Differentiating Instruction Presentation
- 1. Differentiating Instruction Team C: Jessica Kirby, JoAnne Segreto, Sharenthia Cato, and Stacy Broyles University of Phoenix (Weclipart, 2018)
- 2. Differentiating instruction is a way for teachers to assist all students in achieving educational goals at the same time regardless of their individual level. (Letteringdelight, 2012)
- 3. Trends in Differentiating Instruction ❖ Choice boards ➢ Organizers that contains different activities ❖ Tiered assignments ➢ Instructed based on their level of complexity.
- 4. Trends in Differentiating Instruction for Science ❖ Variety of Assessments ➢ Instead of writing an essay about an element of choice, the student can make a poster using his/her visual processing skills.
- 5. Trends in Differentiating Instruction for Science ❖ Using Manipulatives ➢ In a science classroom where there is an ELL for example, using manipulatives can benefit the student. ➢ Ex: Sink or float. The student can physically put the objects of a rubber duck and a wooden block in water to see if they sink or float.
- 6. Trends in Differentiating Instruction for Math and/or Science ❖ Cooperative Learning ➢Students work in small groups
- 7. Instructional Issues ❖ Cooperative Learning ❖ Visuals ❖ Manipulatives
- 8. Strategies to Assist in Prior Knowledge ❖ Activate Prior Knowledge ❖ Minimize Irrelevant Prior Knowledge ❖ Compensate for Missing Prior Knowledge
- 9. Lesson Plan Outline Title: Understanding Place Value Subject: Math Grade: 2nd Standard: 2.NBT.A.1 - Understand that the three digits of a three-digit number represents amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Student Friendly Objective: I can identify and explain the value of a digit in a three-digit number. Materials: place value blocks, place value chart, playing cards (with jacks, queens, kings and jokers removed), numbered dice (with numbers 0-9)
- 10. Lesson Plan Outline Vocabulary - digit, place-value, ones, tens, hundreds Whole Group Instruction - Teacher will first build background knowledge by writing a three- digit number on the board. Teacher will ask students to think to themselves first of what the number is called. Students will then turn and talk with carpet partner to discuss how to name the number. Students will share responses. Teacher will then discuss how each digit in a three-digit number has a value. The value can be ones, tens, or hundreds depending on it’s placement. The teacher will then introduce vocabulary. The teacher will then display another three-digit number and ask students to use the appropriate vocabulary to discuss the number.
- 11. Lesson Plan Outline The teacher will then show place value blocks and explain what each block represents as in hundreds, tens, and ones. The teacher will explain that a hundred is made of ten tens and a ten is made of ten ones. The teacher will model using the place value blocks to create a model of a number. Students will have independent work on making models using place value blocks. Small Groups: Group 1 (Low Group) - Race to 100 Activity - Students in this group will work on understanding ten ones make a ten and ten tens make a hundred. Students will work with a partner. Students will be given a place-value chart and a number dice along with place value blocks. The teacher will state the the number dice represents how many ones get added to the chart. As the dice continues to get rolled, the student must identify when there are enough ones to make a ten and switch the ones blocks with the tens blocks and place the tens in the right spot on the chart. Students continues until there are enough tens to get to hundred.
- 12. Lesson Plan Outline Group 2 (Middle Group) - Students will work on building models on three-digit numbers. The students will have a deck of cards with jacks, queens, kings, and jokers removed. With cards facing down, the students will flip over three cards at a time. The students may arrange the three cards in any order. They will then build the model of the number using place value blocks. The teacher will ask how many hundreds, tens, and ones they have and how they know the value of each digit. Group 3 (Higher Group) - Students will be working with a partner. Using place value blocks, A partner will build a model of a three-digit number. B partner has to write the three-digit number on their whiteboard that represent the model. B partner explains how many hundreds, tens, and ones is represented and how they know the value of each digit. Partners then switch roles. Formative Assessment - Exit Ticket on place-value.
- 13. References Letteringdelight. (2012). Retrieved from https://www.thinglink.com/scene/523557807237103618 We Clip Art. (2018). Retrieved from http://weclipart.com/differentiated+instruction+clipart Activating Prior Knowledge. (). Classroom Strategies, (), . Retrieved from https://mindstepsinc.com/2012/09/activating-prior-knowledge/ Felez, D. (2015). Science for all students: Differentiating instruction with FOSS. Retrieved from https://www.fossweb.com/delegate/ssi-waf-ucm-webContent?dDocName=G376127
Editor's Notes
- #3: Differentiating instruction is a way teachers are able to help students regardless of their learning levels without having to create multiple lesson plans. The differentiated instruction should make all students feel equal, even those that may be struggling in that subject.
- #4: There are a number of instructional strategies that can assist teachers in making their lesson differentiated for their students. Choice boards is an organizer that allows students to choose different options to help them in practicing on different skills. Tiered assignments is when students are taught based on their level of complexity, however, they will all have the same content and goals.
- #5: Students who have trouble writing essays and get overwhelmed by them, may not show that great of a performance by using words for expressing their ideas and facts about an element. Therefor, if the student is more of a visual learner, the student can create a poster or even a graphic about the element. The student is still learning about the element, but is expressing his/her knowledge in a different format. The issue with this trend, is that the learner may become too comfortable in doing this, and eventually will not know how to organize information in sequential format, and put that information down on paper in appropriate written form.
- #6: The teacher is conducting a lesson on whether objects can sink or float. The student might not even know what those two words mean. The teacher can give the student a large container of water. -The rubber duck floats, and the teacher has the student repeat the word, “float.” -The wooden block sinks and the teacher has the student repeat the word, “sink.” The only problem with using manipulatives with an ELL student, is that they are not really practicing having full conversations or expanding their vocabulary unless it is with the teacher.
- #7: Cooperative learning is when students gather in small groups to help each other in understanding the content being taught.
- #8: One of the instructional strategies that may be an issue for diverse learners would be cooperative learning. This is because diverse learners may have a different mind set when it comes to learning or even teaching. Students may become to reliant on visuals, and may not be able to correctly format an essay. When ELL’s use manipulatives, they are not communicating as much with their classmates and are not expanding their vocabulary.
- #9: Students come into a classroom having already learned from the prior grade and a prior teacher. They have knowledge that teachers can help bring to the surface to help with their learning in the classroom. The strategies that can help with prior knowledge are: activate prior knowledge, minimize irrelevant prior knowledge, and compensate for missing prior knowledge. With activate prior knowledge students pre-existing knowledge acts as a foundation on which they can build new knowledge and helps them connect what they are learning to what they know already. (“Activating Prior Knowledge,” ). These kinds of connections are what makes new learning make sense (“Activating Prior Knowledge,” ). Teachers need to help students minimize irrelevant prior knowledge. Sometimes in an attempt to entice students to learn, we can actually activate the wrong kind of prior knowledge. Instead of preparing students for learning, we actually distract students with prior knowledge that is unrelated or that makes new learning even more confusing. Be careful about using drama and emotion or interesting tidbits to stimulate interest, especially when students have limited background knowledge to begin with (“Activating Prior Knowledge,” ). Sometimes students don’t have the prior knowledge they need to really understand and master the concepts in an upcoming lesson (“Activating Prior Knowledge,” ). To compensate for missing prior knowledge teachers may have to create activities to help build the background for the upcoming lesson. Doing this in small groups would be great to help reach those students on different levels. It allows the teacher to adjust the teaching to best fit the needs of the students.