Anuradha Anand 18508491

Assignment 2: Case Study

Contents:

STUDENT PROFILE..2

LESSON PLAN..3

JUSTIFICATION OF LESSON PLAN5

REFERENCES.8

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Student Profile
Name: Cassandra

Circumstances: A student in one of classes during PE1, name has been changed

Age: 15

Year: 9

Presenting issues: Oppositional and Defiant type behaviour (Murrihy et al, 2017)

Cassandra has a wonderful talent for performance. She can stand up in front of an audience, with no
fears holding her back, and sing with clear enunciation and dance without embarrassment. This
clearly shows that she would be suited to leadership roles. She also seems to be highly interested in
fashion and can speak her mind clearly about it. When she is motivated, especially when working
with a group of supportive peers, she gets her classwork done in or even ahead of time. Her mother is
happy to receive reports about her and clearly wishes to collaborate with the school to help
Cassandra do well in school.

Although clearly showing potential for leadership roles, Cassandra reacts negatively to authoritarian
behaviour (Theodore, 2016). She does not appear to appreciate strict behaviour management and
gets confrontational with teachers who approach classroom management with behavioural demands.
She is consistently late to class and reacts defiantly to any criticism of her tardiness. She seeks
attention from her peers during class by standing up in front of them and singing or dancing when
some quiet activity is happening. She has had a record of not finishing her assignments or handing
them in late.

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LESSON PLAN Differentiated Learning Activity in KLA: Year 9 Science
Regular Outcomes/ Lesson goal: Students will identify key parts and functions of the human brain cerebrum, cerebellum, and brain stem ST3-10LW
Life Skills Outcomes for individual: Students relate the structure and function of the human brain SC4-14LW
Multiple means of REPRESENTATION
Create your individual students (various ways of acquiring information
and knowledge)
who are Gifted and Talented - (5*) Offer a chance to students to
come point out the parts of the
INDIVIDUAL STUDENT STRENGTHS brain for repetitions of the song
and INTERESTS: - (6) Give 5 10 minutes for
. Focussed memorizing and then volunteers to
. Longer attention span play a game where each starts
. Good memory after a staggered pause and the
one who reaches the end without
fault gets a prize
with Autism Spectrum Disorder - (1) Introduction and schedule for
activities for lesson
INDIVIDUAL STUDENT STRENGTHS - (2) Handout with the lyrics for the
and INTERESTS: Brain song
. Visual learners - (3) Visual 3D model of the human
. Good memory brain on which the teacher points
. Rule based thinking to the specific parts being
discussed in the song
Unit of work/ topic: Parts of the Brain
Multiple means of EXPRESSION
(alternative ways of demonstrating what
students know)
- (1) First go through the parts of
the brain with students then
allow them to use that or look up
online for more info for their
project
- (2) Offer suggestions for project:
o Create a new version of
brain song
o Create a wiki article with
references, diagrams, and
links to delve deeper
- (2) Offer suggestions for project:
o Create a 3D detailed work
o Create a 2D art work with
details
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Multiple means of ENGAGEMENT
(tap into interests, provide challenges,
increase motivation)
- (1) Group work to design a
means to present about a
specific part of brain
(cerebrum/cerebellum/stem)
- (3) Need to create a study tool
from their specific work that can
be distributed to all class
members for HSC prep
- (4) Assign roles to group
members:
o Checker
o Facilitator
o Time keeper
- (3) Need to create a foldable or
diagram of notes about the main
parts of brain from YouTube
song that can be distributed to
all class members as a study tool
- (4) Assign roles to group
members
- Recorder
- Materials manager
- Time keeper
Anuradha Anand
with Oppositional and Defiant - (3) YouTube video of Brain song
type behaviour paused in places for teacher to
interject direct instruction
INDIVIDUAL STUDENT STRENGTHS - (5) Repeat with different stanzas
and INTERESTS: being led by a different student
. Leadership - (6) Offer a chance for students to
. Public speaking create a dance sequence for the
. Music and dance song [5-8 minute prep as other
group is memorizing ]
The numbers are to show the order for these activities within the lesson
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- (2) Offer suggestions for project:
o Flash mob of song about
specific part of brain
o Fashion pageant for brain
part
- (3) Present in class this
period/expo in another period
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- (2) Allow class vote to decide if
presentation will happen within
class only or expo to parents
- (4) Assign roles to group
members:
o Reporter
o Facilitator
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Justification of lesson plan

