Udl app to content area project britt

differentiating science instruction

designed for grades 9-10 bY: brooke britt

differentiation • “differentiated instruction is when you are consistently & proactively creating different pathways to help all of your students be successful” - betty hollis differentiating Instruction in a whole-group setting (2007)

Link to source: http://www.ets.org/flicc/pdf/ Differentiated_Instruction_and_RTI.pdf

differentiation • When thinking about how to differentiate your science lesson, consider the following: o What’s the “big idea” students need to learn? o how can I continuously assess what students’ have learned? o How will students’ knowledge ultimately be measured? *begin with the end in mind* o What are possible misconceptions?

Link to source: http://www.ets.org/flicc/pdf/ Differentiated_Instruction_and_RTI.pdf

differentiation & challenges • It can be hard, but it doesn’t have to be • First off, you must know your students’ interests & learning needs • Secondly, try to appeal to a variety of learning preference in each lesson

Link to source: http://www.ets.org/flicc/pdf/ Differentiated_Instruction_and_RTI.pdf

differentiation & student interests • To implement d.i. effectively, one must know their students’ interests • This can be determined by: • • •

using an interest inventory Including students in the planning process Ask students what their specific interests are regarding a certain topic & incorporate this into the lesson

Link to source: http://www.bisd.us/specialservices/Special%20Services/RTI/ Science/Science%20Differentiation%20Brief.pdf

differentiation & science • Luckily, science lends itself to strategies that support differentiated instruction • According to glencoe, with proper planning, “science teachers can provide multiple options for students to acquire info., comprehend concepts, & demonstrate what they have learned.”

Link to source: http://www.glencoe.com/sec/ teachingtoday/subject/improving_science.phtml

Teaching approaches

1 • 2

• Textbook-orientated

3

•

Uses textbooks/readings & content as the focus of learning

Activities-orientated •

Uses projects, experiments, & other activities to enhance understanding of topic

• Inquiry-based •

uses prior knowledge to invent, discover, or construct new knowledge Source: Mastropieri & Scruggs pg. 385-386

Textbook-oriented approach: adaptations • Highlight & magnify text • ALTER FONT, s p a c i n g , & colors of text • rewrite questions using more familiar vocabulary • rewrite questions to eliminate wordiness • Check text for “consideratenss” • discuss prerequisite vocabulary before reading Source: Mastropieri & Scruggs pg.337

activities approach: adaptations • create flexible student groups • Utilize peer tutors • Create a “tic-tac-toe” board

• Lists diff. activities @ different ability levels • boards have 9 squares, like a tic-tac-toe board & each square lists an activity corresponding with the unit • Some squares are less difficult than others, but in order to get 3 in a row, students must choose @ least 1 square of higher rigor

Link to source: http://www.brighthubeducation.com/teaching-methods-tips/70502using-differentiation-in-science-to-teach-every-student/

inquiry-based approach: adaptations • promote reasoning through carefully structured, guided questioning • Have a variety of hands-on materials available for student use glencoe • provide simulations or encourage role play activities

Sources: Mastropieri & Scruggs pg.410 & 418 & http://www.glencoe.com/sec/ teachingtoday/subject/improving_science.phtml

• • • •

Effective teaching strategies organize content around “big ideas” Use “scream” variables repeat unfamiliar vocabulary promote systematic note-taking • Consider using an interactive science notebook

Source: Mastropieri & Scruggs pg.386-387

Content-enhancement strategies •  Incorporate study guides, charts, diagrams, graphic organizers, mnemonics, & imagery to promote learning

Source :Mastropieri & Scruggs pg.387

assessment strategies • differentiate assessment tools:

• Consider using alternative assessments like: • Lab experiments • data reports & synopsis • Verbal presentations • Multimedia projects Source: http:// www.glencoe.com/sec/ teachingtoday/subject/ improving_science.phtml

Complete list of sources:

1. Course Textbook: The Inclusive Classroom: Strategies for Effective Differentiated Instruction by Mastropieri & scruggs 2. The Access center: differentiation for science •

http://www.bisd.us/specialservices/Special%20Services/RTI/Science/ Science%20Differentiation%20Brief.pdf

3. bright hub education: differentiation in science class to reach all learners by dill (2012) •

http://www.brighthubeducation.com/teaching-methods-tips/70502using-differentiation-in-science-to-teach-every-student/

4. Ets: differentiated instruction & RTI: The “Science” of education [powerpoint by selland & walker] •

http://www.ets.org/flicc/pdf/Differentiated_Instruction_and_RTI.pdf

5. Glencoe: improving science education with d.i. by willoughby (2005) •

http://www.glencoe.com/sec/teachingtoday/subject/ improving_science.phtml