.
f. The under achievers.
g. The learning disabled.
2. Physically
exceptional.
3. Emotionally
exceptional.
4. Socially
exceptional.
5. Multi
exceptional.
a). THE GIFTED CHILD.
A gifted child is one
who shows consistently remarkable performance in any worthwhile line of endeavor.
Such an individual exhibits superiority in general intelligence or possesses
special abilities of a high order. Some psychologists have defined giftedness
on the basis of intelligence quotient (IQ). Persons with an IQ higher than 140
can be considered as exceptionally gifted.
But, a child need not necessarily possess a very high IQ. A person who
shows outstanding performance in other spheres of activity regardless of his
average IQ or low scholastic achievements may also be termed as gifted. Those
who show promise in creative writing, dramatic, mechanical skill, music,
graphic art and social leadership are also included under gifted children.
Characteristics of
Gifted Students.
1. Extraordinary
memory.
2. Intellectual
curiosity.
3. Ability
for abstract reasoning.
4. Ability
to apply knowledge.
5. High
creativity.
6. Command
of language.
7. Active
participation in science club activities.
8. Habit
of using leisure time for scientific hobbies.
9. Interest
in reading scientific literatures beyond the demand of school assignment.
10. Voluntary
participation in science fairs.
11. Habit
of willingly undertaking special science projects.
12. Interest
in visiting scientific institutions.
Identification of Gifted Children.
The
first step in the direction of planning special education for gifted children
is to identify or separate them from the average children. The teacher can use
following procedure for the identification of the gifted children.
1. Group
test for intelligence can be used for the preliminary screening. This is
followed by the administration of individual test of intelligence and based on
the scores obtained; the teacher can identify gifted children.
2. A
standardized achievement test / creativity test.
3. School
marks and cumulative records of pupil’s achievements.
4. Aptitude
tests, interest inventory, anecdotal records, opinions and reports of friends
and teachers.
5. The
teacher on the basis of his observation in and outside the classroom.
Problems of Gifted Children.
1. Problems
arising from the frustration of special needs.
2. Problems
arising from the lack of understanding.
3. Problems
arising from undue attention and appreciation.
4. Problems
arising from non-challenging class work.
Education of Gifted Child
1. Special Schools or
Separate Schools.
It is often suggested that we must
have separate schools for the gifted children with adequate facilities.
2. Ability Grouping /
Separate Classes.
In a heterogeneous group, there
will be bright, dull and average students and usually the teacher proceeds at
the pace of the average, which forms the majority. If pupils are grouped
according to their ability all gifted students constitute a separate class or become
homogeneous.
3. Skipping / Double
Promotions.
Skipping implies double promotion.
If a child shows an extraordinary achievement in one class, he may be given a
double promotion.
4. Acceleration or Rapid
advancement.
The gifted can promoted to and
advanced grade at the end of half year. One disadvantage is that such a student
may be otherwise immature as compared to his classmates.
5.
Enrichment programmes.
The inclusion of greater variety of
learning experiences at a more advanced level of curricular content according
to their abilities. This advancement may not be in academic content to be learn
but also in co-curricular activities.
b).THE SLOW LEARNERS
A slow learner is a child who is unable to cope with
the work normally expected of his age group. It is a term, people used to
describe a student who has the ability to learn necessary academic skills, but
at a rate and depth blow average same age peers. In orders to grasp new concept
a slow learner needs more time, more repetition and often more resources from
teachers to be successful. Reasoning skills are typically delayed, which makes
new concepts difficult to learn. The IQ of slow learner usually ranges from 70
to 90. Their span of attention is relatively shorter.
There are a few problems for teachers to teach these
students. There is limitation for time period and teacher feel difficulty to
complete the syllabus and when he run fast the student feel problem in
learning. In a group of slow learners teacher needs to maintain the speed of
teaching and he has to adjust according to students. They need patience and
regular monitoring.
New skills need to be based upon already mastered
concepts. This will be difficult when majority of class has already mastered a
concept and is moving on. This can lead to gaps in knowledge and basic skills.
The more gaps in a content are, the more challenging it is for anyone to learn
new concepts.
Characteristics.
A slow learner shows the following.
1.
Feels difficulty in keeping pace with the normal school work.
2.
They are prone to anxiety.
3.
His educational attainment fall below his natural abilities.
4.
He falls for behind other children of his age in matter of study.
5.
His span of attention and concentration are short and has short reaction time.
6.
Has got limited power of self direction.
Causes.
