Online General Biology
for SpEd and At-risk Students
Karly Wortmann
Iowa Learning Online
Iowa State University
Outcomes for Session
Explain roles of principal players
Describe online course structure
Demonstrate examples of course content
and delivery
Look for key features aimed at students
Recognize effect on student achievement
Discuss rationale for course development
Principal Roles
Scaffolding for Teachers
Responsibilities for
“team teaching”
Coach Course for
Online Orientation
Teacher
instructions
Answer keys
Added instructions,
resources
Unit Checklist
Teachers
Instructor: Content
Coach: On-site support
Student advocate
Parent
communicator
Accountability
agent
Tech support link
Student Coach/Special Educator
IEP and 504 requirements
Accommodations
Student Coach and district give credit
Alternative Schools (start-up and pacing)
Development and Design
ILO Structure
Increase opportunities across Iowa
Classes not offered, scheduling problems, more
scaffolding needed, NCLB requirements, etc.
Distance teacher/Local student: grade/credit
Mandatory student coach at the local level
Research-based need
VERY IMPORTANT for struggling students
Removes barriers (technical difficulties,
scheduling)
Proctor exams, check some papers
High School Reform
(Appropriate) Rigor
Challenging with high expectations
Relevance
Connecting their studies to real world
Relationships
Fostering supportive relationships
between students and adults
Evolution of GenBio
Both Special Needs and At-Risk
Students
“highly qualified science instructor”
Based on ITEDs
Lots of inquiry practice
Scaffolded for struggling learners
Course Structure
Standards-based
Life Science Standard only
Text
Interest level 6-12
Reading level 3-4
High Course Expectations:
No chat room language
Lab experiences
Importance of communication
National Research Council. 1996. National science education standards. Washington, D.C.: National
Academy Press.
Pearson Learning Group. 2004. Pacemaker Biology, 3rd Edition. Parsippany, NJ: Globe Fearon, Inc.
Understandable Concepts
Sesame Street Research: Lorch & Anderson
“Kids don’t watch when they are stimulated and
look away when they are bored. They watch
when they understand and look away when they
are confused.”
Gladwell, M. 2002. The Tipping Point: How little things make can make a big difference. New York:
Back Bay Books /Little Brown and Co.
WebCT
GenBio
Course
Technical Skills
Orientation
Working digitally!
MS Office
Digital camera
Learn new online programs
21st century skills
Course Delivery
WebWalks for concept
development
(Osmosis WebWalk 3.4)
Scenarios for rigor and
relevance
Science Labs in the
online environment
Hybrid
Course
Online course
Phone access
Local labs
Inquiry Practice
Experimental Control : Trial without
treatment
Examples of Experimental Controls
Problem Statement
How does a change in temperature
affect the speed at which fish
swim?
What is the relationship between
moisture content of bread and the
growth of mold?
What is the effect of exercise on
heart rate?
How is the amount of daily light
exposure related to bean plant
growth?
Experimental Treatment
Experimental Control
Better Microscopy Images
Protist Park. 2000. Exhibition of movies on protests. Science Fun Gallery.
http://www.funsci.com/fun3_en/protists/exhibition.htm (accessed October 3, 2006).
eHarmony.bio
High interest
Animal
relationships
Research done
online
Reference sites
given
Couples
(organisms)
clownfish and
sea anemone
cattle and cattle
egret
Taenia worm in
human eye
oxbird and
antelope
tapeworm and
dog
crocodile and
Egyptian plover
ant and acacia
tree
Symbiotic
Relationship
Description of
Relationship
Carrot Coin
Osmosis Lab
Create
hypothesis
Gather
data
Conclude
Carrot Coin Osmosis Lab Record Chart
Trial
Amou
nt of
salt in
1 cup
of
water
Beginnin
g
measure
ment in
mm
Predicti
on: Will
it
increase
or
decreas
e?
After 24hours
measure
ment in
mm
Amou
nt
increas
e or
decrea
se
Firmne
ss:
softer,
firmer,
or the
same
Samp
le
Sampl
e
3.6 mm
+
3.9 mm
+.3
mm
firmer
1
0t
PLAY GAMES: Learning Fossils
Burying Bodies: Move body until it fossilizes.
Making Fossils: Fossilization options.
Skeletal Jigsaws: Start as Junior Fossiler.
Footprints: Reading fossil footprints.
