Differentiated instruction for science

1. Differentiated instruction for science Office of Academics and Transformation Adapted from: How to Differentiate Instruction in Mixed Ability Classrooms Written By: Carol Ann Tomlinson Department of Mathematics and Science

2. Enduring Understanding All students can learn rigorous academic material at high standards. By Jon Saphier and Robert Gower: The Skillful Teacher Department of Mathematics and Science

3. Essential Question How can we best identify what students know and are able to do and subsequently plan for, instruct, and measure learner progress in mixed ability science classrooms in standards-based curriculum? Department of Mathematics and Science

4. The Betting Game Topic: Differentiation • There are three modes of differentiation: content, process, and product. • Whole class instruction is not a part of a differentiated classroom. • Assessment and instruction are inseparable in a differentiated classroom. • Differentiation is synonymous with individualized instruction. • Exit cards are a quick and easy strategy for assessing students. • Readiness, interest, and learning profile are factors in planning differentiated instruction. • Differentiation is chaotic. Department of Mathematics and Science

5. Why Differentiate? • “One size fits all” instruction does not address the needs of all students. • Children come in different shapes and sizes. They also differ in interest, readiness levels, and learning profiles. Department of Mathematics and Science

6. Differentiating “How To” • How to Differentiate Instruction in Mixed Ability Classrooms – by Carol Ann Tomlinson • Be clear on the key concepts and generalizations that give meaning and structure to the topic. • Lessons for all students should emphasize critical thinking. • Lessons for all students should be engaging. • There should be a balance between student selected and teacher assigned tasks and working arrangements. Department of Mathematics and Science

7. Differentiation Key Message • Tomlinson tells us: • Instruction begins where the students are, not at the front of the curriculum pacing guide. Department of Mathematics and Science

8. What do students know and what are they able to do? • Pre- and on-going assessments drive instruction • Products and work samples • Standardized tests • Questioning • Every pupil response • Writing prompts • Exit cards • KWL/KUDS • Paper/Pencil tests • Drawings related to the topic Department of Mathematics and Science

9. Differentiated Content • Input – what the students learn • Use of multiple texts (leveled readers or articles) • Use of varied resources (Technology: Discovery Education videos, Gizmos, Brain Pop, content related websites) • Compact curriculum • Learning contracts Department of Mathematics and Science

10. Differentiated Process • How students make sense of content • Interactive journals • Tiered assignments (Scott Foreman: Every Learner Learns) • Learning centers • Cubing • Anchor activities Department of Mathematics and Science

11. Differentiated Product • Output – how students demonstrate what they know and are able to do • Product presentation uses varied modes of expression, materials, technologies • Advanced assignments that require higher order thinking skills • Evaluation by self and others • Authentic assessment Department of Mathematics and Science

12. Pre-Assessment Data Implications Below level On-Level Direct Instruction • Provide varied text - content • Make task simpler -process • Provide small group instruction - process Guided Instruction • Provide step-by-step written instructions - process • Provide modeled lessons -process • Provide lab opportunity - content Department of Mathematics and Science

13. Pre-Assessment Data Implications (cont’d.) Above Grade-Level Independent Instruction • Provide opportunities for learners to expand their knowledge - content Department of Mathematics and Science

14. Differentiating Science Instruction Three levels of science inquiry: • Structured • Guided • Open Department of Mathematics and Science

15. Structured Science Inquiry • Students provided hands-on problem to investigate with procedures and materials • Students discover relationships between variables or generalize from data • Used to teach specific content, fact, or skill Department of Mathematics and Science

16. Guided Science Inquiry • Students provided materials and problem to investigate, and students compose their own procedures • Teacher facilitates and encourages student generated questions Department of Mathematics and Science

17. Open Science Inquiry • Similar to guided inquiry with the addition that students also formulate their own problem to investigate Department of Mathematics and Science

18. Sample Differentiated Science Lesson Structured Inquiry • Students are given testable question and verbal procedures – Are fingerprint and toe print formulas the same? Guided Inquiry • Students select a testable question from teacher list then plan and conduct investigation Open Inquiry • Students develop a testable question and investigation Department of Mathematics and Science

19. Anchor Activities • Reading to be Informed • Inquiry Centers • Structured Computer Work Department of Mathematics and Science

20. Labor Intensive Strategies for Differentiation • Assessment, data analysis, and diagnosis • Flexible grouping • Tiered tasks • Anchor activities • Differentiated learning encounters • Learning contracts • Independent study Department of Mathematics and Science

21. Simple Strategies for Differentiation • Study buddies • Exit cards • Student expert • Mini-lessons • Multiple text Department of Mathematics and Science

22. Data Disaggregation • Identify lowest performing benchmarks taught in quarter 1. • Create plan to target lowest performing benchmarks. • Quarter 1 benchmarks become the secondary benchmark. Department of Mathematics and Science

23. Grade 5 - Quarter 1 Benchmarks Big Idea 1: The Practice of Science • SC.5.N.1.1 Define a Problem, Do Research, Investigate, Defend Conclusions • SC.5.N.1.2 Compare use of Experiments and other Types of Investigations • SC.5.N.1.3 Recognize and Explain the Need for Repeated Experimental Trials • SC.5.N.1.4 Identify a Control Group and Explain its Importance • SC.5.N.1.5 Recognize that Steps of the Scientific Method can Vary • SC.5.N.1.6 Understand the difference between personal interpretation and verified observations Big Idea 2: The Characteristics of Scientific Knowledge • SC.5.N.2.1 Empirical Observations and Linked to Evidence • SC.5.N.2.2 Recognize that Evidence Produced should be Replicated Big Idea 8: Properties of Matter SC.5.P.8.1 – Properties of Solids, Liquids and Gases SC.5.P.8.3 – Mixtures and Solutions SC.5.P.8.2 – Materials that Dissolve in Water SC.5.P.8.4 – Atoms Big Idea 9: Changes in Matter SC.5.P.9.1 – Physical and Chemical Changes Big Idea 13: Forces and Motion SC.5.P.13.1 – Forces SC.5.P.13.2 – Changes in Motion SC.5.P.13.3 – Forces that Move Objects SC.5.P.13.4 – Balanced and Unbalanced Forces Department of Mathematics and Science

24. Best Practices – RemediationSecondary Benchmarks • Science Camp Day • Homework • Enrichment Activities • Bell Ringers • FCAT Achieves • FCAT Explorer • Gizmos • Extended Learning Modules • P-Sell • Cpalms • Discovery Education (if available) Department of Mathematics and Science

25. Differentiation instruction is a critical element to… MEETING THE NEEDS OF ALLSTUDENTS. Department of Mathematics and Science