1. Physical and Physiological factors.
Majority of them suffer from some
kind of developmental retardation like poor health, physical deformities, and
chronic diseases. Physical ailments, bodily defects etc. Defective vision,
faulty hearing, speech defects, left handedness make them handicapped.
1.
Intellectual factors.
Their low IQ is not only affected in
terms of quick understanding, but suffers from emotional imbalance and social
mal adjustment which impedes progress in school subjects.
2.
Family factors:-
Due to unhygienic conditions and
malnutrition the health of these are adversely affected. It reduces their
learning capacity.
3.
School factors:-
Factors like: - defective,
uninteresting and ineffective teaching, lack of equipments, defective
curriculum. Poor administration and indiscipline.
4. Social factors:-
Tools
and Techniques to identify them,
1. Achievement
and Diagnostics tests.
2. Intelligence
test.
3. Situational
test and observation.
4. Medical
examination, Student records.
c). THE FAST LEARNERS.
The students who learn fast are
called fast learners. Obviously their learning speed is more than the peers.
Generally many teachers find it easy to teach these students. There teachers
work becomes easy. Teacher can teach them fast and he is capable to complete
the syllabus within the time. It is an important issue for a teacher to ensure
the learning achievement of each student.
Characteristics.
1.
They are not afraid to say “ I don’t
Know “
2.
They learn by doing.
3.
Realize many question have no answer.
4.
Can explain it to others.
5.
Able to visualize things.
6.
Do more think less?
7.
Can explain things in one sentence.
Steps to
become fast learners.
1. Check
for learning challenges in students
a)
Dyslexia.
b)
Illness.
c)
Particular personality or health
disorders.
d)
Disinterested topic.
e)
Environmental factors.
f)
Anxiety.
g)
Break down the information and task into
small pots.
h)
Find your learning style.
i)
Ask questions.
LESSON PLAN ( LEKSHMI A S)
CONCEPT ATTANINMENT MODEL
LESSSON TRANSCRIPT
|
Name
of school : Standard : IX.C
Name
of teacher: Lekshmi. A.S Strength:
Subject
: Chemistry
Date:
Unit
: Separation of Mixtures
Duration:45min
Topic
: Adsorption
|
I. Name of the concept : Adsorption
II. Definition of the Concept :
A process of retaining the molecules of a substance
on the surface of another substance [liquid / solid] resulting into a higher
concentration of molecules on the surface.
III. Essential attributes :
I.Adsorbate
II.Adsorbant
III.Increase in concentration of
adsorbate molecules on the surface of adsorbent.
IV.Non essential attributes :
Colour, amount, shape, climate
V. Preparing Exemplars
|
Positive
Exemplars
|
Negative Exemplars
|
|
Ink spreading
on chalk
|
Wetting of
sponge
|
|
Dust particle
sticking on the surface of wall
|
Tissue paper
get wetting
|
|
Spreading of
ink on the surface of the thermocole
|
Cotton gets
wetting
|
|
Dust particles
on the mats
|
Soil absorbing
water
|
|
Coal adsorbing
harmful gases
|
Roots
absorbing water from soil
|
|
Charcoal used
for adsorbing colored and harmful substance for purification of water
|
Rasagula
|
|
Chalk dust on
black board
|
Water adsorbed
by bricks
|
|
Oil on steel
plate
|
Biscuit dipped
in tea
|
|
Paint on wall
|
Clothes put in
bucket of water
|
|
Spreading of
ink on glass paper
|
Wetting of
paper
|
|
Charcoal in
water purification
|
Clay absorbing
water
|
|
Water on lotus
leaf
|
Plants
absorbing minerals from soil
|
VI. Instructional Effects:
1. Competency
for close, meaningful observation of examples and no examples leading to
attributes analysis.
2. Ability
to identify the essential attributes of the members of the category.
3. Competency
to generating attributes meaningful hypothesis regarding the new category.
4. Practice
of testing hypothesis formed on the light of new examples.
5. Skill
for categorizing the items observed on the basis of essential attributes and to
justify.
6. Skill
to define the category formed, in terms of essential attributes.
7. Ability
to generate new examples, independently and to test the acceptability of them.
VIII. Nurturant Effect.
1. Acquires
sensitivity to logical reasoning.
2. Becoming
tolerant to ambiguities.
3. Developing
positive attitude towards alternate perspectives.
|
SYNTAX
PHASE 1
Presentation of data and concept identification
T:
Dear students, here we are going to play a game. I have a concept in my mind.
