Diversity through 21st Century Teaching and Learning

Differentiated Elementary Science Instruction

Mary Doran Brown

Archived Information

Differentiated Elementary Science Instruction

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WELCOME! 

As you settle in for the session, complete the following task: 

Write a set of directions you would follow to make a cheesecake.

Enduring Understanding

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All students can learn rigorous academic material at high standards.

Jon Saphier and Robert Gower: The Skillful Teacher

Essential Question

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How can we best identify what students know and are able to do and subsequently plan for, instruct, and measure learner progress in mixed ability science classrooms in standards-based curriculum?

Outcomes

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By the end of this session, participants will know and be able to: 

define the foundations and key principles of differentiated instruction.

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gain knowledge about differentiation strategies. 

observe the connection between science inquiry and differentiated instruction.

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explore differentiated science lessons based on Maryland State Standards.

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explain the process for data-driven differentiated instructional planning.

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create a differentiated science lesson plan.

The Betting Game Topic: Differentiation

1. There are three modes of differentiation: content, process, and product.

2. Whole class instruction is not a part of a differentiated classroom.

3. Assessment and instruction are inseparable in a differentiated classroom.

4. Differentiation is synonymous with individualized instruction.

5. Exit cards are a quick and easy strategy for assessing students.

6. Readiness, interest, and learning profile are factors in planning differentiated instruction.

7. Differentiation is chaotic.

Why Differentiate?

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“One size fits all” instruction does not address the needs of all students.

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Children come in different shapes and sizes. They also differ in interest, readiness levels, and learning profiles.

Differentiating “How To”

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How to Differentiate Instruction in Mixed Ability Classrooms – by Carol Ann Tomlinson 

Be clear on the key concepts and generalizations that give meaning and structure to the topic.

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Lessons for all students should emphasize critical thinking.

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Lessons for all students should be engaging.

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There should be a balance between student selected and teacher assigned tasks and working arrangements.

Differentiation Key Message

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Tomlinson tells us: Instruction begins where the students are, not at the front of the curriculum guide.

What do students know and what are they able to do?

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Pre- and on-going assessments drive instruction 

Products and work samples 

Standardized tests 

Questioning 

Every pupil response 

Writing prompts 

Exit cards 

KWL 

Paper/Pencil tests 

Drawings related to the topic

Differentiated Content

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Input – what the students learn 

Use of multiple texts 

Use of varied resources 

Compact curriculum 

Learning contracts

Differentiated Process

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How students make sense of content 

Interactive journals 

Tiered assignments 

Learning centers 

Cubing 

Anchor activities

Differentiated Product

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Output – how students demonstrate what they know and are able to do 

Product presentation uses varied modes of expression, materials, technologies

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Advanced assignments that require higher order thinking skills

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Evaluation by self and others 

Authentic assessment

Pre-Assessment Data Implications

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Cheesecake 911 

Direct Instruction 

Provide varied text - content 

Make task simpler - process 

Provide small group instruction - process 

Cheesecake Basics 

Guided Instruction 

Provide step-by-step written instructions - process 

Provide modeled lessons - process 

Provide lab opportunity - content 

Cheesecake Advance 

Independent Instruction 

Provide opportunities for learners to expand their knowledge - content

Differentiating Science Instruction

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Three levels of science inquiry 

Structured 

Guided 

Open

Structured Science Inquiry

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Students provided hands-on problem to investigate with procedures and materials

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Students discover relationships between variables or generalize from data

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Used to teach specific content, fact, or skill

Guided Science Inquiry

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Students provided materials and problem to investigate, and students compose their own procedures

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Teacher facilitates and encourages student generated questions

Open Science Inquiry

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Similar to guided inquiry with the addition that students also formulate their own problem to investigate

Sample Differentiated Science Lesson

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Structured Inquiry 

Students are given testable question and verbal procedures – Are fingerprint and toe print formulas the same?

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Guided Inquiry 

Students select a testable question from teacher list then plan and conduct investigation

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Open Inquiry 

Students develop a testable question and investigation

Anchor Activities

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Reading to be Informed 

Inquiry Centers 

Structured Computer Work

Give It a Try

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Paper Towel Investigation 

Develop a tiered science lesson for students to create and conduct well- designed investigations to determine the quality of several different paper towels.

Labor Intensive Strategies for Differentiation

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Assessment, data analysis, and diagnosis 

Flexible grouping 

Tiered tasks 

Anchor activities 

Differentiated learning encounters 

Learning contracts 

Independent study

Simple Strategies for Differentiation

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Study buddies 

Exit cards 

Student expert 

“Three Before Me” 

“The Doctor Is In” 

Mini-lessons 

Multiple text

Differentiation instruction is a critical element to…

Leaving No Child Behind.