1. Differentiated Instruction
Pre-assessment

2. Differentiation Strategies for Science
Gail Dickinson -
Madison County Schools
Dr. John Hunt –
Mississippi College

3. Introductions Mini Whiteboards Bioglyph Write or draw something
interesting about yourself
Bioglyph

4. The Brain and Learning

5. How Do We Learn? pg. 6-7
The brain is an enormously complex network of billions of neurons.
Learning mainly takes place at synapses, the junctions between neurons where information is relayed.
A synapse’s performance changes when we learn something new, obeying the principle that “cells that fire together, wire together.”

6. Imagine trying to learn the name of a person you just met.
Your brain must form an association
between the complex visual image and the
name.
Every time you see this person your neurons
fire and make that connection.
Different events strengthen this connection.

7. Activity - Memory
Memorize the words on the next slide.

8. Read
Pages
Letters
School
Study
Reading
Stories
Sheets
Cover
Pen
Pencil
Magazine
Paper
words

9. Write down all of the words you can recall
How many words were you able to recall? (out of 14)
How many got the first and last words correct? (read, words)
How many got the words Pencil and Magazine correct?
What was the name of the magazine? (Parents)
What picture was on the front of the magazine? (a baby)
What word was written in lower case? (words)
Did anyone write the word – book????
How does this relate to learning in the
classroom?

10. What Brain Research Has to Say About Learning

11. The 12 Principles of Brain Compatible Learning
The brain can perform several activities at once, like tasting and smelling.
Learning engages the whole physiology.
The search for meaning is innate.
The search for meaning comes through patterning.
Emotions are critical to patterning.
The brain processes wholes and parts simultaneously.

12. Learning involves both focused attention and peripheral perception.
Learning involves both conscious and unconscious processes.
We have two types of memory: spatial (environment)and rote (memorization by repetition).
We understand best when facts are embedded in natural, spatial memory.
Learning is enhanced by challenge and inhibited by threat.
Each brain is unique.

13. The Educator’s Task To challenge the learner
prevent him (her) from becoming overwhelmed or bored by new material that is being taught.
To provide learner specific feedback
Remember - every single brain is totally unique

14. Differentiation and Learning

16. What is Differentiation?
Simply put – it is meeting the needs of ALL students.

17. The longer version -
Differentiated instruction is a flexible approach to teaching.
Based on:
Student needs
Appropriate instruction to meet those needs

18. The Myths of Differentiation
Pg. 13

19. How do you feel about DI? (mini whiteboard)
So – So
Excited
Angry
Confused

20. Where Should We Begin? Know Your Students
Plan Activities According to student:
Interest
Learning styles
Creativity

21. Background/Interests Creativity Readiness
Know Your Students
Background/Interests
Learning Profile
Creativity
Readiness

22. Background, Interests Getting to know your students Activities:
Paper Plate
Paper Doll
Coat of Arms
Survey of questions

25. Family/Friends Favorites Hobbies/Interests I am unique because
(food, book, movie, TV show)
Hobbies/Interests
I am unique because
In 5 years I will
In 10 years I will
Student Name

26. Activity- student background/interests
Create an “About Me” paper plate, paper doll or Coat of Arms
Draw or write information about yourself
The larger the drawing or writing the most important (paper plate)
On back– think of a useful way to incorporate the back of your plate or paper into this activity
Share with the class

27. Their background/Interests Creativity Readiness
Know Your Students
Their background/Interests
Learning Profile
Creativity
Readiness

28. Learning Profile– Multiple Intelligences pg. 143 – 144
The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University.
It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited.
Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults.
Most of our schools focus on linguistic and logical/mathematical.
He suggests that we should also focus on students who are “smart” artists, dancers, musicians, etc.

29. Multiple Intelligence Survey
Online quiz for students

30. Visual - pictures, diagrams, maps, charts, videos
Verbal – listening, speaking, writing, storytelling

31. Kinesthetic – movement, dancing, crafts, hands-on activities
Musical – singing, playing instruments

32. Logical/Mathematical – numbers, patterns, connections
Read/Write – lists, note taking, books

33. Activity – Learning Styles
We will divide into “learning styles” groups. Kinesthetic, Visual, Musical, Verbal
Each group will choose one of Newton’s 3 Laws of Motion.
Demonstrate the way your learning style would “tackle” this lesson.
Present to the class.

34. Reflect How is this lesson differentiated?
Did everyone master the content?
Did the lesson take a lot of planning time?
What type of assessment(s) could be used for this activity?
How should the teacher “wrap up” this lesson?

35. How do you feel about the “Newton’s 3 Laws” Lesson?
So – So
Loved it
Confused
Boo

36. Their background/Interests Creativity Readiness
Know Your Students
Their background/Interests
Learning Profile
Creativity
Readiness

37. Creativity S-t-r-e-t-c-h Your Child’s Imagination!
Creativity is a critical, but often overlooked, element of education. By increasing your child’s creativity quotient, you can help him/her to:
Think on his/her feet and "outside the box!"
Apply knowledge to solve problems!
Develop focus and exude confidence!
Become detail-oriented and creative!
Be prepared for the future!