I’ll provide you some positive exemplars (YES example) for the concept in my
mind and some negative exemplars (NO examples) which do not bear the
characteristics of the concept. All the Yes examples have some attributes in
common. By comparing the examples you have to identify the concept in my mind
its characteristics and suggest some more examples. Moreover based on the
attributes you have to define the concept.
Here is a pair
of positive and negative examples.
Dust
particles sticking on wall (+ve)
Wetting
of sponge (-ve).
S:
Mixing of molecules of different substance.
S:
Adhesive force between different molecules.
T:
Now, listen here is your second set of examples spreading if ink on chalk
piece (+ve)
wetting of bricks (-ve)
S:
Attraction between two different molecules.
T:
If so check the next set of examples.
Dust
particles stick on wall (+ve)
Wetting
of cotton (-ve).
S:
in one case one type of molecule is present on second and in other case the
second type of molecule spread over the first fully.
S:
can you give more examples.
T:
Yes sure, see the next set
Charcoal
used in water purification (+ve)
Intake
of water by plants (-ve)
S:
In all positive examples II type molecule is trapped on the surface only and
the negative examples are bulk process.
T:That’s
right anything more?
S:
One type of molecule is present on the surface of other molecule only.
T:
Yes, you are absolutely correct can you name concept?
S:
No, teacher.
T:
All right, I will tell you. This process is known as adsorption, Can you list
the attributes of adsorption and also perspective of adsorption and also
perspective of adsorption one more.
S:
In adsorption there are two substance adsorbent and adsorbate are required.
S:
It is a surface process.
T:
Very good.
  Adsorption Is the process of retaining
the molecules of a substance on the surface of another substance resulting,
into a higher concentration of molecule on the surface of the substance.
In
the above mentioned +ve examples shape of the substance is a non-essential
attributes of adsorption. Can you suggest some other non essential attributes?
S:
Ok, Colour of the substance.
T:
anything more?
S:
amount of the substance.
T:
very good.
S:
Climate.
T:
Absolutely right.
PHASE 2
Testing the attainment of the concepts
T:
Now I am going to check your knowledge about adsorption. I will give you a
set of examples from which you should identify the YES examples and the NO
examples
Spreading
of ink on glass plate.
Wetting
of clay.
S:
Spreading of ink on glass plate: YES.
Wetting of clay: NO.
T:
Now listen the next set
Chalk
dust on board.
Rasagula.
S:
Chalk dust on board: YES.
Rasagula: NO.
T:
Now listen the next set of example.
Painting
the wall.
Wetting
of clothes.
S:
Painting the wall: YES.
Wetting of clothes: NO.
T:
Very good. Can you define adsorption?
S:
The process of retaining the molecule of a substance on the surface of
another substance is adsorption.
T:
Can you suggest some more examples.
S: Oil on glass plate.
S:
Water on leaf surface.
S:
Dust on floor.
T:
Very good.
PHASE 3
Analysis of the Thinking Strategy.
T:
Can you explain how you reached your conclusion.
S:
Teacher, your first +ve example, dust particles sticking on wall and –ve
example wetting of Sponge made use of think the concept might be something
related to mixing of two different types of molecules. But then you provided
the next +ve example of spreading of ink on chalk piece leads to the
rejection of Hypothesis 1 and Hypothesis of adhesive force remains.
T:
What about the next example?
S:
When you told about dust particles sticking on wall and wetting of cotton, we
thought that the concept was related to amount of one type of molecule on
another molecule leading to Hypothesis 3.
T:
Then how did you reach the correct conclusion?
S:
We analyzed all the +ve and –ve examples again and again on comparing, we
came to identify that in all the +ve examples there is an increase in
concentration of substance on the surface of another substance. Thus we
arrived at the concept of adsorption.
T:
Very good.
|
Orientation to
the process.
Teacher
present the first pair of labeled examples
Hypothesis 1
Hypothesis 2
Teacher
presents the second set of labeled examples.
Hypothesis 2
persists
Hypothesis 1
rejected
Teacher
present the third set of labeled examples.
Hypothesis 3
Teacher
presents the fourth pair of examples.
Hypothesis 4
Hypothesis 3 persists
Hypothesis 5
Teacher name
the concept
Students list
the essential attributes
Teacher states
the concept rule
Students list
the non essential attributes.
Teacher
presents first set of unlabeled examples.
Students label
unlabeled examples.
Students label
unlabeled examples.
Students label
unlabeled examples.
Students
states concept rule.
Students
generate additional examples.
Student
describes thought.
Discuss the
role of Hypothesis.
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