DIFFERENTIATING INSTRUCTION

PRESENTATION (OPTION B)

D E N I S H A S T R E E T E R , S T E P H A N I E S I L V E R , R I K E L L A L E W I S , A P R I L J O H N S O N

M T E 5 3 2

F E B R U A R Y 1 8 , 2 0 1 2

M S . T I N A R U S S O

INTRODUCTION

There are increasing numbers of English language learners, a growing achievement

gap for minority learners. Special education has moved toward inclusion which

mandates students spend more and more of their day in the regular classroom and

the needs of the gifted students who can work at a much quicker pace need to be

addressed (Tomlinson, 2003). If public schools fail to meet the challenge of

accommodating this population it could cause the demise of the public school system

in the United States (George, 2005). Today, differentiated instruction is the most

popular method of instruction in regards to teaching. This presentation focuses on

group types of differentiation in instruction, which are: choice activities, centers,

flexible grouping, and varying assessments.

TRENDS IN DIFFERENTIATING INSTRUCTION FOR MATH & SCIENCE

Choice activities

 This Action Research Project (ARP) systematically studies the potential benefits of providing differentiated instruction with student choice. Choice activities give students options. Students’ interests and learning styles are taken into heavy consideration when preparing choice activities. Even the content to be learned may be part of the choices students get to make. They could be learning facts, concepts or a variety of useful and practical knowledge.

Flexible grouping.

Flexible grouping can be used effectively in an array of subject areas. There are two styles of flexible grouping. The first style of grouping is teacher led groups. These are very useful when introducing new material is the main goal. A less traditional method of grouping gives much more control to the pupils. One common way of forming these student led groups is putting students together based on their need to develop understanding or practice what has been taught (Chapman & Gregory, 2002).

Centers

Learning centers are an excellent way for teachers to make sure that students are actively engaged in their learning, especially while teachers are working with small groups or individual students (Hall, Strangman, & Meyer, 2003). Implementing learning centers in the classroom promotes independence, helps students become more responsible, and allows them to learn through self-discovery (Chapman & Gregory, 2002).

Varying Assessments

There are a lot more interesting and engaging ways to teach and assess. Once the teacher has selected the ways students will address topics in the curriculum, he or she can select one of many tools for assessment (Lazear, 2001). Students who are up to it, and working ahead of the others, might enjoy an independent study assignment. Presenting it to the class could be part of assessing what they have learned. Assessments can be formal or informal. Types of varying assessments includes: observation checklists, likert scales, open-ended and guided responses, and teacher made quizzes and tests. Learning strategies may include tiered assignments and compacting.

CAN THE TREND BE USED FOR MATH AND SCIENCE? Choice Activities can be great motivators for both math and science

students (Tillman, 2003). Teachers of both subjects encourage student participation. Students can be given options based on their learning styles and interests.

Centers can serve to reinforce concepts previously learned (Tillman, 2003). Some classrooms provide math and science centers for students to learn to work independently or in small groups; they also allow students to work at a pace they are comfortable with (Tillman, 2003). Math involves steps by step processes and building content that might require additional practice with manipulatives for instance. Science centers could allow for experimentation, research, and additional exploration as needed.

CAN THE TREND BE USED FOR MATH AND SCIENCE? Flexible Grouping also works for both math and science. Groups are

based on pre-assessments and vary with topic. The various group types include: whole class, small, collaborative, performance-based, and others. “Teachers are discovering that informally grouping and regrouping students in a variety of ways throughout the school day can make a teacher’s job easier and students more productive” (Valentino, 2000).

Varying Assessment “By varying the types of assessment procedures all children can be given an opportunity to show their learning” (Tillman, 2003). This can save time in content areas where timing is a critical element in the planning, implementation, and assessment processes. Students who learn math and science in ways unique to their own personal learning style should also be assessed that way.

INSTRUCTIONAL ISSUES REGARDING USING THE IDENTIFIED TRENDS FOR DIVERSE LEARNERS

Trend: Choice

Teachers should always allow students to have choice when completing an objective. The assignment choices should include

at least three different learning styles. For example, teachers can give students the choice to complete a journal entry, story

or a graphic organizer. Giving students the opportunity to choose from various assignments gives them a sense of ownership;

therefore, their creativity will be enhanced. With this trend, teachers can use choice boards to assist students in making their

own decisions about meeting the requirements of a particular assignment.

