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Differentiating Instruction Presentation

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Rosa Garcia

on 9 December 2013

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Transcript of Differentiating Instruction Presentation

A differentiating instruction for math and science is technology. The use of audio, visual, computer, videos, movies, and software programs allow a student to adapt to his or her strengths in which motivate student participation. "Technology can also be used with the use of interactive SMART board activities, which are electronic boards, much like an iPad, where students can click on the board and access the Internet to gather information on both science and math topics" (Hollowell, 2011, p. 1).
YES!

Applies to Math and Science
“When cooperative learning is incorporated into the classroom, research suggests students learn with greater depth and complexity while enjoying the experience even more” (IDEA, 2013).
Can this trend be used for Math and Science?
Students can:

work
independently
on activities
work at his or her own
pace
have a
choice
of completing an activity or activities of interest
Can this trend be used for Math and Science?
This trend can be used for both math and science. Science is ideal for collaborative learning as it often centers on hypothesis. Working collaboratively allows students to work and talk through research as a group, scientific experimentation, observations, and predictions about a scientific theory.
A teacher can assign students to choose:

one activity

complete three activities (like tic-tac-toe)
diagonal
vertical
horizontal

Cooperative learning is an instructional trend that involves the use of small group instruction to enhance the learning experience.
In today's classroom differentiating instruction is essential for math and science. Classrooms are composed of culturally diverse students and lessons must stimulate the needs of the students. Therefore differentiating instruction uses the practice of modifying and adapting instruction to include learning materials. Trends help identify practices that can improve instruction in the classroom by providing alternative methods of learning.
Four Trends in Differentiating Instruction
for Math and Science
Jessica Berry, Michelle DeMello,
Rosa Garcia, and Silvia Hammond
MTE/532
April 01, 2013

Tiered Lessons
Tiered Lessons is a strategy by which the teacher assigns work based on students’ personal academic progression (Robinson, 2004).  No blanket class assignments are given, but rather, individual work is assigned to ensure that it respects the right level of challenge for each student.
 This method of instruction can be applied to many subjects, to include science, but it lends itself well to math classes because students can work more independently than in science classes.
Applies to Math and Science
What current trends can you think of?
Choice Boards are organizers that allow students
to choose from a variety of activities to learn concepts.
Choice Boards
Balanced Advantages/Disadvantages
How do students benefit from cooperative learning?
Cooperative Learning
Technology
Assessing group work:

often times may be difficult for a teacher to get a full grasp on whether or not everyone is pulling their fair share within the group
Assessing a group may lead to a grade that was earned by the group despite a member’s lack of input, rather than because of it.
Another potential issue is that personalities can derail the progress of a group if not properly created. Some personalities are more dominant and controlling, while others are meek and timid—both of which are harmful to the individual student and the group as a whole.
Can this trend be used for Math and Science?
This trend can be used for both math and science in the classroom or at home. Websites such as
mathletics.com
provide students from different schools access to interactive activities. For science, websites such as
scitoys.com
provide the student fun and innovative ways to create science experiments with household items.
How do students benefit from technology?
Students take
ownership
of his or her work.
Implements
critical thinking skills
.
Provides student
motivation
to learn.
Students
engage
in the lesson.
Challenged by Choice with Tiered Assessment and Instruction. (n.d.). Tiered
instruction and assessment. Retrieved from
http://challengebychoice.wordpress.com/tiered-instruction-and-assessment/

EASD Online. (2011, March 29). Developing a tiered activity (image).
Retrieved from http://learn.eastonsd.org/mod/page/view.php?id=8574

Hollowell, K. (2011). How to use technology for differentiated instructions.
Retrieved from
http://www.ehow.com/how_10023590_use-technology-differentiated-instructions.html
Cooperative learning creates a reliance on
cooperation
,
competition
, and
individual efforts
to enhance student learning.

The group setting is ripe for students to
engage
their higher order thinking skills.

Students often
offer
their own experiences while learning and count on the experiences of others during decision-making.
IDEA. (2013). Actively engaging students who work in collaboration. Retrieved from
http:/www.idea.org/blog/2006/06/01/cooperative-learning/

Leap Into Fifth Grade! (2012, July 12). Tic-tac-toe board. Retrieved from
http://leapinto5thgrade.com/spellinglists.htm

Learn NC. (n.d.). How does tiering benefit students? Retrieved from
http://www.learnnc.org/lp/multimedia/15817

Math and Science. (Jan, 2012). Retrieved from cclschildren.blogspot.com
The Art of Education. (2012, July 11). How to use choice boards to differentiate
learning. Retrieved from
http://www.theartofed.com/2012/07/11/how-to-use-choice-boards-to-differentiate-learning/

Roger, T. and Johnson, D.W. (n.d.). An overview of cooperative learning.
Retrieved from
http://teachers.henrico.k12.va.us/staffdev/mcdonald_j/downloads/21st/comm/BenefitsOfCL/OverviewOfCoopLrng_Benefits.html

