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
Department of Mathematics and Science
Enduring Understanding
All students can learn rigorous academic material at high
standards.
By Jon Saphier and Robert Gower: The Skillful Teacher
Department of Mathematics and Science
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?
Department of Mathematics and Science
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.
Department of Mathematics and Science
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.
Department of Mathematics and Science
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.
Department of Mathematics and Science
Differentiation Key Message
• Tomlinson tells us:
• Instruction begins where the students are, not at the front of the curriculum pacing guide.
Department of Mathematics and Science
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
Department of Mathematics and Science
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
Department of Mathematics and Science
Differentiated Process
• How students make sense of content
• Interactive journals
• Tiered assignments (Scott Foreman: Every Learner Learns)
• Learning centers
• Cubing
• Anchor activities
Department of Mathematics and Science
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
Department of Mathematics and Science
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
Department of Mathematics and Science
Pre-Assessment Data Implications (cont’d.)
Above Grade-Level
Independent Instruction
• Provide opportunities for learners to expand their knowledge - content
Department of Mathematics and Science
Differentiating Science Instruction
Three levels of science inquiry:
• Structured
• Guided
• Open
Department of Mathematics and Science
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
Department of Mathematics and Science
Guided Science Inquiry
• Students provided materials and problem to investigate, and students compose their own procedures
• Teacher facilitates and encourages student generated questions
Department of Mathematics and Science
Open Science Inquiry
• Similar to guided inquiry with the addition that students also formulate their own problem to investigate
Department of Mathematics and Science
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
Department of Mathematics and Science
Anchor Activities
• Reading to be Informed
• Inquiry Centers
• Structured Computer Work
Department of Mathematics and Science
Labor Intensive Strategies for Differentiation
• Assessment, data analysis, and diagnosis
• Flexible grouping
• Tiered tasks
• Anchor activities
• Differentiated learning encounters
• Learning contracts
• Independent study
Department of Mathematics and Science
Simple Strategies for Differentiation
• Study buddies
• Exit cards
• Student expert
• Mini-lessons
• Multiple text
Department of Mathematics and Science
Data Disaggregation
• Identify lowest performing benchmarks taught in quarter 1.
• Create plan to target lowest performing benchmarks.
• Quarter 1 benchmarks become the secondary benchmark.
Department of Mathematics and Science
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
Department of Mathematics and Science
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)
Department of Mathematics and Science
Differentiation instruction is a critical element to…
MEETING THE NEEDS OF ALL STUDENTS.