2. Differentiated Instruction Presented by: Team A Rachel Brown, Kim Blackwell- Coleman, Patti Chlepas, Jennifer Cutting, and Jacqui Koyama MTE/532 Curriculum Constructs and Assessments in Science and Math Professor Tamara Duford April 25, 2011

3. Introduction Differentiated instruction is an approach through which teachers enhance learning by matching student characteristics to instruction and assessment (Hall, Strangman, & Meyer, 2003). Team A believes that this approach is an effective method of helping our diverse learners in the classroom reach their highest potential. Differentiated instruction allows teachers to be flexible in their teaching and adjust the curriculum based on the student’s needs, interest, and abilities..

4. Trends Overview This presentation introduces four trends in differentiating instruction in a math and/or science classroom. I. Use of Technology II. Interest Groups/Interest Centers III. Flexible Grouping IV. Tiered Lessons/Assignments

5. Use of Technology The use of technology in the classroom supports learning and academic achievement of all students. Many teachers are easily adapting to a method of integrating technology in teaching to differentiate their instruction. Some of the technology-based resources teachers use in the classroom to support their instruction are: a. Promethean Boards b. iPad c. PowerPoint Presentations

6. Use of Technology Instructional Issues:  Limited number of these resources available in the classroom  Can create confusion to students who do not have a background of using such technology, thus making learning process difficult  Overuse can bore learners and diminish effectiveness  Computers may crash and networks may go down during presentation  Use of technology in the classroom takes several hours of planning and organizing (Teachnology Inc, 2010)

7. Interest Groups/Interest Centers Are set of learning choices, information, and experiences students can choose from. In most classroom, interest centers allow a very high level of autonomy for students because they were provided a variety of activities to further explore and enhance their learning experience (Cassell, 2010). Examples:  Interest Centers - Centers can focus on specific topics in Earth Science, such as classifying rocks or carbon dating.  Interest Groups - Students can work in small groups to prepare and debate issues surrounding the origin of the universe. (The Access Center, n.d.)

8. Interest Groups/Interest Centers Instructional Issues:  Difficulty in assessing student’s knowledge or performance in each center/group  Difficulty in knowing student’s background knowledge to be successful in these centers/groups  Students may go to the same center/group over and over again  Most students may not have the opportunity to explore other centers/groups

9. Flexible Grouping Teachers can also differentiate instruction by using an approach called flexible grouping. In this method, students work as part of many different groups depending on the task or activity during lesson implementation. Flexible groups can either be assigned by the teacher or chosen by the students; students can be assigned purposefully to a group or assigned randomly. Examples:  Science: Teacher can assign students in a group based on their characteristics or interests for a laboratory experiment or project  Math: Teacher can assign students with variety of academic/performance levels (such as learning disabled, ELLs, gifted/talented) in a group for an educational game. (The Access Center, n.d.)

10. Flexible Grouping Instructional Issues:  Some students may enjoy the free ride when grouped with other students who may have higher academic skills/abilities  Students who may have the same characteristics may start fighting over responsibilities and task they want to perform  When students choose their own groups, other students who are shy and not very sociable may be at a disadvantage

11. Tiered Lessons/Assignments A tiered lesson is a differentiation strategy that addresses a particular standard, key concept, and generalization, but allows several pathways for students to arrive at an understanding of these components based on their interests, readiness, or learning profiles (Pierce & Adams, 2006). Tiered Lessons/Assignments are designed by teachers who understand their students’ ability levels. The curricular content and objectives are the same, but the process and/or product are varied according to the student’s level of readiness (The Access Center, n.d.). Examples: Science: Living and Non-living things: Some will come up with their own examples while others will be provided with examples to help them identify each one. Math: Geometry: Kinesthetic learners can use bright colored papers to form shapes and figures. Visual learners can use pictures of items (such as starfish, snowflakes, cars, etc.) to find shapes and figures.

12. Tiered Lessons/Assignments Instructional Issues:  Number of students per tier will still vary, therefore even if students are grouped in classes by abilities, there is still variance in their ability levels (Pierce & Adams, 2006)  Takes a lot of time, energy, and patience to meet every student’s needs  The amount of lesson teachers need to cover may make it impossible for teachers to differentiate instruction, thus may result to ‘teaching to the test’.

13. Science or Math TRENDSMATHSCIENCE Use of Technology Interest Groups/ Interest Centers Flexible Grouping Tiered Lessons/ Assignments

14. Conclusion Team A believes that there is no ‘one right approach’ to establish an effectively differentiated classroom. Teachers must figure out ways to differentiate instructions by knowing their students’ learning styles, interests, abilities, and individual needs. Teachers must generate ideas based on these factors and then make sure to plan and execute various approaches that match their teaching styles and the learner’s needs. Effective teachers are always willing to differentiate instruction in response to students’ needs to help them reach their highest potential and excel past the rest.

15. References Cassell, J. (2010). Interest Centers in the Classroom: An Introduction. Retrieved April 17, 2011, from http://www.associatedcontent.com/article/2901172/interest_centers_in_the_classroom_an.html?cat=4 Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. Retrieved April 17, 2011, from http://www.k8accesscenter.org/training_resources/udl/diffinstruction.asp http://www.k8accesscenter.org/training_resources/udl/diffinstruction.asp Pierce, R., & Adams, C. (2006). Tiered Lessons: One Way to Differentiate Mathematics Instruction. Retrieved April 17, 2011, from http://www.prufrock.com/client/client_pages/GCT_Readers/Math/Ch._4/Tiered_Lessons_for_Gifted_Chil dren.cfm http://www.prufrock.com/client/client_pages/GCT_Readers/Math/Ch._4/Tiered_Lessons_for_Gifted_Chil dren.cfm Teachnology Inc. (2010). PowerPoint in the Classroom. Retrieved April 17, 2011, from http://www.teach-nology.com/tutorials/powerpoint/ The Access Center. (n.d.). Differentiated Instruction for Science. Retrieved April 17, 2011, from http://www.k8accesscenter.org/training_resources/udl/diffinstruction.asp www.apple.com. iPad: The best way to experience the web, email, and videos photos hands down:, Retrieved April 17, 2011, from www.apple.com/ipad/features.www.apple.com/ipad/features