Effectively Differentiate Instruction for All Learning Styles with EduSmart Science

1. Effectively Differentiate Instruction for All Learning Styles with EduSmart Science

2. Gettingto Know You • District/ School/ Organization Graffiti • Introductions

3. Group Norms • Take care of your needs

4. Goal or Learning Objective • to understand how to successfully address all student learning styles within the same lesson using effective instructional strategies, inquiry-based “hands on activities” and EduSmart Science • to connect science concepts to environmental issues

5. Provide an opportunity to work with your group and explore EduSmart Science to apply the information presented: -design and present a “mini-lesson” implementing two or more effective instructional strategies using a “chapter” from one of the EduSmart Science modules

6. What is EduSmart Science? • “next generation”, multimedia digital science resource • implements research-based instructional strategies proven to enhance instruction and maximize student achievement • instruction is “student centered” but “teacher driven” • custom designed specifically for Texas – 100% aligned to the TEKS • grade level specific for grades 3, 4 & 5 and very soon, for grades 6, 7 & 8 also

7. Journals! • Learning styles • Instructional strategies • Reflections/ Epiphanies/ Suggestions

8. Learning Styles What are learning styles? • identify the way a student learns best • have nothing to do with a student’s intelligence or ability • describe the way a student’s brain processes, stores and retrieves information most effectively

9. Three Main Learning Styles • Visual • Auditory • Tactile/ Kinesthetic How can you tell a student’s predominant learning style?

10. Characteristics of Predominantly Visual Learners • learn best by seeing information and can recall visual details • remember information presented in pictures, charts, graphs, diagrams, movies, and demonstrations • visualize while they are reading and writing • doodle and have difficulty following lectures and oral instructions • can remember faces but have difficulty remembering names • prefer to read silently • like to write down instructions

11. Characteristics of Predominantly Auditory Learners • learn better by listening to explanations than by reading about them • follow spoken directions well, but have trouble following written directions • read slowly and prefer to read out loud • enjoy oral discussions, working in groups and giving oral reports • are good at explaining • talk to themselves while learning something new • need to have things explained orally • can’t keep quiet for long periods of time

12. Characteristics of Tactile/ Kinesthetic Learners • process information best through “hands on” experiences and whole body movements • like science labs, role playing and building models • have trouble sitting still, but writing things down makes learning easier • like adventure books and movies • like to move around while listening or talking • talk with their hands • remember by recalling who did what • like to touch things in order to learn about them

13. Learning styles research shows: • 65% of students are predominantly visual learners • 20%-30% of students are predominantly auditory learners • 5%-15% of students are predominantly tactile/ kinesthetic learners

14. Think- Pair- Group Share How can this information be used to impact the students’ learning environment? Think for 30 seconds. Pair with a partner and take turns sharing for 30 seconds. Group share with those at your table for 1 minute, taking turns. Choose 1 remark to share with the whole group.

15. Instructional Strategies that are Effective for All Learners • establishing learning objective(s) • effective questioning • non-linguistic representations • cooperative learning • identifying similarities and differences • provide specific and timely feedback

16. Establish Objective(s) • students can’t hit a target they can’t see- restate formal objectives in student friendly language • revisit at the end of the lesson for students to evaluate their own mastery (assessment for learning)

17. Effective Questioning • to pre-assess level of knowledge • to cue and activate prior knowledge • to maximize student engagement • to assess mastery • to focus learning • to promote thinking and reflections

18. Non-linguistic Representations • students build vocabulary comprehension and retention by constructing their own meaning • graphic organizers • physical models • drawing pictures and pictographs • engaging in whole body movement

20. Cooperative Learning • assigning roles holds students accountable to the group • creates positive interdependence • promotes interactions and academic discourse • provides for group and individual accountability • groups should be 3-4 students • should be applied consistently and systematically but not overused • includes formal, informal and base groups

21. Provide Specific and Timely Feedback • focus feedback on specific knowledge and skills • provide feedback as soon as possible following the task • it should point out what is correct and what is not correct in relation to the “target” or objective • student initiated feedback is most beneficial (assessment of learning) If students know how their performance compares in relation to the “target”, they can better understand what they must do to close the gap.