Strategies for Differentiating Process. (Mar. 2011). Retrieved from
http://learn.eastonsd.org/mod/page/view.php?id=8574

Webster Groves School District. (2013). Responsive teaching, best practices in
differentiated instruction. Retrieved from http://schools.webster.k12.mo.us/education/components/docmgr/default.php?sectiondetailid=40880
References
YES!
Example
Can this trend be used for Math and Science?
This method of instruction can be
applied to all subjects.
Are there any instructional issues for diverse learners?
YES!
Applies to Math and Science
YES!
Applies to Math and Science
Googleimages.com. (2013).
Retrieved from:
Math and Science. (Jan, 2012. Retrieved from cclschildren.blogspot.com
Strategies for Differentiating Process. (Mar. 2011). Retrieved from http://learn.eastonsd.org/mod/page/view.php?id=8574
Retrieved from:
Roger, T. and Johnson, D.W. (n.d.). An overview of
cooperative learning. Retrieved from
http://teachers.henrico.k12.va.us/staffdev/mcdonald_j/downloads/21st/comm/BenefitsOfCL/OverviewOfCoopLrng_Benefits.html
Strategies for Differentiating Process. (Mar. 2011). Retrieved from http://learn.eastonsd.org/mod/page/view.php?id=8574
How do choice boards work?
How do students benefit from choice boards?
Diverse learners:

benefit from
variety
can
participate
in the
same activities
as their peers
Students will be
engaged
,
motivated
,
and
willing to learn
because they have
a
choice
of completing an activity of
interest
.
The choice board can:

focus on the different learning
skills of students
vary in the level of difficulty to accommodate individual
student needs
When creating the choice boards,
the level of difficulty can vary
or be consistent.

The Art of Education. (2012, July 11). How to use choice boards to differentiate learning.
Retrieved from
http://www.theartofed.com/2012/07/11/how-to-use-choice-boards-to-differentiate-learning/
Tiered Assignment
Disadvantages
Students do not have the benefit of
whole class discussion which might
lead to a greater exchange of ideas.
Presents risk that highly proficient
students will experience little academic
growth before reaching the target
(Challenge By Choice With Tiered
Assessment And Instruction, n.d.) .
Students may feel inadequate
because they are not progressing
as quickly as others.
Teacher may have more students
than she has time to individually
assist.
Tiered Assignment
Advantages
Students are able to repeat lessons
that they have not mastered.
Lessens student hesitation to
complete assignments by
allowing him to work at his own pace.
Students instinctively search out
same-level peers to form study groups
and compare work.
Students can measure their progress,
become more responsible for their
own learning, and gain an
appreciation for learning.
“When cooperative learning is incorporated into the classroom, research suggests students learn with greater depth and complexity while enjoying the experience even more” (IDEA, 2013).
“When cooperative learning is incorporated into the classroom, research suggests students learn with greater depth and complexity while enjoying the experience even more” (IDEA, 2013).
Cooperative learning in a math classroom can be effectively implemented to help students work through new or challenging techniques. Students cooperatively learning in groups offer different ways of working through math problems which can have an effect on those who may be struggling with grasping a concept.
Lesson Plan
SUBJECT AREA: Mathematics, Science
TOPIC: Measuring temperature, reading a thermometer

Behavioral (learner) Objective:
1. Upon completion of this lesson, students will be able to
accurately measure the temperature by reading a
thermometer with 80% accuracy.
2. When given a chart to fill out, students will be able to
demonstrate their knowledge of using a thermometer
with 90% accuracy.
LESSON DELIVERY
Students will be divided into groups and will
complete a series of measurement activities.
Students will first discuss their hypothesis about
what the temperatures might be before actually
taking temperature with the thermometer.
They will record their temperature on the worksheet by
both writing down the number and coloring in the
thermometer. Discuss the results with students and
ask them engaging questions such as:
Did the temperatures surprise you?
What was your favorite part?
Can you think of some things that might have very
high or very low temperatures?
Did you have any troubles?
While in groups, students will be measuring the temperature of several items to include:
1)Room temperature water that one student from each group will get from the sink
2)Ice water that the teacher will pour from a pitcher into each group’s cup
3)Jell-O that will be scooped into each cup by the teacher
4)A hot towel that will be walked around from table to table by the teacher to ensure no students are hurt
Group Work
with scientific
hypothesis
Hands-on
group cooperation
and collaboration
Encourages
higher order
thinking!
SUMMARY
This lesson plan involves the use of group work and collaborative efforts among students that fall in line with a cooperative learning style. Students work to prove or disprove their group hypothesis and also work together in a hands-on project to gather and record data. Students make observations, gather data, and make predictions about a scientific theory. This lesson plan is the ideal cooperative learning plan!
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