1. An Introduction to Differentiation & Strategies for Differentiating Mathematics, Science, & Social Studies Instruction Mr. Joshua E. Davis Fifth Grade Educator, Port Towns ES Prince George’s County Public Schools April 15, 2008

2. The Basics of Differentiation

3. In the TRADITIONAL, “Old School” Classroom… (1) Student differences were masked or acted upon when problematic (2) Assessment was most common at the end of learning to see “who got it” (3) A relatively narrow sense of intelligence prevailed (4) A single definition of excellence existed (5) Student interest was infrequently explored (6) Whole-class instruction dominated (7) Coverage of texts and curriculum drove instruction

4. In the DIFFERENTIATED, “New School” Classroom… (1)Student differences are studied as the basis for planning (2) Assessment is ongoing and diagnostic (3) The focus on multiple forms of intelligence is evident (4) Excellence is defined by individual growth from a starting point (5) Students are guided in making interest-based choices (6) Many instructional arrangements are used (7) Student readiness, interest, and learning profile shape instruction

5. “What” to Differentiate Content. What is learned? What materials are used? Process. What activities are planned that will lead students to the desired outcome? Product. How will the student demonstrate his/her understanding? Learning environment. What classroom conditions set the best tone and expectations?

6. “How” to Differentiate Readiness. Is there a need for in-depth scaffolding or very little to proceed with the learning? Interest. How will the students connect to the work? Will choices be given? Learning profile. What is the intellectual preference of the student?

7. “Why” We Differentiate Access to learning. Can advanced material be covered if background knowledge and basics are weak? Motivation to learn. Will choices be given to appeal to the students’ learning styles? Efficiency of learning. What is the most effective and efficient way for the student to learn?

8. Strategies for Differentiating Instruction in Mathematics

9. Pyramid Planning  The Pyramid approach provides an excellent framework for mathematics instruction.  The Pyramid can help teachers think about attending to differentiated student needs while thinking about the needs of the class as a whole.

10. In using the Planning Pyramid for mathematics instruction, the following questions need to be considered: (1) What is the skill or concept to be taught? (2) What are the prerequisites for this skill or concept? (3) What will it take for students to master this skill or concept? (4) What are extensions and applications of the skill or concept?

11. The mathematics lesson plan should provide differentiated instruction/assessment by including objectives identifying: What SOME students will learn. What MOST students will learn. What ALL students will learn.

12. Integrate technology into the mathematics curriculum. www.FirstinMath.com First In Math is appropriate for primary through upper intermediate students, and each area aligns NCTM standards. The site offers broad content, with an open-ended, self- pacing design that is ideal for differentiated instruction.

13. Strategies for Differentiating Instruction in Science Science instruction can be differentiated to allow students to explore topics that interest them, develop their research skills, and receive instruction on distinct science and inquiry skills.

14. Science Differentiated Instructional Activities  Tiered assignments  Compacting  Interest Centers  Flexible Grouping  Choice Boards

15. Tiered assignments Some students are provided with direct instruction on, for example, the types of motion and are given guidance in identifying examples of each force. Other students work in pairs or teams to identify forces and examples of motion.

16. Compacting In a science class, students who already understand the concept of condensation are given a lab assignment in which they must develop and test hypotheses related to the topic, while other students are given reinforcing instruction on the concept.

17. Interest Centers Centers can focus on specific topics in Life Science, Earth Science, Physical Science, or Space Science. Students can also work in small groups to prepare and debate science theories.

18. Flexible Grouping The teacher may assign groups based on student characteristics for a lab in which each group member must take on a specific role. Students who are comfortable speaking in front of peers may choose to represent the group and their findings. Students with superior writing skills may choose to be the group documenter and note-taker.

19. Choice Boards Students are given a choice board that contains a list of possible activities they can complete to learn about biomes. There should be an activity for each intelligence.

20. Strategies for Differentiating Social Studies Instruction  Cover text sequentially.  Use PowerPoint presentations or overhead transparencies for visual learners.  Teach key concepts and generalizations unique to each topic or period.  Use a variety of text, video, and taped material of varying degrees of difficulty.

21. Strategies for Differentiating Social Studies Instruction  Contrast historical or abstract facts with current events to bring relevancy to students.  Offer several options for projects so that each student can express his or her understanding in individual ways.  Allow students options for assessment.

22. Specific ideas for helping each student reach his or her full potential within the social studies curriculum:  Incorporate Graphic Organizers  Develop a Gallery Walk This activity allows students to learn at their own pace while physically moving around the room.  Analyze Political Cartoons  Use Time Lines  Manage Student-Centered Instruction

23. Thoughts on Differentiation within Urban Schools “The relative strength of student engagement in differentiating between resilient and non-resilient students also provides evidence consistent with that presented by Finn and Rock (1997), suggesting that students’ active participation and interest in the classroom and school are very important forces for counteracting academic risk” (Borman, 2001).

24. Thoughts on Differentiation within Urban Schools “If school reform is to succeed, we’ll need to go through three major cultural shifts. We will have to evolve from a culture of excuses to a culture of accountability, from a culture of compliance to a culture of performance, and from a culture of uniformity to a culture of differentiation” (Klein, 2006).

25. References Borman, Geoffrey D. & Rachuba, Laura T. (February 2001). Academic Success Among Poor and Minority Students - An Analysis of Competing Models of School Effects. Center for Research on the Education of Students Placed At Risk (CRESPAR). Tomlinson, Carol Ann. (September 2002). Different Learners, Different Lessons. Scholastic Instructor. Planning Pyramid for Multi-Level Mathematics Instruction. Retrieved on April 12, 2008 from http://www.teachervision.fen.com/. http://www.teachervision.fen.com/

26. References Hauser, Jane. (February 22, 2005). Differentiated Instruction for Science. The Access Center - Improving Outcomes for All Students K-8. Differentiating Instruction in the Social Studies Classroom. Retrieved on April 14, 2008 from http://teachingtoday.glencoe.com/howtoarticles/. http://teachingtoday.glencoe.com/howtoarticles/ Klein, Joel I. (August 13, 2006). Changing the Culture of Urban Education. The New York City Department of Education.