The effects of cognitive organizers to facilitate content-area learning for students with mild disabilities: a pilot study.

The effects of cognitive organizers to facilitate content-area learning for students with mild disabilities: a pilot study. The purpose of this pilot study was to examine the effects ofcognitive organizers using Inspiration 6 software to improve and enhancecontent-area learning in social studies for students with milddisabilities. Using a one-group, pre-posttest design, ten students withmild disabilities received instruction with the integration oftechnology-based strategy instruction. Dependent measures included apretest pre��test?n.1. a. A preliminary test administered to determine a student's baseline knowledge or preparedness for an educational experience or course of study.b. A test taken for practice.2. , posttest post��test?n.A test given after a lesson or a period of instruction to determine what the students have learned. , delayed posttest, and student satisfaction survey.Results indicated the students significantly improved from pre- toposttest measures and retained the declarative de��clar��a��tive?adj.1. Serving to declare or state.2. Of, relating to, or being an element or construction used to make a statement: a declarative sentence.n. social studies knowledgefor a period of one week. In addition, the students stated they enjoyedusing the software in social studies instruction.**********Many students with learning disabilities in secondary content-areaclassrooms are challenged to meet the increased academic and curriculumdemands, especially in social studies instruction (DiCecco &Gleason, 2002). According to according toprep.1. As stated or indicated by; on the authority of: according to historians.2. In keeping with: according to instructions.3. previous research, students with learningdisabilities often exhibit poor reading abilities, lack effectivestrategy instruction and have deficient de��fi��cientadj.1. Lacking an essential quality or element.2. Inadequate in amount or degree; insufficient.deficienta state of being in deficit. study and organization skills(Boyle et al., 2003; Mastropieri, Scruggs, Spencer, & Fontana,2003). In addition, Maheady et al. (1988) suggests that these studentsmay not have developed sufficient work-related habits to compensate forsuch skill deficits. Thus, these students often have difficulty readingand learning content-area information independently from expositorytextbooks (Kim, Vaughn, Wanzek, & Wei, 2004). In spite of thesedifficulties, textbooks are the most commonly used tool to presentsocial studies information in secondary content-area classrooms forstudents with disabilities (Harniss, Dickson, Kinder & Hollenbeck,2001).Despite such shortcomings A shortcoming is a character flaw.Shortcomings may also be: Shortcomings (SATC episode), an episode of the television series Sex and the City , recent research has revealed somepromising strategies to facilitate declarative social studies knowledgefor students with disabilities in secondary social studies classes (seeDe La Paz La Paz, city, BoliviaLa Paz(lä päs), city (1992 pop. 713,378), W Bolivia, administrative capital (since 1898) and largest city of Bolivia. The legal capital is Sucre. & MacArthur, 2003 for review). For example, the use ofcomputerized computerizedadapted for analysis, storage and retrieval on a computer.computerized axial tomographysee computed tomography. study guides (Higgins & Boone, 1990: Higgins &Boone, 1992; Higgins, Boone, & Lovitt, 1996; Horton, Boone. &Lovitt, 1990; Horton & Lovitt, 1994; Horton, Lovitt, Givens, &Nelson, 1989), project-based learning Project-based learning, or PBL (often "PjBL" to avoid confusion with "Problem-based Learning"), is a constructivist pedagogy that intends to bring about deep learning by allowing learners to use an inquiry based approach to engage with issues and questions that are rich, real and activities (Edyburn, 1991;Ferretti, MacArthur, & Okolo. 2001; Glaser, Rieth, Kinzer, Colburn,& Peter, 2000; Okolo & Ferretti, 1997a; Okolo & Ferretti,1997b), and computerized map tutorials (Gleason, Carnine, & Vala,1991; Horton, Lovitt, & Slocum, 1988) has been demonstrated tofacilitate the learning and performance for students with and withoutdisabilities in social studies instruction. In addition, the integrationof computer-assisted instruction computer-assisted instructionUse of instructional material presented by a computer. Since the advent of microcomputers in the 1970s, computer use in schools has become widespread, from primary schools through the university level and in some preschool programs. (CAI (1) (Computer-Assisted Instruction) Same as CBT.