Connery Luk

Signature Assignment
My classroom is a senior level environmental science class. The class makeup is
predominantly Caucasian students (60%) with 15% African-American, 15% Hispanic, and 10%
Asian students. Twenty-five students make up the class, with 15 being male, and the rest
female.
The at-risk student in my class is a dyslexic male named Tomas Galagher. Since Tomas
has dyslexia, he has some challenges in school, which include, but are not limited to: trouble
reading/decoding, writing/spelling, and handwriting. His greatest challenge is not being able to
tell letters that look almost the same apart, like b and d. (Farrell, 2018).
While Tomas has trouble reading, and decoding, he doesn’t have bad reading
comprehension. Overall, Tomas really enjoys audiobooks, and videos, media where people are
talking to him, rather than him reading. Once again, he has trouble writing, and spelling, and
differentiating between similar letters. Handwriting is so bad he has trouble deciphering it.
Logic skills, like math and science are at grade level when reading prompts are not considered.
Socially, Tomas is usually seen with a select group of people, however he can easily
converse with everyone in the classroom. When I have group assignments/projects, I tend to
create the groups myself so that way students get to interact with each other, and rather than
have students get comfortable with just select groups throughout the whole year. Every time I
assign a group with Tomas, everyone in the group gets along fine. However, his sociability can
be a hindrance sometimes. When there are long passages that need to be read, he sometimes
gets frustrated, and starts to chatter with his peers.
I have several rules/expectations that are to be upheld in my classroom. Individuals
should respect others, but also themselves. Individuals should be mindful of their words, and
actions because you never know how others might react to your words, and actions.
Additionally, individuals should respect the personal space of other individuals. The STEM field
was, and still is built upon the discoveries of past individuals. Some of these discoveries were
made fun of, or completely ignored, thus, in my classroom individuals must show respect
other’s opinions and ideas, while keeping an open mind. Also in a sense, students should try to
be as creative as possible, and always do their best work. Students should never feel like their
opinions/ideas will not matter, nor should they think that their opinions/ideas are lesser to
other proposed opinions/ideas. As Terry Crews once said, “All judgement stops creativity”.
My philosophy of inclusion is comprised of two parts: the first is accepting, and teaching
all of my students to the best of my ability and their learning potential; and the second part is
adapting around the weaknesses of my students, while focusing on their strengths. For a
student like Tomas, reading is weakness, so I construct my lessons to have less reading. On the
flipside, he learns significantly faster when do hands-on activities, so I focus on utilizing more
hands-on experiments in class.
I like science courses because of the flexibility. I don’t have to make the students read if
I find out throughout the first marking period that most of them have serious issues with
reading. Additionally, some students learn significantly better with hands-on experience, or
videos/multi-media. I like implementing experiments in the classroom, because they are a little
of everything. First, we learn the theory, this is for the students who enjoy reading, or learning
about why we are doing the experiment. The second part is doing the experiment, this is for the
students who learn with their hands. Finally comes data collection and inferring from the data,
this involves both previous groups, since you can’t infer beyond the data, without knowing why
you did the experiment. And those who learn with their hands, will learn about the theory,
hopefully, via the results of the experiment.
I know that brain-based learning, group work, and hands-on work are some of the best
ways to learn (Meyers, 2019). During the classes when we do not have enough time for
experiments, I implement small group work projects, like worksheets, while implementing
cooperative learning strategies, such as a modified version of jigsaw. A modification would
include an exit ticket. I go around to individuals, or groups, depending on the specific
assignment, and ask the students questions regarding the material, the questions are different
between the groups, for several reasons. The first reason is to make sure the students do not
prepare specifically for the questions, if they need to then clearly the material was not taught
fully/students did not fully comprehend the material. The second reason is so that I have a
wider range of knowledge of the comprehension of all the material across the whole class. I like
this modification because it tests what the students know, both at an individual level, and at a
group level. If one person from the group starts answering more than the other students, I
might need to tell them that there are other members of the group who need to answer.
The main role I play is monitoring the students, so that my activities focus on their
biological strengths, while enforcing their academic weaknesses. If students do not like written
assessments, then I can do oral exams. My monitoring data shows that if student X is doing
poorly in topic A, but excels in topic B, while student Y is the exact opposite. I would create a
group project/activity and pair them both up, so that they help each other’s weaknesses, while
reinforcing their strengths.
My intervention plan focusing mainly on academics/cognitive, but it also incorporates
language development/communication areas as well.
Critical thinking is the overarching goal I have in mind for the students. Students can
easily memorize that excess fertilizers are bad for the environment, and the steps for why it is
bad. But I want to expand upon that, I want them to be able to think of ways where commercial
and local farmers do not have to use excess, synthetic fertilizers, or what the overarching
effects of the fertilizers will have on the ecosystem as a whole. It is not what they know that is
important, it is what they do with what they know that is important.
High grades are also a goal since I am focusing on academics/cognitive.
