Differentiating Math and Science Instruction
- 1. Differentiating Instruction Marchella Bobo, Mary Causey, Skylar Robins, and Kristina Ruckman MTE 533 | Dr. Hill January 15, 2018
- 2. Overview ● Trends in differentiating instruction for math and science. ● Instructional issues with using the identified trends for diverse learners. ● Strategies assisting students in using prior knowledge. ● Lesson plan outline.
- 3. So...What is Differentiation? Differentiation means giving students multiple options for taking in information. Differentiating instruction means that you observe and understand the differences and similarities among students and use this information to plan instruction.
- 4. Trends in Differentiating Instruction 1. Technology 2. Flexible Grouping 3. Inquiry Based Instruction 4. Learning Centers
- 5. Technology Digital response tools to promote interaction. Digital assessments give teachers fast data collection and easy reference. Mixing media and technology can appeal to different learning styles. Technology proficiency needed for effective use. Troubleshooting hinders lessons. Limited resources restricts access for some schools.
- 6. Technology Math -Find solutions to simple and complex problems. -Teach the students different methods of problem solving. -With write boards the students can learn through fun interactive activities. -Students will learn on graphing calculators. Science -Enhances the learning experience. -Provides different modes of teaching. -Makes scientific views more understandable. -The internet is a great source.
- 7. Flexible Grouping Flexible grouping decisions are made with ongoing assessments to meet the identified academic, social, and emotional needs of each learner. Initially used when there was a whole group assessment or instruction. Students are divided by their needs. Grouping may be: a single lesson, a set of skills, a unit of study, concept or theme. Flexible grouping is temporary.
- 8. Flexible Grouping Flexible grouping can be used in math and science for: -Open ended activities enhancing critical thinking, conceptual development, and generalizations. -Multidisciplinary themes -Presenting new content -Hands on experiments -Math drills and practice
- 9. Inquiry Based Instruction Math -Systematic method of making observations. -Organizing the observations. -Encompasses more than arithmetic and algorithms. -More than calculation or deduction. -Reveals hidden patterns. -Provides better understanding of the world around them. Science -Scientific inquiry is more complex. -Observations are subtle, flexible, and demanding. -Engages students in investigative nature. -Involves investigative knowledge and skills.
- 10. Learning Centers A learning center is a space set aside in the classroom that allows easy access to a variety of learning materials in an interesting and productive manner. They include: -Enrichment Centers -Skill Centers -Interest and Exploratory Centers
- 11. Learning Centers Students can take a more active role in their learning. Math and Science Centers Offer: -Valuable Reviews -Practice -Differentiated enriching materials for deeper understanding -Increases student motivation -Fosters explorative learning -Challenges advanced students
- 12. Instructional Issues Using Trends for Diverse Learners Inquiry Based Learning ● Difficult to assess in traditional means ● Hard for educators to know if inquiry based learning is being effective due to the various components such as collaborative working and depth of thinking. Flexible Grouping/Learning Centers ● Group collaboration maybe uneven. ● Mixed ability groups may not meet the needs of all learners. ● Same ability grouping limits peer interaction.
- 13. Instructional Issues Using Trends for Diverse Learners Technology: ● Schools are always able to keep up with the latest technology ● Technology is sometimes viewed as a distraction rather than a learning tool. ● Technology can become a crutch. ● Overuse of technology may lead to students missing basic skills in language and math.
- 14. Strategies Assisting Students using Prior Knowledge What is prior knowledge? ● Prior knowledge encompasses the skills, attitudes, and beliefs that students bring with them into the classroom. It is the information and ideas students have before they learn new information. What is the role of prior knowledge in learning? ● Constructivism suggests that we construct new information from what we already know; that learners make meaning by combining their prior knowledge and their experience.
- 15. Prior Knowledge Influences How Students… ● Attend to ● Think about ● Organize and ● Interpret new information. Determining student knowledge is a vital part of differentiating instruction. What do your students already understand and know how to do? Formal and informal pre- assessment informs how you will differentiate curriculum, instruction, and assessment to meet students’ needs and support learning.
- 16. Considerations for Effectively Activating Prior Knowledge Teachers must be able to appropriately tap into students’ prior knowledge in order for accurate learning to take place. To help students use prior knowledge effectively, strategies should: ● Activate relevant prior knowledge ● Minimize irrelevant prior knowledge ● Compensate for missing prior knowledge Directly relate strategies to the structure, content, and learning objectives of instruction to activate, build on, and create prior knowledge.
- 17. Strategies for Accessing & Using Prior Knowledge Math ● Ask questions about key concepts and/or clarify them BEFORE teaching ● Pre-teach and ask students to use key content vocabulary ● Engage students’ base of informal methods for working with everday math ● Pair think alouds with explicit instruction ● Use visual sequencing to illustrate the steps of a lesson, task, or problem Science ● Hold interactive discussions ● Clarify misconceptions ● Compare & Contrast new information with existing knowledge ● Examine Cause & Effect ● Preview Important information and vocabulary ● Have students identify sequence of a lesson or events and write modifications as learning takes place
- 18. Lesson Plan Outline Key elements for an amazing outline include but not limited to: 1) Make sure you have a clever title, strike an interest right of the start 2) Make sure to have goals on the board 3) Make sure that you have an language and content objective that can be measured 4) Make sure you have materials that are vital to the mastery, handouts are also included in this as well, stay on topic! Use prior knowledge to incorporate the new knowledge
- 19. Lesson Plan Outline 1) Make sure presentation is formative, but also interesting and retains attention 2) Use student involvement as much as possible 3) Make sure to ask questions that seek open ended answers, and involve critical thinking 4) Lastly, make sure you asses, so you know they have mastered the content! 5) There are many forms to assess, so try them all! Handouts, little quizzes, observation! Utilize them all
- 20. References Bennett, C. (2017). Pros and cons to flexible grouping in middle and high school: Differing positions on grouping and regrouping in class. Retrieved from https://www.thoughtco.com/pros-and-cons-to-flexible-grouping-7603 Campbell, Linda. (2003). Mindful Learning: 101 Proven Strategies for Student and Teacher Success. Retrieved from https://www.corwin.com/sites/default/.../25914_081222_Campbell_Ch1_excerpt.pdf MindShift. (2013). The challenges and realities of inquiry-based learning. Retrieved from https://ww2.kqed.org/mindshift/2013/07/03/the-challenges-and-realities-of-inquiry-based-learning/ TeachThought. (2018). 5 Problems with technology In classrooms. Retrieved from https://www.teachthought.com/technology/5-problems-with-technology-in-classrooms/ Tomlinson, C (2000). How to Differentiate Instruction in MIxed-Ability Classrooms, ASCD.
Editor's Notes
- #19: When it comes to lesson planning you need to make sure that you have a basic objective that you can cover, and have the ability to assess as well. Make sure that your plan is explains what you are looking for, and what you are wanting from the students. Have examples, that can relate the students, and have them engaged! Talk with them, and not to them!
- #20: Try and have students engage by coming up to the board, or even reading as well. Ask students questions that require them to actually think, try not to ask just basic yes or no questions. Always make sure that you can assess what you instructed so you know that the students are ready to move on to conquer new adventures!