(2) See CA. CAI - Computer-Aided Instruction ) has improved the academicperformance, comprehension comprehensionAct of or capacity for grasping with the intellect. The term is most often used in connection with tests of reading skills and language abilities, though other abilities (e.g., mathematical reasoning) may also be examined. , and motivation for students withdisabilities (Ferretti et al., 2001). However, there is limited researchon the impact and effectiveness of technology-based practices in socialstudies instruction at the secondary level (Maccini, Gagnon, &Hughes, 2002). Therefore, the purpose of this pilot study was to examinethe impact of Inspiration 6 software to facilitate the learning andacademic performance for students with mild disabilities in high schoolsocial studies instruction.MethodSample DescriptionParticipantsStudents. The students included 10 tenth grade Tenth grade is a year of education in many nations. United StatesThe tenth grade is the tenth school year after kindergarten and is called Grade 10 in some regions. Students are usually 15–16 years old. high school studentswith mild to moderate disabilities, including eight students withlearning disabilities, one student with mild mental retardation mental retardation,below average level of intellectual functioning, usually defined by an IQ of below 70 to 75, combined with limitations in the skills necessary for daily living. , and onestudent with emotional disabilities. All students met the federal andstate criteria for inclusion in special education for specificdisability classification. Five of the students were male and five werefemale. The total number of students included live Hispanic American,lout Lout - Lout is a batch text formatting system and an embedded language by Jeffrey H. Kingston <jeff@cs.su.oz.au>. The language is procedural, with Scribe-like syntax. Caucasian, and one African-American student. The students withlearning disabilities were an average age of 15.8 years and the studentwith mild mental retardation was 16 years old, while the student withemotional disabilities was 19 years old. The total mean age of thesample was 16.2 (range 15 to 19) years.The intelligence quotients intelligence quotientn. Abbr. IQAn index of measured intelligence expressed as the ratio of tested mental age to chronological age, multiplied by 100. , on the Wechsler Intelligence Scale forChildren-III (1991), for students with learning disabilities ranged from79 to 101 with a mean Performance IQ of 91 (SD = 8.33); with a meanVerbal IQ of 89.7 (SD = 9.51); with a mean Full Scale IQ of 89.2 (SD =7.40). The IQ score of the student with mental retardation was 72 with amean Performance IQ of 59; with a mean Verbal IQ score of 91. The IQscore of the student with emotional disabilities was 77 with a meanPerformance IQ score of 80; with a mean Verbal IQ score of 77. Thestudents with learning disabilities reading comprehension Reading comprehension can be defined as the level of understanding of a passage or text. For normal reading rates (around 200-220 words per minute) an acceptable level of comprehension is above 75%. gradeequivalents ranged from 2.0 to 5.3, with a mean of 3.65 (SD = 1.72) andtheir basic reading grade equivalents ranged from 1.6 to 4.7, with amean of 3.02 (SD = 1.11) on the Woodcock woodcock:see snipe. woodcockAny of five species (family Scolopacidae) of plump, sharp-billed migratory birds of damp, dense woodlands in North America, Europe, and Asia. Johnson-Revised (1989). Thestudent with mental retardation had a reading comprehension gradeequivalent score of 2.7 and a mean of 1.7 on basic reading skills. Thestudent with emotional disabilities had a reading comprehension gradeequivalent score of 4.9 and a mean of 3.9 on basic reading skills.Teacher. One high school special education teacher who was theregularly assigned teacher for World History/Geography II classparticipated in the study. The teacher was a Caucasian male with amaster's degree master's degreen.An academic degree conferred by a college or university upon those who complete at least one year of prescribed study beyond the bachelor's degree.Noun 1. in special education in his second year ofteaching.MaterialsStudent MaterialsMaterials consisted of student folders, disks, desktop computers,textbooks and Inspiration 6 software. Folders included readingmaterials, small notecards NoteCards - An ambitious hypertext system developed at Xerox PARC, "designed to support the task of transforming a chaotic collection of unrelated thoughts into an integrated, orderly interpretation of ideas and their interconnections". containing the procedures to use thesoftware, disks containing software templates, and a paper-and-penciltemplate (1) A pre-designed document or data file formatted for common purposes such as a fax, invoice or business letter. If the document contains an automated process, such as a word processing macro or spreadsheet formula, then the programming is already written and embedded in the of the instructional lesson.The tenth grade textbook textbookInformatics A treatise on a particular subject. See Bible. , Exploring World History (O'Connor,1994), adopted by the school district, was used. Text chapters weredivided into five to seven sections. The