Differentiated Differentiated instructioninstruction

Learning Team A

G. Payvand Gibson, Wendy Keane, Ken Novak, and Marcella RaadG. Payvand Gibson, Wendy Keane, Ken Novak, and Marcella Raad

Curriculum Constructs and Assessments: Mathematics and Science/MTE 532

April 5, 2012

Instructor: Dee Kamerman

IntroductionIntroduction

Today’s classrooms are more diverse than at any time in our past and reflect a range of student abilities, backgrounds, ages, cultural, and linguistic diversity. Societal changes place great demands on the skills, knowledge and disposition of teachers (Tomlinson, 2009) .

Effective instruction requires a teacher to not only possess strong content and pedagogical knowledge and excellent classroom management skills but also the ability to provide meaningful learning opportunities for every student through differentiated instruction that takes into consideration what makes them unique (Hobgood & Ormsby, 2010).

Team A researched current trends in differentiating instruction in mathematics and science. Four instructional strategies are identified and issues regarding the identified trend are presented.

ChoiceBoard TRENDChoiceBoard TREND

A new trend that allows the student to choose what assignment they are going to do.

•Gives student a better sense of possession because they were able to select what they wanted to cover

•Involves three or more learning styles, so children choose from what they are comfortable with

•Example: Choice Boards- tic tac toe boards with different levels of activities where the student has to choose three squares and complete them for the assignment

Applicable to math and science

•Activities build on each other

•Students decide what they will complete

•Covers different levels at the same time

•Varying degrees of difficulty

•Good for all learners

•May be used in groups for similar diverse learners

USAGETREND

FLEXIBLE GROUPING TRENDFLEXIBLE GROUPING TREND

Flexible grouping is a Flexible grouping is a term that covers a range term that covers a range of grouping students for of grouping students for delivering instruction, delivering instruction, such as whole class, such as whole class, small groups, and small groups, and partner (Valentino, partner (Valentino, 2000).2000).

Flexible grouping is a Flexible grouping is a great teaching strategy great teaching strategy for diverse learners.for diverse learners.

• Flexible grouping can Flexible grouping can be used in both math be used in both math and science and science instruction.instruction.

• Flexible grouping can Flexible grouping can be teacher-led or be teacher-led or student-led.student-led.

USAGETREND

FLEXIBLE GROUPING USEFLEXIBLE GROUPING USE

TEACHER-LEDIncludes whole-class, small group, and individual instruction.• Whole-class groups: used to

introduce new information and help identify students’ prior knowledge and experiences that will affect new knowledge acquisition.

• Small-group: provide opportunities for students who need reinforcement or enrichment.

• Individual instruction: strengthens student’s skill in refining their own thoughts, specifically in formulating personal problem-solving strategies.

STUDENT-LEDCan take many forms but one common aspect in student-led groups is students control the group dynamics and sets the agenda for the group to follow.• Collaborative groups: Students

make predictions about a problem and share ideas.

• Performance-based groups: form for a short time and respond to the dynamic nature of learning. This type of group is most effective in playing a game to practice a skill.

• Student pairs: involves grouping students in pairs for peer and cross-age programs. Examples include partner turns, and think,pair,share.

Flexible Flexible Grouping UseGrouping Use

Flexible Grouping for a Flexible Grouping for a math and science class math and science class

Flexible grouping allows all Flexible grouping allows all students to use their strengths. students to use their strengths. Focusing on strengths allows Focusing on strengths allows the group, whether it is a whole the group, whether it is a whole group or a small group, to excel group or a small group, to excel and ensure maximum learning. and ensure maximum learning.

In a math class, flexible In a math class, flexible grouping can be used to assign grouping can be used to assign students based on understanding. students based on understanding. Students who can help students Students who can help students who do not understand can be who do not understand can be assigned to each group. assigned to each group.

In a science class, flexible In a science class, flexible grouping can be used to place grouping can be used to place students based on students based on characteristics such as who characteristics such as who wants to take notes, who likes wants to take notes, who likes to be a leader, etc., who wants to be a leader, etc., who wants to work together, or by student to work together, or by student ability.ability.

Groups are assembled based Groups are assembled based on students readiness, on students readiness, interests, and learning interests, and learning styles.styles.

““Flexible grouping allows Flexible grouping allows students to see themselves students to see themselves in a variety of context and in a variety of context and aids the teacher in aids the teacher in ““auditioningauditioning”” students in students in differing settings and with differing settings and with different kinds of workdifferent kinds of work”” (Tomlinson, 1995, 1999).(Tomlinson, 1995, 1999).

Groups are assembled based Groups are assembled based on students readiness, on students readiness, interests, and learning interests, and learning styles.styles.

