Effectively Differentiate Instruction for
All Learning Styles with EduSmart Science
Getting to Know You
District/ School/ Organization Graffiti
Introductions
Group Norms Take care of your needs
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
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
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
Journals! Learning styles
Instructional strategies
Reflections/ Epiphanies/ Suggestions
Learning StylesWhat 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
Visual
Auditory
Tactile/ Kinesthetic
Three Main Learning Styles
How can you tell a student’s predominant learning style?
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
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
Characteristics of Predominantly Auditory Learners
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
65% of students are predominantly visual learners 20%-30% of students are predominantly auditory
learners 5%-15% of students are predominantly tactile/
kinesthetic learners
Learning styles research shows:
Think- Pair- Group Share How can this information be used to impact the students’ learning environment?
1. Think for 30 seconds.2. Pair with a partner and take turns
sharing for 30 seconds.3. Group share with those at your table for
1 minute, taking turns.4. Choose 1 remark to share with the
whole group.
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
Establish Objective(s)
students can’t hit a target they can’tsee- restate formal objectives in student friendly language
revisit at the end of the lesson for students to evaluate their own mastery (assessment for learning)
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
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
Frayer ModelDefinition in your own words Facts/characteristics
Examples Nonexamples
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
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.
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
Identifying Similarities and Differences
Analogy
weathering erosion
erosion deposition
flying
Analogy
Ideas and Suggestions
Changing States of Matter
ReflectionsChoose one instructional strategy
implemented in this lesson and describe how it was used to differentiate for a visual learner.
Let’s take a quick 10 minute break!!
Similarities and Differences of the Earth and Moon
Earth Moon
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
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?
How does this work with 5E?• Engage• Explore• Explain• Elaborate• Evaluate
EngageMaterials• Bowl• Water• Piece of plastic• Plastic cupDirections• 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.
ExploreMaterials• Short ruler• Adhesive tape• Pennies• Long ruler• Ball of play doughDirections• 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.
•
• 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?
Explain
Explain EduSmart Force
ElaborateMaterials A plastic bowl A marble Scissors
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.
EvaluateOn going.Final evaluation.
-In your journal respond to these questions:
1. If this was a model of our solar system and the marble represented Earth, where would the Sun be?
2. What force does the curved rim of the bowl represent?
Let’s take a quick 10 minute break!!
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
Adaptations RiddlesDirectionsWork 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.
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
Links• Teaching Academic Vocabulary http://jc-schools.net/tutorials/vocab/strategies.html
• Graphic Organizershttp://www.eduplace.com/graphicorganizer/pdf/cluster_web3.pdf
• Foldableshttp://members.cox.net/pvsciteach/foldinst.pdf