sections in the chapterincluded timelines, illustrations, political maps, and highlightedvocabulary words. In addition, review activities consisted of practicingvocabulary highlighted in the chapter, sequencing and makingpredictions, and answering critical thinking and comprehensionquestions.Teacher MaterialsTeacher materials included lesson plans, folders, 3.5-inch disks,textbooks, desktop computers, and use of Inspiration 6 software. Also,notecards were designed and developed to reinforce procedures to use thesoftware (see Appendix B). Lesson plans included in the adopted textbookwere used in corroboration with research-based teacher effectivenessvariables (structure, clarity, redundancy, enthusiasm, appropriate rate,maximize engagement) (Mastropieri & Scruggs, 2004). In addition,each student received a blank two-pocket folder In a graphical user interface (GUI), a simulated file folder that holds data, applications and other folders. Folders were introduced on the Xerox Star, then popularized on the Macintosh and later adapted to Windows and Unix. In Unix and Linux, as well as DOS and Windows 3. containing a 3.5-inchdisk. The disk contained two templates designed in Inspiration 6software to be used during the training session and teacherpresentation. In addition, ten Gateway desktop computers installed withInspiration 6 software were used. Finally, students were provided anotecard describing each function and feature of the software.Inspiration 6 SoftwareThe technology-based program, Inspiration 6 software (InspirationSoftware, Inc., 2000) is an information-organizing program to spatiallyrepresent content-area material and to make implicit learning tasks moreexplicit (Anderson-Inman, Knox-Quinn, & Horney, 1996). In addition,the software enables students to design and construct a cognitiveorganizer integrated with various graphics, pictures, and templates. Inaddition, the software program can covert COVERT, BARON. A wife; so called, from her being under the cover or protection of her husband, baron or lord. content material with graphicsinto outline formats. The features of the software provide users optionsto design, create, record, organize, revise. and synthesize To create a whole or complete unit from parts or components. See synthesis. content-arealearning tasks. For example, in the pilot study students were provided atemplate designed in Inspiration 6 software to compare and contrast thesimilarities and differences between the Aztec, Inca, and Mayacivilizations This article is about the pre-Columbian Maya civilization. For a discussion of the modern Maya, see Maya peoples. For other meanings of the word Maya, see Maya.The Maya civilization . Using the template, students were able to organize,revise, and synthesize the most important information in the chapterinto one cognitive organizer. In addition, students were able to makecomparisons between the three civilizations and recall informationpertinent to specific attributes located on the cognitive organizer (seeAppendix A).Dependent MeasuresQuantitative MeasuresThe dependent measures included a pretest, immediate and delayedposttest, and student satisfaction survey. The pre- and posttestmeasures were based on the state standards and World History/GeographyII goals and objectives for tenth grade. The pretest consisted of a15-item production test on the Civilizations of the Americas--TheAztecs, Incas, and Mayas ma��ya?n. Hinduism1. The power of a god or demon to transform a concept into an element of the sensible world.2. (see Appendix C). Students were asked toproduce the answer to 15 questions describing the various attributes ofthe three civilizations (e.g., What was the religion of the IncaEmpire “Inca” redirects here. For other uses, see Inca (disambiguation).The Inca Empire (or Inka Empire) was the largest empire in pre-Columbian America. The administrative, political and military center of the empire was located in Cuzco. ?). The immediate and delayed posttest measures were identical tothe pretest. The delayed posttest measure was administered one weekafter completion of the pilot study to assess the student'sretention of the social studies declarative knowledge.ProceduresThere was one high school social studies classroom specialeducation teacher who agreed to participate in the pilot study. Theparticipating teacher worked directly with university faculty for theduration of the pilot study. The teacher completed daily logs thatcontained information on his instructional practices, materials, andamount of time for activities, and any issues that arose duringinstruction (see Appendix E).Day OneThe technology-based instructional lessons using Inspiration 6software were delivered in the high school computer lab. The computerlab contained 32 Gateway 233 desktop computers set up along the wallsand center of the classroom. Students were provided a folder containinga pretest, blank cognitive organizer using Inspiration 6 software, and a3.5-inch disk