I do not believe in high-stakes tests, however some schools/districts will have rules that
I must follow. If I am required to give tests that must equal an X% of the total grade, without a
limit to the amount of tests that I can give, I would give a test every other week. This is to dilute
the potential that a singular test can have on a student’s grade. This will also cause students to
cram less information the night before the test (if we are going to be honest with ourselves). If
there is a limit to the amount of tests that I can give, I would give as many as I could, but if I can
only give one, then I would provide extra credit opportunities that can build upon the topics
addressed on the test. I know a professor who actually did just that, after the tests were
graded, he would give a ten question quiz on BlackBoard, and every correct answer would be
an extra point on the test, so not only did students increase their test scores, but they also went
over the material that they might not have understood. I am also a firm non-believer in multiple
choice, and true/false questions, and huge believer in short and long answer questions, since
they actually show what a student knows, by bridging current and previous content.
Another option would be to make groups, and have them create a hypothesis and
prediction for weird/cool organisms. Each groups tend to come up with different ideas,
hypothesis, and prediction. I also make the groups construct an experiment to test their
hypothesis and predictions. Critical thinking will go through the roof during these exercises.
Exit tickets are a great assessment that I like, especially if they are very low-stakes, or
have no stakes at all. This is great since student stress/anxiety will be lessened, which more
than likely will cause them to do better on the exit tickets. Exit tickets also do not have to be
written, but can be oral, this would more than likely benefit Tomas.
Lab reports will be utilized, since lab experiments will be conducted. Lab reports use
different aspects, and bridges them together. Students need to know the current content
matter to be able to understand the experiment, students will need to be able to understand
the data in order to formulate a conclusion. Even before the experiment takes place, students
will need to create a hypothesis and prediction for the experiment. This will require them to
sometimes critically think. Writing skills will be put to the test, and if I should choose not to
make them do a formal lab report, but a poster, I think that would be very effective, especially
for someone like Tomas. He wouldn’t need to type/write as much on the poster board, if he can
explain the experiment, data, and conclusion.
For someone with dyslexia, writing lab reports, and writing a lab notebook might be
hard. So, representing the experiment might be harder for Tomas. Additionally, even if I try and
dilute the number of tests he will have to take, he still must take tests, which might take him
sometime to do, since he’ll have to read, decode, and comprehend the questions, then
formulate the questions into short and long answers.
 Tomas might also have issues with communication skills indirectly due to dyslexia.
Vocabulary might not be as varied compared to his colleagues. Additionally, due to having
dyslexia, his grades might be lower compared to his colleagues, and he might be ashamed of
that, or he knows that he needs more help, but doesn’t want to bother those around him.
Although these are barriers, there are some technological solutions. Writing a lab report
usually occurs on the computer nowadays, and Tomas can utilize things like spellcheck to help
with his dyslexia. Additionally, I found that there are certain fonts (like this one) that can help
Tomas. This same approach can help him with the lab notebook. Apps like Lab Archives, which I
am currently using in Genetics can be useful. Tomas can benefit from the online interface by
enlarging the font, or by utilizing the spellcheck. Tests can be taken on the computer, or like
that one video we watched, he can record his answer on a recorder, and I can just easily listen
to his replies.
Heavy use of multi-media, such David Attenborough materials will more than likely be
watched, maybe not the whole documentary, but definitely clips. Some people never leave the
United States, yet there are so many different, cool, and weird animals that exist all over the
world, movies that he’s made can be the bridge between the landlocked child, and the
mysterious animals of this world. Totally just geeked out right there.
I use assessment based games (Kahoot, for example) to increase engagement, and
assess content knowledge But rather than just have these games for review sessions before a
test, I just use them as weekly assessments of what the students know. The last 30-40 minutes
of the Friday lecture could be a weekly game assessment. To spice things up, I introduced a
token economy in my class for extra credit. Students are be interested, and I am able to collect
my data on the students, seeing what topics some students are struggling with.
The videos should not be a problem to Tomas, since he would not have to read
anything, the only issue are the games. But that is easily rectified by making the timer for
answering longer, or if I created teams, he would not have to necessarily answer/read the
prompts, but could contribute to the answering process.
Lab experiments relevant to the material are something I utilize. In-class group
assignments and cooperative learning – like jigsaw, also play a huge role in my classroom. As
stated above, use of multi-media is key to my instruction, sadly I cannot bring a mangrove tree
from Florida up here, but there are tons of videos showing how cool of trees they are.
Once Tomas understands the lab instructions, I do not see where he really struggles. The
hands-on part of the lab is the easiest part of the lab for him, unless he is referring back to the
instructions or notes, he will not be doing much reading. In group assignments, and cooperative
learning, Tomas, hopefully, will be surrounded by peers and colleagues who would assist him in
areas of intensive reading. And as I discussed above, multi-media does not hinder him at all.
 I alluded to this in my assessments section, but rather than having a lab report due on
the experiments, I instead have the lab groups create a presentation, or poster showing their
results, and having them explain their conclusion. I do the hypothesis/prediction exercise, using
the content material they know, they try and apply it to real life organisms, kind of like a case
study.