Trend: Flexible grouping

This trend allows students the opportunity to work in a variety of small groups depending on the task and their individual

mastery of the content. This trend also allows students the chance to work with a diverse group of peers. Working in diverse

groups often minimizes the labeling of students. Also, students work better with different groups depending on the learning

activity. Flexible grouping allows students to use their strengths. Focusing on strengths allows the whole group to excel and

ensures maximum learning.

Trend: Centers

Having a variety of centers makes the classroom more appealing to the different

learning styles. This trend also gives each student a voice in the classroom. With this

trend, students are able to choose which center they are interested in which allows

them to excel in the activities that are aligned with their learning style.

Trend: Varying assessments

Teachers should always vary their assessments in order to meet the needs of diverse

learners. The variety of assessments should include a variety of difficulties for low

level or upper level learners. The variety of assessment options should always match

learning styles.

DIFFERENTI

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INSTR

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LESSON INTRODUCTION

• Fourth Grade

• Science

• Length: 1 week

• This lesson is the final lesson in a series where the students have learned about energy pyramids, food webs, and how organisms meet their energy needs. The lesson utilizes the idea of centers for differentiated instruction. Students will be able to demonstrate their understanding of the content learned through the use of a project, a game, and a writing assignment. Students will have the opportunity to research for the project and writing assignment on the computer and at a reading center.

LESSON OBJECTIVES

• Students will demonstrate their understanding of the content vocabulary through a game

• Students will understand the difference between an energy pyramid ,a food web, and a food chain.

• Students will be able to classify organisms in the following ways:• Omnivore, herbivore, carnivore• Producer, consumer, decomposer

• Students will be able to identify how a variety of organisms meet their energy needs.

• Students will be able to determine how different organisms function within an environment in terms of their location on an energy pyramid.

STANDARDS

• GLE 0407.3.2 Investigate different ways that organisms meet their energy needs.

• SPI 0407.3.1 Determine how different organisms function within an environment in terms of their location on an energy pyramid.

• 0407.3.1 Create a food web that illustrates the energy relationships between plants and animals and the key issues or assumptions found in the model.

• 0407.3.2 Classify organisms as carnivores, herbivores, or omnivores.

• 0407.3.3 Identify how a variety of organisms meet their energy needs.

• 5: The student will use a variety of technologies to improve classroom learning, increase productivity, and support creativity.

• 6: The student will use technology as a tool to conduct and evaluate research and to communicate effectively information and ideas.

• 7: The student will use technology resources to develop problem solving strategies, improve decision-making, and support real world applications

MATERIALS

• Computers

• Copy paper

• Printers

• Pictionary game with appropriate vocabulary for the content

• Magazines

• Glue

• Energy Pyramid Template (Appendix A)

• Books for research (Appendix B)

• Scissors

• Pens/pencils

• Crayons/markers

• Vocabulary game cards

• White board

• Dry erase markers

INSTRUCTIONAL SEQUENCE

• The teacher will begin a review of the vocabulary used during previous lessons with a game of Taboo. • The teacher will divide the class into four teams• The students will remain in their seats until it is their turn. • The teacher will select one student from the first team to sit in a chair at the

front of the class. The teacher will stand in front of the student and show the remaining team members a vocabulary word. The student seated in the chair should not be able to see the word.

• The object of the game if for a students team to give clues to the word enabling them to guess the vocabulary word. The teacher will allow one minute for each vocabulary word. Should the student guess the word that team will earn one point. Should the vocabulary word be used as part of a clue, that team forfeits their turn.

• The game will be played until every student in the class has had a turn to guess a word.

• When the game is over, the team with the most points will have first pick at the stations available followed by the remaining teams in descending order.

CENTERS

• Center 1: Make an energy pyramid , a food web, or a food chain • The student will draw or use clippings from magazines to develop an energy

pyramid or food web. • The web must contain the following labels: herbivore, carnivore, omnivore,

scavenger, decomposer, producer,

• Center 2: Life Science Pictionary game• Students in this group will use the vocabulary from the lesson to play Pictionary. • The teacher will provide game cards. Each card will have the vocabulary word

and the definition. The students will use the white board and dry-erase markers to play the game.