containing two templates to demonstrate the functions andfeatures of the software. First, the students were administered apretest on the Civilizations of the Americas--The Aztecs, Incas, andMayas. Second, the teacher described the purpose of the cognitiveorganizer and how this strategy can help students remember the mostimportant information in the chapter. Third, the teacher described thesoftware program, Inspiration 6, as a computer-based program that allowsstudents to create electronic outlines and diagrams.Next. the students were provided a template using Inspiration 6software. The template contained three major league baseball "MLB" and "Major Leagues" redirect here. For other uses, see MLB (disambiguation) and Major Leagues (disambiguation).Major League Baseball (MLB) is the highest level of play in North American professional baseball. teams andfive attributes (location, state, team colors, stadium, and league). Theteacher modeled and demonstrated the features and functions of thesoftware on the screen using an overhead projector from the computer.For example, the teacher demonstrated how to insert text, use theoutline function, insert graphics and clip art A set of canned images used to illustrate word processing and desktop publishing documents. , and menus to change thefont fontor typeface or type familyAssortment or set of type (alphanumeric characters used for printing), all of one coherent style. Before the advent of computers, fonts were expressed in cast metal that was used as a template for printing. , background, and color selection. Students then workedindependently at the computers to complete their cognitive organizers.Finally, after completing the template the teacher reviewed thecognitive organizer and asked students to identify the similarities anddifferences among the three baseball teams. For example, "What twomajor league baseball teams are from the same city?" See Appendix Ffor an example of the cognitive organizer illustrating the threebaseball teams and their five attributes.Day TwoStudents met in the regular classroom and were introduced to thechapter in their social studies textbook on the Civilizations of theAmericas--The Aztecs, Incas, and Mayas. Next, students reviewed thepurpose and benefits of using a cognitive organizer and were thenprovided a blank cognitive organizer to complete. The cognitiveorganizer consisted of a main idea box (Civilizations of the Americas),three subtopic sub��top��ic?n.One of the divisions into which a main topic may be divided. boxes (Aztecs, Incas, and Mayas), and five attributes(location, government, religion, fanning, and innovations) representingeach of the five subtopics to be discussed in the chapter (see AppendixD).Using the blank cognitive organizer, students were asked to fill-inthe appropriate answers for each of the civilizations during the teacherpresentation. During the presentation, the teacher displayed theidentical blank cognitive organizer on the overhead projector whilelecturing on the characteristics of The Aztecs, Incas, and Mayascivilizations. During the presentation, the teacher completed the blankcognitive organizer and students completed their paper-and-pencilversions. Throughout the presentation, students were asked to analyzethe cognitive organizer and determine similarities and differencesbetween the three civilizations. Students were asked to locate the threecivilizations on the top of their cognitive organizer and examine thefive attributes of each civilization. Then, the students were asked tomake comparisons between the three civilizations. After analyzing thecognitive organizer, the teacher asked questions regarding the variousattributes of the civilizations. For example, "What are threesimilarities between the Aztec, Inca, and Maya empires? Finally, uponcompletion of the presentation the teacher reviewed the completedcognitive organizers.Day ThreeStudents returned to the high school computer lab and completed theAztec, Inca, Maya template using Inspiration 6 software. After reviewingthe chart and discussing the information from day two, the students wereprovided a disk version identical to their paper-and-pencil template.Next, the students were asked to transfer the content-area informationfrom their paper-and-pencil cognitive organizer into the Inspiration 6software. Students worked independently to complete the electroniccognitive organizer at the computer. Students continued to fill-in theirelectronic cognitive organizer transferring the identical informationfrom the paper-and-pencil format into the Inspiration 6 software.Finally, students were provided additional time and support to insertpictures, graphics, clip art, or change the font, background, or colorselection of their cognitive organizer.Upon completion of their cognitive organizer, the students wereasked to print out and view one copy of their cognitive organizer andone outline using the outline function of the software. Next, studentswere asked to study