Even though a student might have dyslexia, that does not mean he or she will not try, or
cannot try to pursue higher education. Rojewski et al. found that high-incidence disability
students that were earning at least 80% of their high school credits in general education classes
were twice as likely to enroll and persist in postsecondary education (RoJewski et al., 2013).
The next two sources are directly concerned with STEM. Dunn et al. studied a high-
incidence disability student pursuing a career in STEM and found that these students need
better access to content (technology and visual learning), experimental development (applied
experiences), and mentors and role models (Dunn et al., 2012). My plan focuses on two of the
three focal points: better access to content, and experimental development. Although, if I am
going to be honest here, if you are going into the STEM field, I think experimental development
should be a focus, no matter if you do or do not have a disability. Basham and Marino focused
on UDL for STEM education and presented four critical elements: clear goals, intentional
planning for learner variability, flexible methods and materials, and timely progress monitoring
(Basham and Marino, 2013). I think I have got clear goals: increase critical thinking skills, and
higher grades. I have different kinds of assignments, as well as different ways to present, and
teach the material, so the learner variability, hopefully, is also adhered to. The same could be
said about flexible methods and materials, different ways to teach the content, as well as
present it. And finally, the timely progress monitoring, having daily exit tickets, and maybe
weekly assessment games, should be more than enough progress monitoring.
I am pretty sure my plan will help Tomas. I honestly believe that having more low-stakes
tests are not only more beneficial to him, but also his peers. My plan calls for daily, or near daily
exit tickets, as well as weekly engaging assessments, both of which are supported by the
literature. My plan utilizes visual learning media to alleviate text-based education, which allows
for someone with dyslexia to not have to read as much, but also to keep him and everyone else
engaged in the class. Lab experiments incorporate different skills, and whole one of them is
reading, and comprehending the reading, I believe the hands-on work and the data, and
conclusion following the experiments will offer a better learning education to Tomas and his
colleagues than traditional lecturing. Lab experiments do not have to be presented in just
report form, they could also be presented, so people who are more sociable, or just do not like
writing can have other options.
As stated in Part 3, I do daily, or almost daily, exit tickets, and potentially weekly game
assessments. In addition, I use as low-stakes tests as possible, as well as lab reports, written or
presented. Hypothesis and prediction exercises to constantly hone their critical thinking skills.
 My plan does reflect my philosophy, which is to simply teach students to not only be
better critical thinkers, but to also see and enjoy science. The use of technology will hopefully
bridge students who might never get the chance to go to the Galapagos, to see the birds of
paradise, and their groovy dance moves. The reason I like the hypothesis and prediction
exercise so much is because it covers both of my areas of my philosophy. It makes students
critically think about the organism, and sometimes the surrounding ecosystem, they then need
to create an experiment to test their hypothesis and predictions, which also requires critical
thinking skills, all while I choose just the weirdest animal/organism/feature of an organism. I
think experiments are fantastic, science is 50% text-based knowledge, and 50% experiments,
each requiring different skills, yet you need to bridge all of those skill in order to create a good
conclusion.
Deep down I will always be a student and a scientist, and I think that these are my
biggest assets as a teacher. It is important that teachers continually learn (Shelly, 2019, pg. 60-
61). Not just learn the newest teaching methods, but to keep up-to-date with the content that
they are teaching, after all, science and technology never sleep. I bring research-based methods
and materials to the classroom, as well as an open mind. I bring not only myself, but also all
those researchers, and we collectively teach the class, using scientifically-proven methods. My
incessant need to collect and analyze data also means that I am constantly monitoring the
progress of my students, to acclimate to their strengths and weaknesses.
I feel as though my creativity and innovation, as well as my ability to adapt to change
has increased due to this assignment. Both Essential Learning Outcomes go hand-in-hand when
trying to acclimate to a student’s weakness, yet focusing on their specific strengths. Figuring
out different ways to teach Tomas that does not require much reading, but still providing the
reading necessary for the other students was a challenge. As much as Tomas and I do not like
reading boring peer-reviewed articles, sadly, that is the medium in which science exchanges
itself. And so, finding the perfect balance between reading too little and reading too much is
necessary for teachers who are trying to teach more challenging, yet genuine material.
Sources:
Basham, J. D., & Marino, M. T. (2016). Understanding STEM Education and Supporting Students
through Universal Design for Learning.TEACHING Exceptional Children,45(4), 8–15.
https://doi.org/10.1177/004005991304500401
Dunn, C., Rabren, K. S., Taylor, S. L., & Dotson, C. K. (2012). Assisting Students With High-
Incidence Disabilities to Pursue Careers in Science, Technology, Engineering, and
Mathematics.Intervention in School and Clinic,48(1), 47–54.
https://doi.org/10.1177/1053451212443151
Meyers, S. (2019). The Art of Inclusive Education: Best Practices for All Learners. Cognella.
Rojewski, J. W., Lee, I. H., & Gregg, N. (2013). Causal Effects of Inclusion on Postsecondary
Education Outcomes of Individuals With High-Incidence Disabilities.Journal of Disability
Policy Studies,25(4), 210-219. doi:10.1177/1044207313505648