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In my classroom, the Project Lead the Way (PLTW) curriculum provides many opportunities for all students to shine. Currently, we are working on engineering and robotics. To accompany the curriculum, my class reads informational as well as literary text on robotics and engineering design. I include many visual examples and videos of the robots that we are studying, so that the students can explore how our environmental design problem was solved in the past. Students are able to model, craft, build, and collaborate to construct a robot within criteria and constrains. In the future, I would definitely like to provide more opportunities to scaffold some of the generalizations and conclusions that the students much reach while working on this project, to provide students with extra support when tackling these tough problems that require critical thinking skills.

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Low learning expectations and negative stereotypes about women and minorities in the field of science have lead to an achievement gap. High expectations and a comfortable, nurturing learning environment helps to enhance science learning. Actively engaging all students in science as well as differentiating instruction to meet individual students needs is essential.

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Engineering Design Process

My class utilizes the Project Lead the Way (PLTW) curriculum, which is a hands-on, activities and inquiry-based NGSS science plan with a heavy focus on engineering. PLTW follows steps to assist students in solving the challenges presented in the curriculum. The Engineering Design Process is a procedural facilitator for students to follow as they work. I have worked with students to help them learn each step, as well as the American Sign Language (ASL) sign for each step.

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-visual learner - visual imagery from books, internet research, allow reading and writing, drawing/illustration

-auditory learner - audiobooks, read-aloud, mnemonics, role plays/skits, poetry, choral reading

-kinesthetic learner - hands-on activities, use of real objects to handle/hold, American Sign Language, total physical response, drawing illustrations

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Some students may not know where to begin with a scientific inquiry. A procedural facilitator chart may assist students in following a path to a learning strategy. The steps can be used for a wide variety of tasks, and the visual imagery assists with the meaning of each step as well.

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Directed support from the teacher involving structured prompts that assist the student in reaching the desired conclusion. This accommodation helps students in science, as making generalizations based on data and observations my be difficult for students with learning disabilities.

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Differing from the idea of equality (each student receiving the exact same), equity focuses on students receiving what they individually need to succeed. Excellence focuses on having high standards for all.

English Learners, students with Learning Disabilities and other aspects that impact their learning need extra, individualized support.

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Differentiated paths that adjust for level but still reach the same outcome. This approach allows students to meet the same goals and standards, while accessing the material at their own level. The learning goals do not change, just the path to getting there.