Capstone Project Title

DESIGNING A PERSONALIZED LEARNING CURRENT ELECTRICITY UNIT FOR NINTH GRADE PHYSICS STUDENTS WITH A FOCUS ON SUPPORTING MAINSTREAM STUDENTS WITH AUTISM SPECTRUM DISORDER

Term

Spring 2020

Capstone

Capstone Project

Degree Name

MAT

Facilitator(s)

Karen Moroz

Content Expert

Patrick Anderson

Abstract

Personalized learning aims to increase learner autonomy and engagement through student choice, self reflection, and participation in the design of learning activities, and collaborative inquiry activities help to engage students that would traditionally participate passively in science learning. The literature does not address the effect on mainstream learners with Autistic Spectrum Disorder, who tend to struggle with increased choice and unpredictable interpersonal interactions, as well as executive functioning. This capstone designs a curriculum unit to address the question: Can a curricular unit on current electricity both feature personalized learning aspects on a daily basis to help all students gain greater ownership and agency in their learning while also supporting the routine and structure needs of students receiving special education services for ASD in mainstream classrooms? The unit uses daily personalized learning choices, reflections, and digital resources to increase student autonomy while supporting goal setting and scheduling challenges for students.

Keywords

Curriculum, Learning Styles, Science, Personalized Laerning

dc_type

text

dc_publisher

DigitalCommons@Hamline

dc_format

application/pdf

dc_source

School of Education Student Capstone Projects

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