• Center 3: Writing Assignment Choices• Choice 1: Students will choose one organism. The student will research the

organism. The student will write three paragraphs covering the following topics: • Habitat• Classification (herbivore, omnivore, carnivore)• How the organism meets their energy needs

CENTERS

• Center 3: Writing Assignment Choices Continued• Choice 2: The student will research one habitat and write three

paragraphs describing three organisms and how they relate to one another’s energy needs.

• Choice 3: The student will research the different roles in the cycle of energy: consumers, producers, and decomposers. The student will chose one organism for each role and write three paragraphs describing why each organism is classified as a consumer, producer, or a decomposer within that particular food chain.

• Center 4: Reading Center• Students will have the opportunity to read about food chains, food

webs, and different habitats. The readings will supplement the research done on the computer. The readings can narrow a students search to a particular region or animal without having to navigate the computer. Through reading nonfiction, students will be engaged in multiple research means.

Appendix A: Food Web

Energy Pyramid

Name:

APPENDIX B: BOOK LIST FOR CENTER 4

• Exploring Habitats by Barbara Taylor• Tropical Rain Forest Habitats, Temperate Forest Habitats, Urban Wildlife

Habitats, Coastal Habitats, and Polar Habitats

• Follow that Food Chain by Rebecca Hogue Wojahn and Donald Wojahn• A Savannah Food Chain, An Australian Outback Food Chain, A desert Food

Chain, A Rain Forest Food Chain, and a Tundra Food Chain

• Food Chains in Action; Who eats who at the Seashore? and Who eats who in the Grasslands? by Moira Butterfield

• Food Chains in Action; Who eats who in Rivers and Lakes? and Who ests who in the Desert? By Andrew Campbell

• Food Chains in Action: Who eats who in City Habitats? by Robert Snedden

• The Library of Food Chains and Food Webs; Food Chains in a Meadow Habitat and Food Chains in a Pond Habitat by Isaac Nedeau

• The Library of Food Chains and Food Webs; Scavengers and Parasites in the Food Chain by Alice B. McGinty

APPENDIX B: BOOK LIST FOR CENTER 4

• Food Chains by Peter Riley

• What are Food chains and Webs? By Bobbie Kalman and Jacqueine Langille

APPENDIX C: RUBRIC EXAMPLE Food Chain/Web

4 3 2 1 Score

Unity The food web or food chain is complete

The food web or food chain is mostly complete

The food web or food chain is somewhat complete

The food web or food chain is not complete

Labeling The food web or chain is labeled correctly and completely

The food web or chain is mostly labeled correctly and completely

The food web or chain is somewhat labeled correctly and somewhat completely

The food web or chain is not labeled correctly or completely

Neatness The presentation is neat and easy to read

The presentation is mostly neat and easy to read

The presentation is somewhat neat and easy to read

The presentation is not neat or easy to reae

REFERENCES

Chapman, C. & Gregory, G. (2002). Differentiated instructional strategies, one size doesn't fit all. Thousand Oaks, CA.: Corwin Press, Inc.

George, P. A ., (2005). Rationale for differentiating instruction in the regular classroom. Theory Into Practice, 44(3), 185-193. Available from: EBSCO MegaFile.

Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. National Center on Accessing the General Curriculum.

Lazear, David G. (2001). The rubrics way: Using multiple intelligences to assess understanding. Tucson, Arizona: Zephyr Press.

Tillman, M.  (2003).  "Differentiated instruction". Retrieved February 14, 2012 from:  http://www.3villagecsd.k12.ny.us/instructional_Technology/TchLrn/Differentinstructoverview.htm 

Tomlinson, C. (2003). Differentiation in practice. Virginia: Association for Supervision and Curriculum Development. Retrieved on February 15, 2012.

Valentino, C.  (2000).  "Flexible Grouping".  Houghton Mifflin Company.  Retrieved February 14, 2012 from:  http://www.eduplace.com/science/profdev/articles/valentino.html