their cognitive organizer and outline independentlyfor 10 minutes. The teacher controlled and monitored the time forindependent study of their cognitive organizer. The teacher provided areview and synthesis of the chapter and asked students various questionsregarding the three civilizations and their attributes.Day FourStudents presented their cognitive organizers to the classdiscussing the main ideas and key components of the chapter. Thisprovided an additional opportunity to practice the content andfacilitate learning of the material. Finally, the students completed animmediate posttest consisting of a 15-item production test identical tothe pretest.Day FiveStudents were administered a delayed posttest, one week altercompletion of the pilot study, containing the identical information fromthe immediate posttest. Then, the students were surveyed and asked theirperceptions and attitudes toward using Inspiration 6 software in socialstudies and if the software enabled them to remember more of the socialstudies information.Data Analysis ProceduresScoring Quantitative MeasuresOne method of scoring was used on all tests (pretest, immediateposttest, and delayed posttest). The method of scoring awarded pointsfrom zero to two on each item. A score of "zero" was assignedno credit, a score of "one" was assigned partial credit, and ascore of "two" was assigned full credit. For example, on theitem, "Machu Picchu Machu Picchu(mä`ch pēk`ch), Inca site in Peru, about 50 mi (80 km) NW of Cuzco. was the leading city in which Latin AmericanEmpire For other uses, see American Empire (disambiguation).American Empire is a term relating to the historical expansionism and the current political, economic, and cultural influence of the United States on a global scale. ", if a student answered Aztec, a score of "zero"was assigned indicating no credit. In another example, on the item,"Name the three great Indian civilizations of Latin America Latin America,the Spanish-speaking, Portuguese-speaking, and French-speaking countries (except Canada) of North America, South America, Central America, and the West Indies. ",if a student answered Maya and Aztec, a score of "one" wasassigned indicating partial credit to the response. Finally, on theitem, "What civilization built floating gardens known aschinapas", if a student answered Inca, a score of "two"was assigned indicating the student has achieved full credit to theresponse.ResultsA one-group, nonrandomized, pre-posttest design was implemented.One group of students was observed to evaluate the effectiveness oftechnology-based instruction using a cognitive organizer designed inInspiration 6 software. Data were scored and entered into SPSS A statistical package from SPSS, Inc., Chicago (www.spss.com) that runs on PCs, most mainframes and minis and is used extensively in marketing research. It provides over 50 statistical processes, including regression analysis, correlation and analysis of variance. foranalyses. A paired samples t-test was used to evaluate the differencebetween the pre-posttest scores and pretest-delayed posttest measures toassess the improvement of content knowledge. As can be seen in Table 1,the mean pretest score was 0.4 (SD = .9661, range 0 - 3); while theposttest score was 20.11 (SD = 5.46, range 11 - 28); and the delayedposttest score was 19.10 (SD = 6.60, range 12 - 30). The resultsindicated statistically significant differences (pre-posttest p <.04; pretest-delayed posttest p < .02) that the participation in thepilot study improved and enhanced student learning of the contentmaterial. Overall, the results of the pilot study indicated asignificant improvement from pre- to posttest measures on student recalland comprehension of the content material.Informal Survey DataUpon completion of the pilot study, students were informally askedtheir attitudes and perceptions toward using the software in socialstudies. In addition, students were asked whether the software enabledthem to remember more information and increase motivation. Resultsindicated that the majority of the students stated they liked usingInspiration 6 software and it helped them remember the most importantinformation in the textbook without reading the entire chapter.Furthermore, students indicated they were more motivated mo��ti��vate?tr.v. mo��ti��vat��ed, mo��ti��vat��ing, mo��ti��vatesTo provide with an incentive; move to action; impel.mo to use thesoftware and enjoyed the novelty Novelty is the quality of being new. Although it may be said to have an objective dimension (e.g. a new style of art coming into being, such as abstract art or impressionism) it essentially exists in the subjective perceptions of individuals. of using computers during socialstudies instruction.ConclusionsResults of the pilot study indicate that the use of the cognitiveorganizer with the integration of technology, Inspiration 6 software,has the potential to increase recall of content-area learning tasks forstudents with mild