““Flexible grouping allows Flexible grouping allows students to see themselves students to see themselves in a variety of context and in a variety of context and aids the teacher in aids the teacher in ““auditioningauditioning”” students in students in differing settings and with differing settings and with different kinds of workdifferent kinds of work”” (Tomlinson, 1995, 1999).(Tomlinson, 1995, 1999).

CENTERS TRENDCENTERS TREND

USAGECenters are applicable to both science and mathematics instruction. Both subjects support students working individually and together in groups to help one another or as a whole.

•Students can go on-line to virtual science museums to explore everyday science and many other types of science (e.g., http://www.exploratorium.edu/)

•In math, the students can play math games, use manipulatives, and work together in pairs to solve word problems or equations.

TREND• Centers meet the needs of

students with different learning styles.

• Students are able to excel in centers which in turn gives them confidence in their education and their own abilities.

“Interest Centers and Interest Groups are set up so that learning experiences are directed toward a

specific learner. Allowing students to choose a topic motivates to them” (The Access Center, 2005).

• “Technology is incorporated with the centers to help enhance learning” (Bay-Williams, Karp, & Van de Walle, 2010, p. 5)

CENTERs ISSUESCENTERs ISSUES

• Large amount of students.

• Students become distracted.

• Students need one-on-one help.

• There may not be enough resources for each student in the classroom.

• Difficultly transitioning to and from groups.

• Students may not understand instructions.

• Centers may end up consuming a lot of class time or assignments are not finished in allotted time.

Technology TRENDTechnology TREND

Many of the obstacles to implementing differentiated instruction can be overcome with the effective use of technology (Hobgood & Ormsby, 2010).•Used to solve problems of a diverse set of student learning styles and needs by creating educational equity in the classroom.

•Scaffolds instructional material through the use of interactive whiteboards, the Internet for research and educational games, computers for communication, publishing, and educational software, video cameras, and calculators (Hobgood & Ormsby, 2010).

Technology is applicable to both mathematics and science instruction.•Diverse learners can use technology tools to help solve problems and develop a deeper understanding of the material.

•Using technological tools, students can demonstrate their understanding of concepts in a variety of ways.

•STEM (Science, Technology, Engineering, and Mathematics), is a program, offered through the U.S. Department of Education and the National Science Foundation that offers support for teachers integrating these subjects across the curriculum (STEM Education Coalition, 2012).

USAGETREND

“Using technology effectively in schools is essential to providing quality education and preparing students for the

challenges of the 21st century” (Downey, 2011).

Technology USE

Interactive Whiteboards or Smart Boards enable integration of a variety of meaningful, engaging material into the curriculum that responds to multiple intelligences and styles of learning. Allow multiple individuals to collaborate on tasks (Hobgood & Ormsby, 2010).

Presentation tools provide visual sheltered representations of concepts from multiple perspectives making content more accessible for English language and visual learners. Open-ended concept allows creativity in demonstrating understanding, presenting findings, and showcasing knowledge and skills (Echevarria, Vogt, & Short, 2008).

Computers with software and educational games allow students to practice new and review old concepts at a pace and level applicable to their capabilities. Provide students with individualized instruction, immediate feedback, and areas to focus on at school and home (Hobgood & Ormsby, 2010).

The Internet opens up vast opportunities for research and inquiry-based learning through individual activities or cooperative learning groups. Activities differentiate instruction and provide scaffolding of materials and topics. WebQuests provide opportunities for integration of other subject areas into authentic activities, thus motivating students and encouraging gifted and talented students to further investigate topics (Hobgood & Ormsby, 2010).

Hobgood and Ormsby (2010) state that “technology can equip teachers to address students’ needs in an almost limitless number of ways, through content input, learning activities, and opportunities to demonstrate comprehension. And, because many students come to the learning environment with a predisposition for using it seamlessly, technology can become an intermediary that bridges the relationship between teacher and student, allowing the teacher to meet a student in a familiar realm” (para. Overcoming Obstacles).

Hobgood and Ormsby (2010) state that “technology can equip teachers to address students’ needs in an almost limitless number of ways, through content input, learning activities, and opportunities to demonstrate comprehension. And, because many students come to the learning environment with a predisposition for using it seamlessly, technology can become an intermediary that bridges the relationship between teacher and student, allowing the teacher to meet a student in a familiar realm” (para. Overcoming Obstacles).

Technology IssuesTechnology Issues

• Teachers may be reluctant to implement because today’s tech-savvy students are more knowledgeable than their teacher (Hobgood & Ormsby, 2010).

