Differentiating Instruction

In Math and Science Classrooms By Alex Brenner, Erin Alexander-Flores,

& Justine Garcia Variety of Assessment Tiered Instruction Trends in differentiating Instruction and how we use them as teachers Flexible Groupings What is flexible Grouping? What is tiered instruction? The division of a class into smaller groups based on assessment information. Can be applied to both Math or Science. Is used to help target the students specific needs in order to maximize the benefits, and have the students receive the information they need the most. How do We use Flexible grouping on Diverse learners? Works very well for diverse learners. Flexible grouping is a technique that constantly reassesses where the students are, and relocates them according to the most up to date data. Groupings seek to deliver targeted information in the hopes of advancing students. What is Variety of assessment? The use of multiple assessment formats such as formative, summative, and others assessments to understand students different ways of learning. Variety of assessment can include things that are used for kinetics learners, verbal, and so forth, so that all students get a fair evaluation of skills. Variety of assessment allows for the students to show knowledge in a way that works for them, and can be used in both math and science. How do we use in the classroom with diverse learners? According to The Education Alliance (2006), “When ELLs with diverse linguistic, cultural, and educational backgrounds enter new educational settings, an initial assessment of their skills and abilities helps educators provide appropriate placement and instruction” (para. 1). Diverse learners get the opportunity to apply the knowledge they have learned in ways that best fit them. Not all students are able to test the same way so different forms of evaluation help learners of all backgrounds show how they understand math and science material. Teachers that use a variety of assessments allow for the students to show, in multiple ways, how they understand the material. Tiered instruction is the use of lesson plans and activities that work for a general group of students, but have built in deviations for learners of different back grounds. Tiered instruction allows for the teacher to account for different students and their needs without having to change the entire lesson. Tiered Instruction can be used in Both Math and Science Classrooms. How do we use Tiered Instruction in the classroom? Tiered instruction allows for the teacher to account for the different levels of the students performance and still do an activity with the whole class. Tiered instruction also allows the students to be able to do activities with the class, but also do deviations from the activity that allow for students different needs. Tiered Instruction makes it so that teachers and students needs in the lesson can be accounted for and attention given to what it takes for an individual student to have success. Workstations What are workstations? Workstations are areas in the classroom that are designed for students to be able to work at their own pace towards a end result. Workstations should be separate areas of the classroom designed for 4 students max with activities, and manipulatives for students to use. Workstations can be easily used in both math and science classrooms. How do we use workstations with diverse learners? Workstations allow students to move at their own pace and work with materials that explicitly show how math and science concepts work. Workstations also help students with ranging learning needs in that they allow the students to look at things the way they best see fit for problem solving and coming to conclusions. The workstations do sometimes allow for the students to get off task, but for the most part they are great tools to allow students of very different learning backgrounds to flourish in math and science. Lesson Plan This lesson plan will be centered around a math unit teaching adding and subtracting decimals. 1. Students will be split into groups, these groups will be designed using flexible grouping so that students get a variety of partners that fit their needs. 2. The students will then go to workstations to use manipulatives that are lego blocks in the middle of the desk. The work station will also have instructions for the activity in the station. 3. Students will then be given an activity that is tiered in the design so that students of different needs will work at the pace that best fits them. Also the teacher will be able to work with different students that need extra help. 4. The students will make whole items with the blocks and write down what amount of blocks went into them. 5. Students will then be instructed to subtract the number of blocks they have from the groups around them. knowing that every ten blocks is a 1.0 unit. 6. The students will then return to their seats to do a written exam on the decimals, then show the teacher in their groups how they figured out the comparison of blocks to other groups to allow for the use of a Variety of assessments. Conclusion By using the Differentiated instructional strategies listed in this presentation you too can have the success that we have as teachers. No one strategy is perfect for the math and science classroom, and they never stay constant, but by staying up to date and on top of the different strategies that can be used you can also have your students learning key concepts at a rate that works for them. References: The Education Alliance (2006). The Educational Alliance. Retrieved from http://www.alliance.brown.edu/tdl/assessment/index.shtml Martin, R., Sexton, C., Franklin, T., Gerlovich, J., & McElroy, Dennis. (2009). Teaching science for all children: An inquiry approach (5th ed.). Boston, MA: Pearson/Allyn & Bacon. Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics: Teaching developmentally (7th ed.). Boston, MA: Allyn & Bacon. Helpful Videos DifferentiatingInstructionInTheClassroom. (2009). Differentiated Instruction Trends. Retrieved from http://differentiatinginstructionintheclassroom.wikispaces.com/Differentiating+Instruction+Trends

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