38. Activity: Creativity Let’s see how creative you are
Lesson Plan – Repurpose
Can you come up with a new use for bubble gum?
Create a way to tell the world about this exciting new way to use bubble gum!

39. Their background/Interests Creativity Readiness
Know Your Students
Their background/Interests
Learning Profile
Creativity
Readiness

40. Readiness Diagnostic assessments Class discussion
Talk to previous teachers
Data – previous test scores

41. Next - How To Differentiate

42. How Do We Differentiate? pg. 16
You can differentiate:
Content– what students learn
Process – varying instructional materials
Product – what students produce
Tasks and/or resources can vary according to:
learning profile
readiness
interest

43. The Book is Divided into:
Tiered Assignments
Tiered Graphic Organizers
Leveled Questions
Multiple Intelligences
Menu of Options
Interest Centers
Discovery Learning
Orbital Studies

44. Tiered Graphic Organizers pg.77

45. Review Graphic Organizer Lesson pg. 80
Let’s Get Moving!
Look over the other graphic organizers in the book

46. Examples– Foldable
Does anyone use Foldables
for science lessons?

47. Graphic Organizers Online
Science-
Foldables

48. Cornell Notes

49. Interest Centers pg. 202
Many elementary classrooms already use this strategy.
A learning/interest center is a space set aside in the classroom that allows easy access to a variety of learning materials in an interesting and productive manner.
Learning centers are designed to offer a variety of materials and media through which students can work by themselves or with others to enhance the information learned in the classroom

50. Biology Example - Animal Cell
Color cell parts
Interactive whiteboard – match the cell parts with their function
Construct a cell model our of Wikki Stix.
Venn diagram – similarities and differences between animal, plant and bacterial cells
Compare cell parts with a business
Cornell notes
Tutorial of the types of cells online

51. Activity – Wikki Stix Plant
Create a plant using Wikki Stix:
Flower
Stem
Leaves
roots

52. Current Events pg. 220 This lesson is on electricity. Pg
Current Events pg. 220 This lesson is on electricity. Pg. 227 Learning Lab 5 Task 2 – Create a circuit out of Christmas tree lights. Simple, parallel, series

53. Activity – Create a Circuit
Create a circuit using Christmas tree lights.

54. Groups Explain what is happening with your circuit with another group.
Can you add a switch to your circuit?

55. Discovery Learning pg. 236 Inquiry based learning method
The teacher acts as a coach who provides students with clues along the way

56. Activity – Inquiry – Fortune Fish
This is a good activity for the beginning of the year.
Take out your “fortune telling” fish and place in your hand and observe.
Write down your observations.
What is your fortune?
Now “play” with your fish and see if you can figure out why it is moving.

57. Activity – Discovery Learning Guided Inquiry - Airplane
This lesson is guided inquiry.

58. Activity directions Guided: Inquiry: Now have fun:
Students will create an airplane with instructions. Launch airplane 3 times and record time. Calculate average.
Inquiry:
Students will modify or create a new airplane that will loop the most times. Launch 3 times and record time. Calculate average number of loops.
Now have fun:
Contest – whose airplane will loop the most before hitting the ground?

59. Extension Ask students to design their own paper airplane experiment.
What are your suggestions?

60. Extras – Classroom Strategies
Exit tickets
Reflection/question Post-its
Mini whiteboards
Cornell notes
Vocabulary drawings
Foldables & Graphic organizers
Socratic discussions
Think, pair, square, share

61. Sample Exit Ticket
Write down 2 things you learned and 1 thing you have a question about pH in living organisms.
Acids are the lower numbers on the pH scale. The lower the number the more acidic.
Distilled water is 7 on the pH scale and is neutral.
What affect does pH have on plant growth?

62. Sample Exit Ticket Name 2 “germs” that cause disease.
Draw a picture of the “germs” and give one example of a disease it causes.
Virus- example is a cold
Bacteria – example strep throat

63. Think, pair, square, share
What causes disease?

64. Vocabulary Drawings Variation V a R I A t I o n
Draw one of the following on the mini whiteboard- use the word in your drawing.
Cumulus
Acceleration
Kinetic energy
Variation
Tropism
Variation
V a R I A t I o n

65. Anchor Activities pg. 20
Structured activities for students who finish their work early.
This is not busy work
Meaningful, ongoing activities
Can be independent or group activities
Lasts from 1 week to during whole unit
Should be fun, educational, and relevant

66. Examples of Anchor Activities
journal writing
games
mini lab centers
computer work
science questions of the week
draw vocabulary pictures
add to the “Science in the News” board
create mind/thinking maps on content
write a letter to a famous scientists about their accomplishments and ask questions.

67. Grouping Strategies pg. 17-18
Flexible- members change frequently, groups are modified often. Heterogeneous- grouped according to various ability levels, common interests, self-select, closeness to seating arrangements, or random. Homogeneous- grouped according to same ability levels. Flexogeneous- both homogeneous and heterogeneous in a group. They switch at least one time from one group to another. Might begin as homogeneous and then the groups switch to heterogeneous in the middle of the lesson.

68. Differentiated Instruction
Post-assessment
Evaluations