When working with students, even though there are advantages in associating a disorder or problem
with a specific student, it is inherently abhorrent to me to create the sort of variegated approach to
teaching which leaves the student singled out and possibly emotionally disturbed due to the blatant
differentiation happening in the classroom just for him or her. This is the reason that the Universal
Design for Learning [UDL] holds so much appeal to a teacher who wants a whole class inclusive
approach.

UDL is defined as an instructional framework that involves the adaptation of the curriculum to be
inclusive of all class individuals learning styles and preferences, which helps reduce educational
barriers for students with disabilities (Black, Weinberg & Brodwin, 2015). UDL works to provide
engage most of the learners in an engaging and active learning environment through the use of
instructional strategies as well as a good use of supportive materials and tools such as technology
(Basham & Marino, 2013). The aim of UDL is to enable each learner to actively and cognitively
engage in targeted learning, with a specific focus on making all learners expert learners(Basham &
Marino, 2013, p. 11).It includes three main categories in the planning process.

1. Multiple means of representation - in curriculum, classroom instruction and supporting

materials. This involves providing multiple avenues of transmitting important concepts,
principles and vocabulary (Basham & Marino, 2013). This can be done visually and/or orally,
through direct teaching, collaborative learning, secondary source research, and multiple
other ways. Through these differing means of instruction, all types of learners have a way to
acquire the transmitted information (Loreman, Deppeler & Harvey, 2011).
2. Multiple means of expression or action allows the learners alternate avenues to
demonstrate their engagement with the content knowledge. Toward this, the teacher will
provide a flexible means of assessment beyond the traditional route of exams or essays,
including and not limited to: group presentations, performances, peer teaching, etc.
(Loreman et al, 2011) This allows for a positive, affirming classroom environment where the
assessment is actually used as a tool to improve student self-efficacy and self-regulation
(Alkharusi, 2008; Brookhart & Durkin, 2003).
3. Multiple means of engagement to challenge learners appropriately, and increase
motivation through allowing students to express their learnings in accordance with their
interests. Through this, strengths and needs for all learners in the classroom are address by
taking individual learners preferences, interests, and capabilities into account (Loreman et
al, 2011).

The lesson plan provided above is a targeted Year 9 Science lesson teaching students about the parts
of the human brain. In the original unit outline, the lesson called for a parts of the brain pdf handout
to be distributed to students, followed by direct teaching and then a worksheet for all students to
work through individually. It followed a very old school style of teaching as this lesson mostly aims to
get students to memorize the various parts of the human brain and map their functioning. I have
modified the lesson plan considerably as explained in the following paragraphs. It is also important
to note that this lesson involves the creation of study tools to help students keep notes of the
content in multiple ways that will help them when working towards the HSC. I will provide reasoning
for the modifications in line with UDL. Prefacing the explanation, there is a need to state that the
original lesson plan failed in all three categories of UDL which is why such severe modification was
necessary.

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Per the planning process required by UDL, I will state my modifications within the three categories as
follows:

1) Multiple means of representation: After a brief introduction and explaining what activities
have been planned for the lesson (which will help students in or leaning toward the Autism
Spectrum find structure) and handing out the lyrics of a YouTube video called the Brain
Song, about the parts of the brain, the video will be shown to all students. The video will be
paused in spots to allow the teacher to point to a physical 3D model of the brain and
interject any short summaries or emphasize important points. This will allow for visual
learners, aural learners, as well as those whose interests in music start to grasp the content
knowledge. Following this, the whole class will try to repeat the song a couple times to allow
for memorization and experiential learning to kick in. There are optional activities where
those with good memory can memorize the lyrics and sing it while those interested in
performing can perform a dance routine for the class. There can even be a staggered singing
contest between groups of students. All of these activities will help all students to remember
and map the content knowledge better. Cassandra, especially, will be able to identify with
the music and dance components while also being able to get attention from her peers if she
chooses to volunteer in the performances. If she arrives late, the handout and the repetition
of the song will allow her to fit into the class seamlessly after the teacher gently
acknowledges her arrival and bids her to join in. This will reduce confrontations with
authority figures and help with behaviour management and will also reduce disruption for
the class as a whole (Theodore, 2016; Murrihy et al, 2017).
2) Multiple means of expression: The students will be assigned to 4-5 groups of 5-6 members
with roles within the groups that match their strengths as much as possible (as seen in the
lesson plan above) and will be allowed to swap roles if the groups arrives at a consensus.
The groups will incorporate as diverse a set of learning strengths and needs as possible. The
various groups will be asked to choose between creating foldables or wikis or any other
study tool which can be distributed to all class members. The speakers for each group will
need to ensure that the same type of tool is not being repeated. This will allow for multiple
learner styles to be accommodated when creating tools. The groups will also be assigned a
specific part of the brain for which they will need to either use knowledge already present or
research more to come up with a project of their choice to present. The presentation can be
within the class or in an expo where the parents are invited, as per student vote. This can
allow for more learning support from the parents and motivation from them to complete
the work on time. Cassandra will be more motivated to work with her peers and complete
the work on time, especially if parental involvement is there. She will be able to exercise her
leadership skills and get the attention of her peers. By being assigned a role, she will not be
allowed to dominate the group (Theodore, 2016).
3) Multiple means of engagement: The group projects can be decided by the group. The
teacher will provide suggestions to the class as mentioned in the lesson plan above. Many of
the suggestions are geared toward specific learning strengths and interests. The project can
also be an amalgam of different types of presentations which can again work to engage all
learners. The actual presentation also provides multiple means of engagement as each
group member can engage as much or as less as the need is felt, and in the manner of their
choice (Katz, 2013). If the group chooses to incorporate a musical component, Cassandra will
be able to express herself as per her interests. If she gets loud, a quiet word to the group as
a whole will help the teacher avoid confrontation (Theodore, 2016; Murrihy et al, 2017).

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Thus, as seen from the above modifications to the lesson plan in accordance with UDL, Cassandra as
well as many other types of learners will benefit and the classroom will be an engaging space where
active learning takes place (Katz, 2013). This whole lesson is based on students learning,
understanding and remembering the parts of the brain, whether through memorization, association
or patterns. The lesson allows for all learning styles (memorization of lyrics, associations with specific
presentations or games, and patterns through foldables, diagrams, 3D models etc.) to have a means
to grasp and retain the knowledge. While special attention was paid to incorporate means of
engaging Cassandra while making note of behaviour management for her within the class as a
whole, the UDL framework of the lesson allows for the teacher to direct the learning to all students
and help them all become expert learners within this topic.

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References

Alkharusi, H. (2008). Effects of classroom assessment practices on students achievement goals.

Educational Assessment, 13(4), 243266.

Basham, J. D., & Marino, M. T. (2013). Understanding STEM education and supporting students
through universal design for learning. Teaching Exceptional Children, 45(4), 8-15.

Black, R. D., Weinberg, L. A., & Brodwin, M. G. (2015). Universal design for learning and instruction:
Perspectives of students with disabilities in higher education. Exceptionality Education
International, 25(2), 1-16.

Brookhart, S. M., & Durkin, D. T. (2003). Classroom assessment, student motivation and achievement
in high school social studies classes. Applied Measurement in Education 16(1), 2754.

Katz, J. (2013). The three block model of universal design for learning (UDL): Engaging students in
inclusive education. Canadian Journal of Education, 36(1), 153-194.

Loreman, T., Deppeler, J., & Harvey, D. (2011). Inclusive Education: Supporting Diversity in the
Classroom. Crows Nest, NSW Allen & Unwin.

Murrihy, R. C., Burns, J. R., Reinke, W. M., Herman, K. C., & King, K. R. (2017). Evidence-Based
Assessment and Intervention for Oppositional Defiant Disorder and Conduct Disorder in
School Psychology. In Handbook of Australian School Psychology (pp. 331-347). Springer
International Publishing.

Theodore, L. A. (Ed.). (2016). Handbook of Evidence-Based Interventions for Children and

Adolescents. Springer Publishing Company.