Differentiated instruction for science

Department of Mathematics and Science

Differentiated instruction for science

Office of Academics and Transformation

Adapted from: How to Differentiate Instruction in Mixed Ability ClassroomsWritten By: Carol Ann Tomlinson


Enduring Understanding

All students can learn rigorous academic material at high

standards.

By Jon Saphier and Robert Gower: The Skillful Teacher


Essential Question

How can we best identify what students know and are able to do and subsequently plan for, instruct, and measure learner progress in mixed ability science classrooms in standards-based curriculum?


The Betting Game Topic: Differentiation

1) There are three modes of differentiation: content, process, and product.

2) Whole class instruction is not a part of a differentiated classroom.

3) Assessment and instruction are inseparable in a differentiated classroom.

4) Differentiation is synonymous with individualized instruction.

5) Exit cards are a quick and easy strategy for assessing students.

6) Readiness, interest, and learning profile are factors in planning differentiated instruction.

7) Differentiation is chaotic.


Why Differentiate?

• “One size fits all” instruction does not address the needs of all students.

• Children come in different shapes and sizes. They also differ in interest, readiness levels, and learning profiles.


Differentiating “How To”

• How to Differentiate Instruction in Mixed Ability Classrooms – by Carol Ann Tomlinson

• Be clear on the key concepts and generalizations that give meaning and structure to the topic.

• Lessons for all students should emphasize critical thinking.

• Lessons for all students should be engaging.

• There should be a balance between student selected and teacher assigned tasks and working arrangements.


Differentiation Key Message

• Tomlinson tells us:

• Instruction begins where the students are, not at the front of the curriculum pacing guide.


What do students know and what are they able to do?

• Pre- and on-going assessments drive instruction

• Products and work samples

• Standardized tests

• Questioning

• Every pupil response

• Writing prompts

• Exit cards

• KWL/KUDS

• Paper/Pencil tests

• Drawings related to the topic


Differentiated Content

• Input – what the students learn

• Use of multiple texts (leveled readers or articles)

• Use of varied resources (Technology: Discovery Education videos, Gizmos, Brain Pop, content related websites)

• Compact curriculum

• Learning contracts


Differentiated Process

• How students make sense of content

• Interactive journals

• Tiered assignments (Scott Foreman: Every Learner Learns)

• Learning centers

• Cubing

• Anchor activities


Differentiated Product

• Output – how students demonstrate what they know and are able to do

• Product presentation uses varied modes of expression, materials, technologies

• Advanced assignments that require higher order thinking skills

• Evaluation by self and others

• Authentic assessment


Pre-Assessment Data Implications

BELOW LEVEL ON-LEVEL

Direct Instruction

• Provide varied text - content

• Make task simpler -process

• Provide small group instruction - process

Guided Instruction

• Provide step-by-step written instructions - process

• Provide modeled lessons -process

• Provide lab opportunity - content


Pre-Assessment Data Implications (cont’d.)

Above Grade-Level

Independent Instruction

• Provide opportunities for learners to expand their knowledge - content


Differentiating Science Instruction

Three levels of science inquiry:

• Structured

• Guided

• Open


Structured Science Inquiry

• Students provided hands-on problem to investigate with procedures and materials

• Students discover relationships between variables or generalize from data

• Used to teach specific content, fact, or skill


Guided Science Inquiry

• Students provided materials and problem to investigate, and students compose their own procedures

• Teacher facilitates and encourages student generated questions


Open Science Inquiry

• Similar to guided inquiry with the addition that students also formulate their own problem to investigate


Sample Differentiated Science Lesson

Structured Inquiry

• Students are given testable question and verbal procedures – Are fingerprint and toe print formulas the same?

Guided Inquiry

• Students select a testable question from teacher list then plan and conduct investigation

Open Inquiry

• Students develop a testable question and investigation


Anchor Activities

• Reading to be Informed

• Inquiry Centers

• Structured Computer Work


Labor Intensive Strategies for Differentiation

• Assessment, data analysis, and diagnosis

• Flexible grouping

• Tiered tasks

• Anchor activities

• Differentiated learning encounters

• Learning contracts

• Independent study


Simple Strategies for Differentiation

• Study buddies

• Exit cards

• Student expert

• Mini-lessons

• Multiple text


Data Disaggregation

• Identify lowest performing benchmarks taught in quarter 1.

• Create plan to target lowest performing benchmarks.

• Quarter 1 benchmarks become the secondary benchmark.


Grade 5 - Quarter 1 Benchmarks

Big Idea 1: The Practice of Science• SC.5.N.1.1 Define a Problem, Do Research,

Investigate, Defend Conclusions• SC.5.N.1.2 Compare use of Experiments

and other Types of Investigations• SC.5.N.1.3 Recognize and Explain the

Need for Repeated Experimental Trials• SC.5.N.1.4 Identify a Control Group and

Explain its Importance• SC.5.N.1.5 Recognize that Steps of the

Scientific Method can Vary• SC.5.N.1.6 Understand the difference

between personal interpretation and verified observations

Big Idea 2: The Characteristics of Scientific Knowledge• SC.5.N.2.1 Empirical Observations and

Linked to Evidence• SC.5.N.2.2 Recognize that Evidence

Produced should be Replicated

Big Idea 8: Properties of MatterSC.5.P.8.1 – Properties of Solids, Liquids and GasesSC.5.P.8.3 – Mixtures and SolutionsSC.5.P.8.2 – Materials that Dissolve in WaterSC.5.P.8.4 – AtomsBig Idea 9: Changes in MatterSC.5.P.9.1 – Physical and Chemical ChangesBig Idea 13: Forces and MotionSC.5.P.13.1 – ForcesSC.5.P.13.2 – Changes in MotionSC.5.P.13.3 – Forces that Move ObjectsSC.5.P.13.4 – Balanced and Unbalanced Forces


Best Practices – RemediationSecondary Benchmarks

• Science Camp Day• Homework• Enrichment Activities• Bell Ringers• FCAT Achieves• FCAT Explorer• Gizmos

• Extended Learning Modules

• P-Sell• Cpalms• Discovery Education (if

available)


Differentiation instruction is a critical element to…

MEETING THE NEEDS OF ALL STUDENTS.

Documents

Differentiated instruction for science