Week+three+final
- 1. Trends in Differentiation in Math and Science http://www.slideshare.net/upload?from_source=loggedin_newsfeed Team B; Michelle Albarado, Stephany Winkler, Khe Nguyen, and Tee Smith MTE 532 Nicole Baker March 7, 2013
- 2. Introduction Differentiation is the process by which teachers modify instruction to meet individual student needs. This can happen through content, process, learning environment, or products used in teaching. Using choice boards, interest centers, tiered instruction and flexible grouping can help teachers reach students of all levels. These methods help ease the difficulties had by diverse learners. Implementing these options into lesson plans will offer choices to students in how they learn.
- 3. Four Trends in Differentiation Choice board Interest Centers A chart, folder, or tic-tac-toe is Center activities that are used to allow students to make geared toward student their own decisions about their interests. lesson assignment requirements. The teacher would assess to The folder or chart is created see what the main few by the teacher with the goals interests of the class are. The of the lesson in mind. The teacher would then create a variety of assignment options variety of assignments that are all reinforce the lesson based on the interest but objectives. reinforce the lesson goals.
- 4. Four Trends in Differentiation Tiered Instruction Flexible Grouping A type of instruction that is geared towards one goal or Students can be grouped in a standard for a lesson but variety of ways either by ability utilizes a variety of strategies level, interests, or activities. to reach that same goal for all ability levels within the one Students either have a choice class. about the assignment or it is Students will be grouped and chosen by the teacher and they will work on the assignment work together as a group to chosen by the teacher that will accomplish the task. reinforce the lesson objective.
- 5. Trend Use in Math and Science; Can it be used for both? Choice Board Math – 1. On a separate sheet of Interest Centers paper solve these five Science – 1. (Drawing Center) create challenging problems. a drawing that represents the earths 2. Create a math poem or song water cycle ( use words and phrases to describe drawing) explaining the math lesson we 2. (Writing center) write a five to ten learned today. sentence paragraph about your 3. develop a game that uses the favorite kind of weather. skills we learned today for 3. (Invention center) Create an problem solving. experiment that represents the water cycle 4. Write three words problems 4. (Technology center) Use power about today's lesson and then point or other program to create a have another students diagram or other visual explaining the water cycle. solve, check their answers.
- 6. Trend Use Continued….. Tiered Instruction Flexible Grouping Math – multiple worksheets Science- after the teacher has taught reviewing objectives from the lesson on the life cycle of plants students must group together as the today's lesson on fractions are teacher requests (ex. Whoever is set up in folders students are wearing tennis shoes, wearing green, has curly hair, had cereal for grouped according to colored breakfast) folders (by the teachers Students must then work as a group assessment of student needs) to complete assignments given by teacher like “create a poster using Students work in small groups drawings and wording from notes or pairs to complete to display what we learned today about the life cycle of a plant. Each assignments group has a different plant to display.
- 7. Instructional Issues for Diverse Learners Time: Differentiated instruction takes more work, creativity and dedication than a traditional lesson plan. Class size: It can be difficult for one teacher to implement differentiated instruction on their own with a class of 25- 30 students all at varied levels. Finance/ Resources: Some teachers like the idea of differentiated instruction but do not realize how much of their own money and resources will have to go towards making it successful. Support: Not every school has administration or parental support that agrees with differentiated instruction. Some parents and even administrators may be sticklers about traditional lesson planning and classroom structure.
- 8. Math Lesson Plan Outline Using Centers and Tiered Groups Kindergarten Lesson – What Time is it? Required time – 10 day rotations VA SOL k.9 – The student will tell time to the hour using analog and digital clocks Objectives- Students will: identify different types of clocks as instruments to measure time tell time to the hour on an analog clock and a digital clock
- 9. Lesson Plan Outline Pre-Assessment Data for tiered groups – Give students a clock worksheet. They will look at the digital time and make the clock say the analog time. Circle group - Square group - Triangle group– Day 1 Introduction – Read a book about time such as The Grouchy Ladybug, or What Time is it Mr. Crocodile
- 10. Lesson Plan Outline Unit Introduction using Mega Math computer games for ThinkCentral.com – students will rotate through games Calendar Questions (morning, afternoon, night) Time to the Hour Time to the Half Hour (extension) Calendar Questions (days of the week, months) Extension – SOL 1.8 – students will tell time to the half hour using analog and digital clocks
- 11. Lesson Plan Outline INDIVIDUAL / SMALL GROUPS ACTIVITY TIME TIME: 40-50 MINUTES Daily Exploration Engineering Learning centers Crafts Cooperative Learning Games Writing Reading Manipulatives Paper/pencil work Experiments
- 12. Lesson Plan Outline Day 2-4 –Rotate each day for groups based on need Smartboard Lesson – manipulating a clock Paper/pencil activity (students will look at the analog time and write the digital time in the given space) Megamath (computer game based on student need for reteaching or acceleration) Make analog clock by cutting out clock and hands and adding hands using brad fasteners
- 13. Lesson Plan Outline Day 5-7 – Can you make the time….? Students work collaboratively using Judy Clocks. They will ask their partner, “Can you make the time 7:00?” The partner will then manipulate her clock to that time (extension) Students who can will make the time to the half-hour MegaMath computer games based on need Make a digital clock using scissors with pre-printed clock and numbers that slide through to show different times
- 14. Lesson Plan Outline Day 8-10 Question answer game in small groups. Students use clocks made previously. One student puts a particular time on his clock and will ask the other, “What time is it?” The partner must answer with “It is __ o’clock.” (Extension- students will write the time in both analog and digital clocks.) Play matching game with cards that provide digital and analog displays.
- 15. Lesson Plan Outline Closing- Assessment- Give same pre-assessment paper to show mastery of standard Additional ideas – Create time memory cards showing times as on both digital and analog clocks. Mix the cards and place them face down. Have a child turn over two cards. If the cards match, the student keeps them. If they do not match, the student turns the cards back over. Continue until all matches have been found.
- 16. Lesson Plan Outline Have the students create a book reflecting five important hours in their day. Have them illustrate and label each event. Allow them to use a clock stamp to make clocks that reflect the times that are mentioned on the pages of their book. This activity is to be done over several days. Have students practice writing times into complete statements to create memory of content specific structure and vocabulary. This can be done first through interactive writing and then in mini-books and time learning logs or math journals.
- 17. Conclusion We have heard of some differentiation techniques and we have seen some implemented in a math lesson plan. The real proof of difference in learning will come in the form of assessments. If teachers differentiate appropriately, there should be obvious gains from the diverse learners in the class. In today’s classroom, all students require some form of differentiated or leveled learning, whether they are special needs or require extension/acceleration.