disabilities. The informal survey data indicated thatstudents were motivated in social studies class and liked to use theInspiration 6 software to record, organize, edit, and summarize sum��ma��rize?intr. & tr.v. sum��ma��rized, sum��ma��riz��ing, sum��ma��riz��esTo make a summary or make a summary of.sum the mostimportant information from the chapter. Students also reported theyenjoyed the novelty of using computers during social studiesinstruction.Nevertheless, there are a number of limitations to be considered ininterpreting the findings from this study. Some of these limitationsinclude a relatively small sample size, lack of a comparison group,novelty effects The novelty effect, in the context of Human Performance, is the tendency for performance to initially improve when new technology is instituted, not because of any actual improvement in learning or achievement, but in response to increased interest in the new technology. of the software, single content-area, and limitedrepresentation of various disability categories. However, based on thispilot study, future research is warranted to replicate rep��li��catev.1. To duplicate, copy, reproduce, or repeat.2. To reproduce or make an exact copy or copies of genetic material, a cell, or an organism.n.A repetition of an experiment or a procedure. and extend theuse of cognitive organizers, with the integration of Inspiration 6software, across age, grade level, disability categories, content areas,and instructional settings.APPENDICIESPilot Study MaterialsAPPENDIX A[ILLUSTRATION OMITTED]APPENDIX BTechnology-based Instruction Materials Inspiration 6 SoftwareDirectionsOPEN A FILE: Select start, programs, Inspiration 6 software, file,open, Look in: A: drive, choose file name (i.e., BASEBALL), double-clickto open file.INSERT TEXT: Double-click inside the template box (you will see ablinking See dry eyes. cursor (1) The symbol used to point to some element on screen. On Windows, Mac and other graphics-based screens, it is also called a "pointer," and it changes shape as it is moved with the mouse into different areas of the application. ) type in boxes (* If the box is "highlighted"with red rectangles, click one more time to insert text material).CHANGE FONT: Click "once" inside the template box(template box will be highlighted with red rectangles), Select formatand choose any font styles A typeface variation (normal, bold, italic, bold italic). in the program.CHANGE SIZE OF TEXT: Click "once" inside the template box(template box will be highlighted with red rectangles), Select size andchoose any font/text sizes in the program.CHANGE STYLE (i.e., bold, italic, underline underlinean animal's ventral profile; the shape of the belly when viewed from the side, e.g. pendulous, pot-belly, tucked up, gaunt. , all CAPS) Click"once" inside the template box (template box will behighlighted with red rectangles), Select style and choose any fontstyles in the program.INSERT PICTURES/CLIP ART: Select view and choose SYMBOL PALETTE (1) In computer graphics, a range of colors used for display and printing. See color palette.(2) A collection of on-screen painting tools.(3) A toolbar that contains a set of functions for any kind of application. palette - colour palette orF8 (* Perform this task if the students symbol palette is NOT displayedon their screen. It appears on the left column of the software andincludes a palette of pictures/clip art to insert into the template).Click "once" on the template box you want to insert apicture (template box will be highlighted with red rectangles).Select a picture/clip art and the picture will appear on thehighlighted template box.REPLACE A PICTURE/CLIP ART: Click "once" on the pictureyou inserted in the template box. Select a "new" picture (*The new picture will override An arrangement whereby commissions are made by sales managers based upon the sales made by their subordinate sales representatives. A term found in an agreement between a real estate agent and a property owner whereby the agent keeps the right to receive a commission for the sale of the "old" picture).DELETE To remove an item of data from a file or to remove a file from the disk. See file wipe, trash and undelete. 1. (operating system) delete - (Or "erase") To make a file inaccessible. A PICTURE/CLIP ART: Click "once" on the pictureyou inserted in the template box. Select the blank rectangle on theSYMBOL PALETTE.OUTLINE FORMAT: Select OUTLINE icon (or Ctrl + T) Select DIAGRAMicon to return back to the template/cognitive organizerSPELL CHECK: Select UTILITY and choose SPELL CHECK click on START.After you spell check template select close.SAVE WORK: Select FILE and SAVE AS (Before you EXIT Inspiration 6Software)HOW TO SAVE AUTOMATICALLY (EVERY 5 MINUTES!!!) Choose FILE,APPLICATION PROPERTIES, AUTO SAVE Saving data to the disk at periodic intervals without user intervention. (5 MINUTES)!PRINT: (Template and Outline) Select FILE, PRINT OPTIONS, Fit to 1Page, select OK. Select FILE and