Context Options The Class as a Whole Variables Individual differences Oakes/Lipton (174-178) Levine (299-302, 321-327) Cognitive and

d Neurodevelopmental differences Bridging(1(1-1(() Oakes/Lipton (170 - 172) Levine (24() * +able of

,e rode'elo#mental -onstr cts)

Class Overview based on observations and data

In any classroom there will be many differences in the st dents! my classroom is no e"ce#tion$ In fact since it is a co-ta %ht classroom with a ma&ority of the st dents ha'in% learnin% accommodations there are a lot of learnin% differences in this class$

.ein% in a co-ta %ht classroom, there are a lot of different ty#es of -o%niti'e and ,e rode'elo#mental differences$ +here are some st dents that ha'e #roblems readin%$ /ome ha'e #roblems foc sin% in class, and others ne'er seem to be able to remember homewor0$

earning st!le differences Levine (27-10)

+he teacher tries to hel# the st dents by sin% different strate%ies in her teachin%$ /ometimes the st dents do labs where they can %et their hands on models and mani# late them$ 2ther times they %et into %ro #s and answer 3 i4 3 estions or re'iew articles they read to%ether$ +he class may also watch a 'ideo that shows a biolo%ical #rocess, b t often times they will be listenin% to the teacher$

"tudents with disabilities #I$%& Bridging(11(-1(2) Oakes/Lipton (291-( *303ff)

+here is one %irl that has an ob'io s disability! she has a cochlear im#lant$ +his %irl str %%les with hearin% in class and bein% nderstood by the teacher and other st dents$ In addition to the %irl, there are other st dents that also need e"tra hel# from the co-teacher$ 5 few st dents need that tests read to them and others need e"tra hel# with the readin% (whether it is bein% read to them or a sim#ler 'ersion of the te"t boo0)$

'ifted "tudents Bridging(1(2-1(() Oakes/Lipton (291, 302-327) "ocial Class differences Bridging(181-210) Oakes/Lipton (9-21) Levine (221-244) %thnic ( )acial differences Bridging(103-121)
Oakes/Lipton (11-(1, 94-104)

/ince my class is mostly st dents with learnin% accommodations there isn6t really a foc s on 7%ifted st dents$8 +he section I ha'e in co-ta %ht re% lars .io so I wo ld e"#ect the more %ifted st dents to be in honors bio$ It6s diffic lt to tell the social class le'els at my school$ 9orest hills is in a nice area that seems to be well off$ +he school is lar%e and has a lot of nice reso rces$ +he st dents in my class also seem to come from relati'ely well off families$ +here are a few st dents that ne'er seem to ma0e it to class, I:m not s re if that has to do with trans#ortation or family iss es$ +here are only two st dents in my class that a##ear to be 5frican 5merican, one or two may be ;is#anic, and the rest seem to be white$ 5t least in my class there doesn6t seem to be a se#aration between any races <y class is abo t 10-10 s#lit between boys and %irls$ +he class on the whole is #retty 3 ite, so the teacher has a hard time %ettin% anyone to answer b t I thin0 that the boys in the class mi%ht be a bit more tal0ati'e$ 5s far as I ha'e been able to tell there isn6t anyone who has =n%lish as second lan% a%e, b t there are some st dents that str %%le with readin% and writin%$ I ha'e noticed that when the two 5frican 5merican st dents and a few of their friends se a little bit of 55>=$

'ender differences Bridging(212-224) Oakes/Lipton (277-278) anguage differences Bridging(121-113) Oakes/Lipton (197-202)

1-19-13