Context Options The Class as a Whole Variables Class Overview based on observations and data Individual differences Most

t of the guys, and a few of the girls are into sports, al eit different ones!ho"#ey, as#et all, Oakes/Lipton (174-178) so""er, tra"#$ Most students appre"iate and "an use hu%or well, ut it "ould e a distra"tion for so%e Levine (299-302, 321-327) Cognitive and Neurodevelopmental differences Bridging(1&1-1&&) Oakes/Lipton (170 - 172) Levine (24&' ( )a le of
*eurode+elop%ental ,onstru"ts)

-tudents (espe"ially in 4th hour!*oah, )re+or, .a"o ) struggle with attention "ontrol syste%$ -tudents in these "lasses ha+e strengths and wea#nesses in different syste%s$ -o%e (Mar"us and .ada, for e/a%ple) are great in the so"ial thin#ing syste%$ 0uite a few struggle with the %e%ory syste%, ut 1randin, 2e%i, and 3ideon stand out as ha+ing strength in this area$

5s is usually est for tea"hing any s"ien"e "on"epts, 6 thin# these "lasses will enefit %ost fro% #inestheti" and +isual approa"hes$ earning st!le differences Levine (27-40) 2nd hour7 Mrs$ 8right tells %e that -#ylar is really entitled to an aide in "lass, ut there are not enough to go around 4th hour7 Ma"#en9ie, .osh, and Mi"hael wor# with an aide during the "lass$ 6 don:t #now the full e/tent of any of their disa ilities, ut 6 a% told that Ma"#en9ie has ;appro/i%ately the intelle"t of a #indergartener$< -tudents identified as gifted students would not intentionally e pla"ed in this "lass$ -o%e students (6 "an thin# of 3ideon in parti"ular), in ter%s of thin#ing a ility, would pro a ly e a etter fit for =nhan"ed 1iology, ut are in this "lass e"ause they don:t turn in wor#$

"tudents with disabilities #I$%& Bridging(14&-1&2) Oakes/Lipton (294-& (303ff)

'ifted "tudents Bridging(1&2-1&&) Oakes/Lipton (294, 302-327) "ocial Class differences Bridging(184-210) Oakes/Lipton (9-24) Levine (224-244) %thnic ( )acial differences Bridging(103-121)
Oakes/Lipton (44-&4, 94-104)

)he students go to a pri+ate s"hool, so so%ehow that is eing paid for, ut fro% what 6 understand, %ost students in this "lass are lower %iddle "lass$ >ne student "o%plained of not eing a le to afford the te/t oo# for the "lass$ )he two 1iology "lasses are white and 5fri"an 5%eri"an students$

'ender differences Bridging(212-224) Oakes/Lipton (277-278) anguage differences Bridging(124-143) Oakes/Lipton (197-202)

)here doesn:t see% to e a signifi"ant differen"e in a"hie+e%ent a%ong oys and girls in these "lasses$

5ll students in these two "lasses ha+e =nglish as their first language$ 6 see %ostly use of -tandard =nglish when students tal# to %e or Mrs$ 8right, ut so%e use of 55?= with ea"h other$ 5lso, if 6 "an say that there is a teenage diale"t (lots of ;li#es< and a re+iations), 6 hear @uite a it of that$

1-19-13