choose PRINTEXIT Inspiration 6 Software: Select FILE, EXIT or (Ctrl + Q) SAVEchanges to--(Choose YES to save your work)COMMON ERROR: During training or implementation of the software,when content is inserted or the font/style modified the boxes in thetemplate may shift or move. This will change the appearance of thetemplate as well as the outline function of the software. If this occursDON'T PANIC For the Wikipedia guideline, see Wikipedia:Don't panicDon't panic may refer to: "Don't Panic" (Hitchhiker's Guide to the Galaxy), a catchphrase from Douglas Adams' !! The following procedures will rescue most templatesthat have been altered or modified.Select ARRANGE icon Choose Top Down Tree, Entire Diagram, Links(Auto-90), Lowest Stacking Models (center) Click OK!APPENDIX CUnit 5--Chapter 7 Civilizations of the AmericasObjective: What are the similarities and differences of the Maya,Aztec, and Inca civilizations of the Americas?1. Name the three great Indian civilizations of Latin America?2. What was the location of the Aztecs?3. What was the government of the Inca Empire?4. What did the farmers in the Maya civilization produce?5. What was the religion of the Mayas?6. What was the location of the Incas?7. What was the government of the Aztec Empire?8. What did the farmers in the Aztec Empire produce?9. Machu Picchu was the leading city in which Latin AmericanEmpire?10. What civilization built floating gardens known as chinampas?11. Which civilization developed pyramids known as steles?12. Which civilization used "quipu" to keep and maintaingovernment records?13. Which civilization developed a writing system using picturesand symbols?14. Which civilization developed a system of mathematics?15. Name (3) similarities between the three civilizations in LatinAmerica?APPENDIX D[ILLUSTRATION OMITTED]APPENDIX EName:Date:Technology-Based Instruction Condition Chapter: Section:Instructional Lesson:Daily LogsA. Instructional Practices:B. Materials:C. Amount of time for activities:D. Issues surrounding instruction:APPENDIX F[ILLUSTRATION OMITTED]APPENDIX GMajor League Baseball Teams--Guided OutlineMajor League Baseball TeamsBASEBALL TEAM FEATURESA. LOCATIONB. STATEC. COLORSD. STADIUME. LEAGUEYANKEESA.B.C.D.E.ORIOLESA.B.C.D.E.METS METS Metropolitans (New York baseball team)METS Metadata Encoding and Transmission StandardMetS Metabolic SyndromeMETS Metabolic Equivalents (multiples of resting oxygen uptake)A.B.C.D.E.Table 1Mean Scores on Social Studies Declarative Knowledge Sources N M SD Minimum MaximumPretest 10 .40 .97 .00 3.00Posttest 9 20.11 5.46 11.00 28.00Delayed Posttest 10 19.10 6.61 12.00 30.00ReferencesAnderson-Inman, L., Knox-Quinn, C., & Horney, M. (1996).Computer-based study strategies for students with learning disabilities:Individual differences associated with adoption level. Journal ofLearning Disabilities, 29, 461-484.Boyle, E., Rosenberg, M., Connelly. V., Washburn. S., Brinckerhoff.L., & Banerjee, M. (2003). Effects of audio texts on the acquisitionof secondary-level content by students with mild disabilities. LearningDisability Quarterly, 26. 203-214.De La Paz, S., & MacArthur, C. (2003). 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A classwidepeer tutoring A peer tutor is anyone who is of a similar status as the person being tutored. In an undergraduate institution this would usually be other undergraduates, as distinct from the graduate students who may be teaching the writing classes. system m a secondary resource room program for the mildlyhandicapped. Journal of Research and Development in Education, 21,76-83.Mastropieri, M., & Scruggs, T., Spencer, V., & Fontana, J.(2(/03). Promoting success in high school world history: Peer tutoringversus guided notes. Learning Disabilities Research & Practice. 18,52-65.Mastropieri, M. A., & Scruggs, T. E. (2004). The inclusiveclassroom: Strategies for effective teaching. Columbus, OH: PrenticeHall/Merrill.O'Connor. J. (1994). Exploring world history. Paramus, NJ:Globe Book Company.Okolo, C. M., & Ferretti, R. P. (1997a). The impact ofmultimedia design projects on the knowledge, attitudes, andcollaboration of students in inclusive classrooms. 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This can include such things as increased dividends, a stock market rally and stock buybacks.Notes: , Cecil Fore, III, Kevin Ayres, The University ofGeorgia OrganizationThe President of the University of Georgia (as of 2007, Michael F. Adams) is the head administrator and is appointed and overseen by the Georgia Board of Regents. . Vicky G. Spencer, George Mason University Named after American revolutionary, patriot and founding father George Mason, the university was founded as a branch of the University of Virginia in 1957 and became an independent institution in 1972. .Correspondence concerning this article should be addresssed toRichard T. Boon. The University of Georgia, Department of SpecialEducation, 537 Aderhold Hall, Athens. GA 30602-7153; Email:rboon@uga.edu