Differentiated Instruction in Science

1. Differentiated Instruction in Science By Tina Waddy

2. What is it? • Approach to instruction that encompasses several strategies. • Process of matching student characteristics to instruction. • Takes into consideration student needs. • Process that allows all students to access the curriculum.

3. Implementation • Teachers can differentiate… • Content • Process • Student Products

4. Change in the material being learned by a student. Example Objective - Label five major parts of a cell. Student A learn to label five major parts. Student B learn to label more parts and define the function of each part. Differentiated Content

5. Change in the way students access materials. Example Student A may access information through a learning center. Student B may access information through a website. Differentiated Process

6. Change in the way students show what they’ve learned. Example Objective – Demonstrate understanding of the food chain. Student A may create a three dimensional diagram. Student B may create PowerPoint presentation. Differentiated Products

7. Teachers differentiate in response to student needs. Student needs include: Reading Ability Skill Level Competency in Mathematics Extent of Background Knowledge English Language Proficiency Learning disabilities Responding to Students Needs

8. Differentiation Variables

9. Implementation

10. Beginning Instruction • Use diagnostic assessments. • Determine student interest. • Identify student learning styles and environmental preferences.

11. Can be informal or formal. Determine student readiness level. Examples Pre-tests Survey Background Knowledge KWL Charts Diagnostic Assessments

12. Discover what students like and don’t like. Examples Interest Inventories Include Students in the Planning Process. Incorporate students specific interests for a particular topic into lesson plans. Student Interest

13. Find out how students learn best. Example Learning Style Inventories Observing Student Activities Look for environmental factors that inhibit student learning. Learning Style

14. Strategies

15. What does it look like? • Tiered Assignments • Compacting • Interest Centers or Interest Groups • Flexible Grouping • Learning Contracts • Choice Boards • Orbital Studies

16. Focus of differentiation is on student readiness. Designed to instruct students on essential skills at different levels of complexity, abstractness, and open-endedness. Example Students study the characteristics of living vs. non-living things. Some students are guided in identifying things from both groups. Some students work in groups to brainstorm examples. Tiered Assignments

17. Focus of differentiation is on student readiness. Adjust instruction to account for student mastery of certain objectives. Compacting process includes assessment, and planning. Example Students study photosynthesis. Students who already know the process are given a lab assignment. Students are given more instruction on the concept. Compacting

18. Focus of differentiation is on student readiness and interest. Interest centers are used with younger students. Interest groups are used with older students. Learning experience is directed toward a specific learner interest. Student choice can impact motivation in a positive way. Example Interest Centers – Can focus on specific topics in Earth Science, like classifying rocks, or carbon dating. Interest Groups – Can focus on small groups that debate issues surround the origin of the universe. Interest Centers / Groups

19. Focus of differentiation is on student readiness, interest, and learning style. Students work in different groups. Group placement is determined by either readiness, interest and/or learning style. Groups can be assigned by teacher, or student choice can be given. Example Students take on a specific role in groups to explore the properties of an inanimate object. A student who is a strong writer might take notes. A student who enjoys public speaking might present group’s findings. Flexible Grouping

20. Focus of differentiation is on student readiness, and learning profile. Agreement between the teacher and the student. Teacher determines the necessary skills to be learned, and the required components of the assignment. Student identifies methods for completing the assignment. Example Student wants to trace his/her family tree. Teacher guides student through the process of developing a plan. Student decides method for completing the assignment. Learning Contracts

21. Focus of differentiation is on student readiness, interest, and learning profile. Organizers that contain a variety of activities. Students are allowed to chose an activity. Activities can be focused around several different skills. Example Students must complete two of the following activities to learn about density. Using a water table to explore properties of various objects, Reading a chapter in their textbook about density, Watching a video about density. Choice Boards

22. Focus of differentiation is on student readiness, interest, and learning profile. Concept is based on theme. Students are given choice. Teacher provides guidance and coaching. Example Students are learning about the solar system. They are allowed to choose from the following topics. Satellites Habitable Planets Orbital Studies

23. Strategies That Work

24. Students should explore concepts using a variety of resources. Resources Textbooks Graphic Images Audio-visual Representations Written Descriptions (Internet) Materials

25. Create open-ended questions and tasks for instruction. Open-ended questions push students to think outside the box. Teach students to think all the way around a topic. Provide scaffolding for support. Complex Instruction

26. Create activities that stimulate learning and directly appeal to student interest. Students enjoy watching peers role play, or debate about a current science topic. Have students create computer simulations. Role Play

27. Teachers can’t differentiate 100% of the Science content. Be realistic. Start differentiating a little at a time. Creativity comes in waves, not steady streams. Access information and examples from the Internet. Take It Slow

28. Summing it up!

29. Resources http://teachingtoday.glencoe.com/howtoarticles/differentiating-science-instruction Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. National Center on Accessing the General Curriculum. Retrieved July 9, 2004 from: http://www.k8accesscenter.org/training_resources/udl/diffinstruction.asp Tomlinson , C.A. (1999). How to differentiate instruction in mixed-ability classrooms.Alexandria , VA : ASCD. http://www.cast.org/ncac/index.cfm?i=2876 – This site contains an article by Tracy Hall at the National Center for Accessing the General Curriculum. The article discusses differentiation as it applies to the general education classroom. http://members.shaw.ca/priscillatheroux/differentiatingstrategies.html - The Enhancing Learning with Technology site provides explanations for various differentiation strategies. http://www.mcps.k12.md.us/curriculum/science/instr/differstrategies.htm - A Web site that lists instructional strategies and techniques that teachers can use to differentiate in the science classroom.