Team D-Differentiating Instruction

Information about Team D-Differentiating Instruction

Published on July 28, 2014

Author: dsmiley0919



Tonisha Murray, Donna Smiley and Tammy Walker MTE/533 July 28, 2014 Dr. Sylvia Hill : Differentiating Instruction Tonisha Murray, Donna Smiley and Tammy Walker MTE/533 July 28, 2014 Dr. Sylvia Hill Table of Contents: Table of Contents Introduction: What is Differentiating Instruction? Four trends in differentiating instruction for math and science Usefulness for Math and Science Issues with trends Sample Lesson Plan Outline Conclusion References What is Differentiating Instruction?: What is Differentiating Instruction? Instructional strategy used to meet a diverse set of student needs and learning levels Can be used by differentiating: Content/input, Process/sense-making, Product/output Critical elements of differentiating instruction include: Proper classroom management and rules Assessment of student readiness, interest, or learning style Flexibility with use of time, space, and student groups Differentiating Instruction Trends for Math and Science: D ifferentiating Instruction T rends for Math and Science Flexible Grouping Collaborative learning Cooperative learning Make group decisions Share knowledge Flexible Grouping in Math and Science: Flexible Grouping in Math and Science Critically solve math problems as a group. Contribute individual ideas to team Team discussions Active learning Asking and answering questions among group Acquire new strategies Share notes and group dialogue Lab partners Hands-on experiments Issues with Flexible Grouping: Issues with Flexible Grouping Unequal responsibilities among group Animosity among peers Distractions within group Excessive talking Group members off-task Differentiating Instruction Trends for Math and Science: Respectful Tasks Interesting and engaging Learning-level centered Addresses multiple intelligences Based on same learning goal Easily assessed Develop student interests Differentiating Instruction Trends for Math and Science Respectful Tasks in Math and Science: Examples Choice boards Activity based on multiple intelligence Learning centers KWL charts Snapshot assessment Cubing Creates a challenging learning environment Promotes open-ended student responses Respectful Tasks in Math and Science Issues with Respectful Tasks: Several options Numerous materials Possibly expensive May challenge classroom management Noisy environment Increased movement throughout classroom Issues with Respectful Tasks Differentiating Instruction Trends for Math and Science: Tiered Lessons Addresses a certain standard or concept Promotes cooperative learning Promotes positive peer interaction Several avenues to arrive at understanding Interest level Readiness Learning profile Differentiating Instruction Trends for Math and Science Tiered Lessons in Math and Science: Uses current level of understanding Guides to next level Challenges students to concept mastery Tiers can be grouped Strengthens inquiry skills Tiered Lessons in Math and Science Issues with Tiered Lessons: True level mastery may not be reached Mismatch of tier to students learning level Improper grouping of students (if combined with flexible grouping) Issues with Tiered Lessons Differentiating Instruction Trends for Math and Science: Stations: “ Different locations in a classroom where a teacher organizes materials for students to work on specific tasks related to a curriculum objective”(Loeser, 2008). Stations provide Multiple learning opportunities Student or teacher choice Individual or group participation Differentiating Instruction Trends for Math and Science Stations in Math and Science: Promotes engagement and motivation Offers hands-on experiences Creates meaningful learning opportunities Student ownership of learning Stations in Math and Science Issues with Stations: Time consuming to prepare Numerous materials needed Possibly expensive Efficient classroom space needed Issues with Stations Lesson Plan: Lesson Plan Differentiating Lesson Plan-Flexible Grouping VITAL INFORMATION   Subject(s) Math and Science Integrated   Topic or Unit of Study Mammals   Grade/Level: Grade 1 st   Objectives: The learners will estimate how many mammals have certain characteristics. The learners will survey the population of animal habitats by preparing a pictograph. The learners will state the basic definition of a mammal and describe where mammals live.   Collaboration Learners will pair up and work three to a group   Time Allotment 1.5 hours   Lesson Plan Continued: Lesson Plan Continued Instructional Materials Book about Mammals by David Burnie Kingfisher Computer to view Mammals on BrainPop Pencil Projector/marker SmartBoard Worksheet Vocabulary: More, less, fewer, greater than, less than, woodlands, forests, rainforests, grasslands, deserts, mountains, polar, oceans, fresh water. Procedures: Discuss with learners about their comprehension of mammals. What do you know about mammals? What do you know about habitat? Lesson Plan Continued: Lesson Plan Continued After class discussion ask the learners to turn their chairs to the SmartBoard to look a brief tutorial on “Mammals” off of BrainPop. Follow up with a review of the tutorial. Ask learners about the different characteristics mammals Ask learners about the mammals’ habitats. Using the overhead projector and SmartBoard to read Mammals by David Burnie Kingfisher. Explain the pictograph activity and provide an example of a pictograph on the overhead. Separate students in groups of three’s by prearranged developmental list. Go over the vocabulary words on the board . Pass out a poster board (18 x 23) to each group. Show learners how to draw and plot the habitat of an animal with their animal pictures. Learners will create and plot the animal on the pictograph. When learners are finished plotting the animals, learners will count the number of animals in each habitat. To test understanding, learners will write the habitat and the amount of animals on their poster and share with the finding with the class. Learners will be able to visually see which habitats have more animals in them. Learners will then be asked to analyze the information from the graph using comparative terms. If time permits, allow learners to color their pictures on the pictograph. Lesson Plan Continued: Lesson Plan Continued Differentiated Instruction: Gifted students : will be grouped with at least one ELL student in their group by using the computer, magazine, and/or flash cards to find additional information to help learners. Gifted learner will imagine how three different mammals of choice lived, and illustrate a story by creating a comic strip. ESL/Special Needs learners : will role play with their partners. Each learner will have an opportunity to display creativity to enhance additional learning skills. Conclusion: Conclusion In conclusion, there is no “one size fits all” approach to teaching and student learning. Differentiated instruction offers students of all learning levels an opportunity to gain understanding in a variety of engaging settings, while supporting student interest and individual differences. References: References Adams, C., Pierce, R.(2014).  Tiered Lessons: One Way to Differentiate Mathematics Instruction . Retrieved from ASCD. (2014).  Non- negotiables of differentiated instruction: Respectful tasks . Retrieved from BrainPop. (2014). Mammals. Retrieved from Differentiated instruction: Respectful tasks. (March 2012). Retrieved from Kingfisher, D. (2014). Mammals. Retrieved from Loeser, J. (2008).  Differentiated instruction . Retrieved from Math is Fun. (2012). Pictograph. Retrieved from Opitz, M. (2014). Empowering the reader in every child. Scholastic. Retrieved from Wikispaces . (2014).  Dare to differentiate . Retrieved from

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