Camouflage: Try until your animal
“escapes!”
Dig and Deduce: Fossil and tool excavation.
At&T’s Dino Trek: Several missions.
Pitfall Game: Where to dig for fossils.
BBC Walking with beasts. 2002. Games. BBC Worldwide Limited. http://abc.net.au/beasts/fossilfun/ (accessed October
3, 2006).
Nova online. 2001. Dig and deduce. Public Broadcasting Service.
http://www.pbs.org/wgbh/nova/neanderthals/dig_flash.html (accessed October 3, 2006).
Discovery channel. 2001. AT&T Dino trek. Discovery Communications, Inc.
http://dsc.discovery.com/ads/att/dinos/attexpo.html/ (accessed October 3, 2006).
The Age of Megafauna. 2006. Pitfall Game. American Broadcasting Company.
http://abc.net.au/ozfossil/megafauna/game/ (accessed October 3, 2006).
Key Features and Structure
Activity 1:
List 4 things you see that is
relevant to struggling learners?
List of materials
Chunked
Icons for attention
Same formatting
Charts were premade
Extracting info
Lesson checklist
Reading level
Directions for
extension
Summary
Choice
Relevant vocab
Unclear objectices
Outcome may not be
clear – but gives hint
Pictures/color
Relevant Research
Not much online out there for this group
Life skills
Science-specific online learning (Plato)
Recommended learning from a computer (80%)
Made them feel more confident (70%)
Easy to use/understand, interactive, own pace,
and tried hard to learn
Lacked simulations of experiments
Evaluation Studies. 2006. Focus alternative high school – Michigan. Plato Learning, Inc.
http://www.plato.com/downloads/evaluations/focus.pdf (accessed October 6, 2006).
Evaluation Studies. 2006. Miami Valley CTC Youth Connections – Ohio. Plato Learning, Inc.
http://www.plato.com/downloads/evaluations/miami_valley.pdf
(accessed October 6, 2006).
Accessibility in Distance Ed
Accessibility compliant
Struggling Readers
Enlarge text
“White space”
Concise sentences
Provide illustrative graphics (with text
descriptions)
Advanced organization
Graphic organizers
Accessibility in Distance Educaton. 2005. What is accessibility? A resource for faculty in online
teaching. University of Maryland University College. http://www.umuc.edu/ade/wia/intro.html
(accessed October 3, 2006).
Activity 2
Where can you find the equipment?
At Home?
At local Store?
In local school?
Proficiency is the Goal!
It’s about LEARNING, not just “getting it
done!”
Want the student to do EVERYTHING
Set time goals at local end
Need to be proficient in science
Importance: Science literacy for life!
Review: ILO Model
Primary instruction
Planned curriculum
Aligned with standards
Based on ITEDS
Content AND process
Clear instructions
Double window option
Interrelated
DOE supported
Appropriate HOTS
Scenarios: Relevancy
PDAs with email
Application of knowledge learned in context
Helps make the course more authentic
•Olivia’s trip to D.C. and acid rain
•Akiyama Lee and tattoos
•Freaky Frogs and genetic mutations
•Tomato Seeds in Space- plant growth
•Peppered Moths and natural selection
•Global Warming and ecology
Activity 3
Turn to your neighbor and brainstorm
two ideas of activities they can do away
from the computer with local resources.
Student Achievement
Evidence of Success
Teacher
Students look forward
to LEARNING science
Everyone can do this
Evident attitude
change
Prepares students for
continuing ed
Flexible timelines
Motivational
Fast response time
Concept-focused
Judy Jones and class. Interview by Gail B. Wortmann. The High Lakes Academy. November 13, 2006.
Evidence of Success
Students
Felt they were
LEARNING science
“I finally get it.”
Own pace
Liked hands-on, videos
Easy to use on own
Good instructions
Concentrate on own
Would recommend
Judy Jones and class. Interview by Gail B. Wortmann. The High Lakes Academy. November 13, 2006.
Evidence of Success
Anecdotal success
How online might be better, not how
close is it to face-to-face teaching…
Contacts
Presenter:
Karly Wortmann
Credit for course content:
Gail B. Wortmann
gwortmann@iowalearningonline.org
Iowa Learning Online
kwortmann@iowalearningonline.org
Iowa State University
karlyw@iastate.edu
Credit for course design:
Iowa Public Television
Dave Carson, Bryan Bauer,
Paula Yalpani