• Time and training necessary for teachers to learn technology tools is extensive. Teachers may be knowledgeable about a technology, but lack understanding of how to successfully integrate it using sound pedagogical practices (Hobgood & Ormsby, 2010).

• Teachers may not have a basic understanding of students’ readiness, interest, and learning profile and therefore do not provide the appropriate scaffolded levels for the student (Hobgood & Ormsby, 2010).

• Teachers face lack of time necessary to develop the differentiated instruction and find technology content that supports the learning goals for a lesson while meeting student’s individual needs (Hobgood & Ormsby, 2010).

• Teachers must model and teach students independent learning skills and strategies and must train students on specific technology that facilitates independent learning and goals (Stanford, Crowe, & Flice, 2010).

• Schools lack adequate funding for equipment and software.

• Teachers do not effectively manage appropriate use of the Internet.

Teachers and administrators face challenges when attempting to implement technology in the classroom.

General IssuesGeneral Issues

• class size- the more people in the classroom, the harder it will become to implement a new style

• teacher training- old school methods are not working, yet all teachers are not trained in the new methods or some refuse to participate

• all teachers are not doing the same thing- if one science teacher does not agree, then uniformity is destroyed and the plan will not work as efficiently

• time consuming- planning new lessons, creating new materials (tests and handouts), arranging students for success all take time that a teacher may not have

• no administrative support- if the administration will not back you then your program is doomed from the start

• no family support- parental backing in education is very crucial and even more so when trying new techniques

• new resources needed- new books, materials, and technology tools could prove to be expensive, many schools may not have adequate funding or the desire to change from the tried and true methods

Example Lesson outlineExample Lesson outline

Class Title: Life Science

Lesson Title: Dinosaurs

Grade Level: 1st Grade

Lesson Duration: 50 Minutes

Objectives:1.Students will be able to correctly identify various facts about dinosaurs with 80% accuracy. 2.Students will learn common facts about dinosaurs and be able to identify species and eating habits.3.Students will be able to navigate a simple Internet search on the iPad.

Materials:1.iPad 2. Safari Internet Explorer3. Dinosaur Worksheet

Differentiated Strategies Used:1. iPad Center2. Flexible Groups3. Visual Example of Partially

Filled out Worksheet

Activities1. Anticipatory Set2. Lesson Introduction3. Navigate Dino website for

students to become familiar with website.

4. Fill in example Dino Worksheet as an entire class.

Assessments1. Worksheet is filled out correctly

with 80% accuracy.2. Students pick one dinosaur from

chart, draw and color it in with name written out underneath.

ConclusionConclusion

Differentiated Instruction allows all students to access the same classroom curriculum by providing entry points, learning tasks, and outcomes that are tailored to students’ needs. Differentiated instruction is not a single strategy, but rather an approach to instruction that incorporates a variety of strategies (Hall, Strangman & Meyer, 2003).

The four trends that were discussed in this presentation, Choiceboards, Flexible Grouping, Centers, and Technology are great strategies that can be used in both a math and science classroom to differentiate the instruction to meet the curriculum. The use of these trends will effectively meet the needs of all learning styles.

ReferencesReferencesBay-Williams, J. M., Karp, K. S., & Van de Walle, J. A. (2010). Elementary and Middle

School Mathematics: Teaching Developmentally (7th ed.). Boston, MA: Pearson Education.

Downey, G. (2011). eSchool news: Technology news for today’s K-20 educator. Retrieved from http://www.eschoolnews.com/freeesn/index-cfm/?rc=1&i=57064

Echevarria, J., Vogt, M., & Short, D. (2008). Making content comprehensible for English language learners: The SIOP model (3rd ed.). Boston, MA: Pearson Education, Inc.

Hall, T. Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. National Center on Accessing the General Curriculum. Retrieved from http://www.k8accesscenter.org

Hobgood, B. & Ormsby, L. (2010). Reaching every learner: Differentiating instruction in theory and practice. University of North Carolina at Chapel Hill School of Education. Retrieved from http://www.learnnc.org/lp/editions/every-learner/6776

Stanford, P., Crowe, M.W., Flice, H. (2010). Differentiating with technology. TEACHING Exceptional Children Plus, 6(4), 1-9.

STEM Education Coalition. (2012). About us. Retrieved from http://www.stemedcoalition.org/

The Access Center. (2005). Retrieved from http://www.k8accesscenter.org/training_resources/mathdifferentiation.asp

Tomlinson, C. A. (2009). How will I teach them all? Academic diversity in today’s science and math classrooms. Grants and Research Office (GRO). Retrieved fro;m http://www.grantsandresearchhelp.us/research/res_how_do_i.asp

Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.

Valentino, C. (2000). Flexible grouping. Retrieved from http://www.eduplace.com