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Mad Science Lab:

Diversity of Learners Adaptation

The Mad Science Lab original lesson plan was retrieved from the Ohio Department of Education website: 

http://ims.ode.state.oh.us/ODE/IMS/Lessons/Content/P06A02_Mad_Science_Lab.doc; adaptation by Debra L. Clark, PhD

One of the primary pieces of knowledge to utilize when ensuring that a lesson addresses a diversity of learners is Howard Gardner's Theory of Multiple Intelligences.  Below are web sites that can be utilized to refresh one's memory or to learn for the first time about Gardner's theory:

http://www.ldpride.net/learningstyles.MI.htm

http://www.newhorizons.org/strategies/mi/front_mi.htm

http://www.multi-intell.com/MI_chart.html

http://www.education-world.com/a_curr/curr054.shtml

Many scholars argue that females learn better in collaborative settings (see http://www.icme-organisers.dk/tsg26/3MaryBarnes.rtf for a discussion of this belief); others argue that some ethnicities, such as African-Americans and Native Americans also learn better in a collaborative setting (see http://www.evergreen.edu/washcenter/spring1993_15-17.pdf for a discussion of this belief).  Thus by addressing the interpersonal intelligence as defined by Gardner one should be engaging in the first step of attending to  a diversity of learners as it may relate to gender and ethnicities.  By addressing all of the intelligences one is also more likely to attend to language differences as well as learning disabilities.  Below is a list of ways to incorporate Gardner's theory and to also address a diversity of learners.

Though students will be drawn to those activities that are in line with their individual intelligences, it is advised that all students at least attempt a try all of the activities.  In doing so, they might discover an unknown talent or intelligence.

Application of Gardner's theory:

Verbal/linguistic  

 In the multicultural awareness and appreciation adaptation, students are introduced to famous scientists and chemists from various cultures.  To further this understanding have each student select a different scientist or chemist from different cultures and do research on this person.   Once independent research is done, group students together who have done related research for the purpose of creating and presenting an infomercial on the individuals researched.  For example, the students could be grouped according the time period, geographic region, culture or type of scientific discovery. 

Logical/mathematical   

A component of the infomercial could be a product sold.  Have students create, on paper, a product that could exist in the future because of the discoveries of scientists represented in their group.  For example, Garret Morgan, an African American inventor, invented the gas mask, George Washington Carver, another African American inventor, invented a rubber substitute (among many other things), Norbert Rillieux, yet another African American inventor, invented a device that changed the way sugar is processed.  A group of students with these scientists could create, on paper, a suit for traveling in outer space that could be used over an extended period of time and produces both food and oxygen for the person using the suit.  As this example demonstrates, encourage students to use their imaginations and do not limit them by what seems possible today. 

Once students create a product, have them determine a budget for product in the year 3005.  To do so, they will first need to determine the cost of items today that would be needed to produce the item (i.e.. a space suit would need special cloth, plastic tubes, electronics, computers).  They will also need to determine the amount of each item needed.  This information will become their inventory list.  Once these lists are created, have students do cost projections based on the cost of items in the past and the cost of items now.  Below is a list of items and the cost of items in the 1930's.*    First have students complete the "now" column of the chart.  Then have them determine the percentage of increase for each item, as well as the average percentage of increase.  Have students use the average percentage of increase to determine the cost of items in their inventory list.

Visual/Spatial 

The students with visual/spatial intelligence will benefit by having students not only describe their invention on paper, but also draw or create a prototype of the product.   This drawing or prototype could then be used in the infomercial..

Bodily/kinesthetic  

Many discoveries that have been made in science benefit athletes.  Encourage students with bodily/kinesthetic intelligence to create an invention that would benefit athletes in the future.  Or teachers can also encourage students with bodily/kinesthetic intelligence to create a sport of the future that would utilize their invention.

Musical/rhythmical   

Every infomercial requires theme music.  Instruct students to identify theme music that is compatible with the theme of their group.  For example, if the scientists of the group are African American, jazz theme music would be appropriate.

Naturalist   

As environmentalists repeatedly warn us, if we do not care for nature it will not be there for others in the future.  Encourage students to create a product that will address an issue that we know will only get worse if we do not address it, such as the hole in the ozone layer.  Creating such a product should appeal to a student with naturalist intelligence.

Final Thoughts on Gardner's Theory of Multiple Intelligences

All of the above intelligences are content specific.  The intelligences of interpersonal and intrapersonal are different in that they are more tied to another theory, the Myers Briggs theory of personality development, specifically the introvert/extrovert dimension.  A commonly held belief is that introverts are shy and non-verbal, whereas extroverts are outgoing and very verbal.  This is only part of the story of this dimension.  Yes, introverts tend to be less verbal and extroverts tend to be more verbal.  However, the reason behind these tendencies is what is important for teachers to understand.  The reasons behind these tendencies are directly tied to the intelligences of interpersonal and intrapersonal.