22. Identifying Similarities and Differences • comparing important characteristics is the basis used to identify similarities and differences • classifying is the process of grouping things that are alike on the basis of characteristics • creating analogies shows how seemingly dissimilar things are similar • creating metaphors connect two items wit an abstract or non- literal relationship • direct presentation of similarities and differences should be used when the focus is on identifying specific similarities and differences and consensus is desired • student-centered identification of similarities and differences produces less consensus but encourages divergent thinking

23. Analogy weathering erosion

24. Analogy deposition erosion flying

25. Ideas and Suggestions

26. Changing States of Matter

27. Reflections Choose one instructional strategy implemented in this lesson and describe how it was used to differentiate for a visual learner.

28. Let’s take a quick 10 minute break!!

29. Similarities and Differences of the Earth and Moon Earth Moon

30. Three Tab Book and Venn Diagram • Hotdog or hamburger folded into thirds • KWL (Know, Want to Know, Learned) • Sequencing or flowchart • Three parts, pieces or stages • Use horizontally or vertically • Three parts that have a hierarchy • Simple way to make Venn Diagram booklet

31. Rallyrobin • Students form pairs • Take turns sharing with a partner • Pairs discuss which ideas they both came up with and which were unique Which parts of this lesson meet the learning style needs of the auditory learner?

32. How does this work with 5E? • Engage • Explore • Explain • Elaborate • Evaluate

33. Engage Materials • Bowl • Water • Piece of plastic • Plastic cup Directions • Make the floating piece of plastic go down to the bottom of the bowl and stay on the bottom without directly touching the piece of plastic with your hand or with any object.

34. Explore Materials • Short ruler • Adhesive tape • Pennies • Long ruler • Ball of play dough Directions • Place the short ruler on the ball of play dough at the midpoint forming a seesaw. Place one penny on the end of the short seesaw. Tape 2 pennies together, tape 4 pennies together and tape 8 pennies together.

35. Have one lab partner hold the long ruler at the end with the penny on it. One partner will drop the two penny mass on the opposite end of the short ruler from a height of 20 cm. Predict how high the one penny will move. Note the direction the two pennies moved. Which direction did the one penny move? What caused it to stop moving? • Predict how high the one penny will move when the four penny mass is dropped. Test the same as with two pennies. Was your prediction right? • Repeat the steps with the eight penny mass. • What did you notice about the number of pennies and how high the one penny flew?

36. Explain Explain • EduSmart Force Elaborate Materials • A plastic bowl • A marble • Scissors

37. Directions • Roll the marble across the table and note the path in your journal. • Use the bowl and marble to the marble follow a circular path. • The bowl must stay in contact with the table at all times and the marble must make a complete circle. • You can only touch the marble one time with your finger. • Listen to the directions given by the teacher. Record information in your journal.

38. Evaluate On going. Final evaluation. -In your journal respond to these questions: • If this was a model of our solar system and the marble represented Earth, where would the Sun be? • What force does the curved rim of the bowl represent?

39. Let’s take a quick 10 minute break!!

40. Making Real World Connections Using Physical Properties to Identify Matter • Using a “real world” scenario • Students apply knowledge to solve a problem Adaptations • gather information • use information to solve riddles; create riddles

43. Adaptations Riddles Directions • Work with your group to match the adaptations to the animal. • Identify each adaptation as behavioral or physical. • Make sure everyone in your group knows the answers.

44. Opportunity to Explore • Choose a grade level and a TEKS module • Choose a chapter • Choose instructional strategies to apply (effective questioning to pre-assess, to develop concepts, graphic organizer to develop vocabulary or represent data, whole body movement to illustrate concept) • Time permitting, present your lesson

45. Links • Teaching Academic Vocabulary http://jc-schools.net/tutorials/vocab/strategies.html • Graphic Organizers http://www.eduplace.com/graphicorganizer/pdf/cluster_web3.pdf • Foldables http://members.cox.net/pvsciteach/foldinst.pdf