Introverts and individuals with intrapersonal intelligence are very able to speak, but must be given the opportunity to do so.  Introverts and individuals with intrapersonal intelligence have an internal energy base.  In other words, these individuals become energized when able to spend time alone.  This internal energy base is also why individuals who are introverts and have intrapersonal intelligence need quiet time to think and process information.  Once these students are given the time to process information internally, they are very willing and able to share their thoughts.  A classroom activity that should occur everyday is time to think.  An easy way for teachers to ensure this occurs is to put into the daily schedule time for journaling. Extroverts and individuals with interpersonal intelligence process information and gain energy in an opposite process.  Extroverts gain energy through interactions with others; extroverts need to talk to think.  Thus, whereas introverts and individuals with intrapersonal intelligence need quiet time to think, extroverts need others to speak to in order to think.  To meet the needs of these students, small and large group activities are most beneficial.                      

Working with students with visual impairments

When working with a disabled student it is important for the teacher to understand how the student experiences the world.  The following links will assist a teacher in better understanding the life of a student with a visual impairment:

http://www.as.wvu.edu/~scidis/text/vision_impair.html

http://www.cnib.ca/e3a/team4/tieachblind-visualimpared.htm

http://www.blind.net/bg340001.htm

http://www.lifesci.sussex.ac.uk/reginald-phillips/beginnersPaper.htm (materials to assist visually impaired students)

If you would like to learn more about Braille materials and other teaching tools for students who are blind, the American Foundation for the Blind web site provides numerous resources for classroom teachers:  http://www.afb.org.

All of the above tasks could be problematic for a student with visual impairments if materials to assist the visually impaired student are not available.   To address this, pair the student with a visual impairment with other students with interpersonal intelligence who excel in the area of cooperation and will ensure that the student with a visual impairment is included in all decisions.

Working with students with Auditory impairments

the following web sites will assist teachers in better understanding the life of a student with a auditory impairment:

http://www.ohlone.edu/org/dsps/dspsfacultyhandbook/classroomtips.html         

http://snow.utoronto.ca/best/accommodate/deaf.html

http://www.und.edu/dept/dss/Questions%20Commonly%20Asked%20About%20Teaching%20Deaf%20Adult%20Students.htm

http://deafness.about.com/cs/schooling/a/backtoschool.htm

For the student with an auditory impairment the only problematic component of this lesson is the inclusion of background music.  If an interpreter is available, brainstorm with the interpreter how one might share this with a student with a auditory impairment.  For example, computer programs, such as Windows Media Player include a visual display when music is played.  Showing such a screen during an infomercial might assist the student with an auditory impairment in understanding the role of theme music in media productions.

Working with students with behavioral problems

The following web sites will assist teachers in better understanding the life of a student with a behavioral impairment: 

http://www.as.wvu.edu/~scidis/behavior.html

http://www.kidsource.com/kidsource/content2/behavior_disorders.html

http://www.nichcy.org/pubs/research/rb1txt.htm

Students with behavioral problems respond well to structure and systematic rewards.  Thus two types of classroom situations can become problematic.  When students are required to sit quietly for an extended period of time, this presents a unique challenge for the child with a behavioral impairment.  In contrast, new activities that give students much freedom to make decisions can also be problematic for the child with a behavioral impairment.  Nonetheless, students with behavioral problems need to adapt to these situations.  Thus, when these diametrically opposed situations occur, the teacher needs to be cognizant of the challenges a student with behavior problems might be experiencing and provide positive reinforcement in these situation.  For the above tasks, doing independent research for an extended period of time could be problematic.  Thus, the teacher would be wise to provide reinforcements the child with a behavioral problem during the research component and/or provide breaks for this students.  In contrast to this, working in a group could be problematic due to the necessity of giving students with behavioral problems too much independence.  For the activity of creating a product, pair the student with behavioral problems with mature students with patience.

Working with students with autism

The following web sites will assist teachers in better understanding the life of a student with autism.

http://ericec.org/digests/e582.html

http://www.bced.gov.bc.ca/specialed/docs/autism.pdf

http://members.aol.com/Room5/strat.html

Students with autism are much like students with behavioral problems in that structure and positive reinforcements are very important.  Another important aspect of the classroom environment is repetition.  Thus, for the above lesson tie all components to previous classroom activities.  For example, the student with autism might thrive in the activity involving determining a soundtrack if familiar music is utilized.  If the class and/or the student with autism have previously engaged in art projects involving drawing or creating an object, relate that to drawing or creating a prototype.

* Retrieved from  http://www.michigan.gov/hal/0,1607,7-160-15481_19268_20778-52530--,00.html