Differentiating Instruction

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Differentiating Instruction April Goodlin, Cynthia Fikree, and Jason Fisher MTE/533 July 28, 2014 Dr. Sylvia Hill

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Differentiating Instruction April Goodlin, Cynthia Fikree, and Jason Fisher MTE/533 July 28, 2014 Dr. Sylvia Hill

Transcript of Differentiating Instruction

Page 1: Differentiating Instruction

Differentiating InstructionApril Goodlin, Cynthia Fikree, and Jason Fisher

MTE/533July 28, 2014Dr. Sylvia Hill

Page 2: Differentiating Instruction

Introduction

For those who do not know me, I am a second-year teacher at Coal Mountain Elementary School.

During my first year as a teacher, I focused on my students’ critical thinking and comprehension skills.

During my second year as a teacher, I have revised past lessons by using differentiated instruction to engage my students more.

Today, I am here to show you some of those instructional strategies I currently use in my classroom when it comes to math and science.

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What is Differentiated Instruction?

“Differentiated instruction is a way to reach students with different learning styles, different abilities to absorb information and different ways of expressing what they have learned” (Scholastic Inc., 2014).

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Technology

Educational games online provide different levels of learning based on individual student’s abilities.

Online tutorials provide additional support for students.

Assistive technology devices can provide additional support for students with special needs.

Applicable for ALL content areas

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Instructional Issues with Diverse Learners and Technology

Require more time and effort to read information

Require more time and effort to comprehend text

Attention and memory problems, leading to struggles with technology

May not be comfortable with technology

May not have prior access to technology use

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Learning Centers

Provides a less intimidating environment for students

Enhances student response

Allows for more direct teaching

Applicable for ALL content areas

(Ellison, n.d.)

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Three Types of Learning Centers

Enrichment Centers Interest/Exploratory Centers

Designed to capitalize on the interest of students

Provides students with hands-on opportunities

“Free choice” activity

Skill Centers

Used after initial teaching of a concept or skill

Students are assigned specific topics.

Helps reinforce the information presented

Used after initial teaching of a concept or skill

Provide students with opportunities to develop their appreciation and understanding of the topics through individual experiences

(TeacherVision, n.d.)

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Instructional Issues with Diverse Learners and Learning Centers

Communication may be hindered in learning centers.

Group work with students who are not English proficient may be a struggle in the centers.

Attention span of students can be hard to manage in centers.

The teacher is not consistently at the center.

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Flexible Grouping

“Informally grouping and regrouping students in a variety of ways throughout the school day” (Valentino, 2000) .

Students can be grouped by specific goals, activities, and individual needs.

Applicable for ALL content areas

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Two Types of Flexible Groups

Teacher-Led Groups Student-Led Groups Students control the group dynamics

and maintain a voice in setting the agenda for the group to follow

Students take responsibility and learn to work with others

Types of Groups Collaborative Performance-Based Pairs

Most common configuration

Communication is between teacher and student

Types of Groups Whole Class Small Class Individual

(Valentino, 2000)

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Instructional Issues with Flexible Grouping and Diverse Learners

Flexible grouping is the answer to differentiation.

Monitors all students as individuals and groups

Ideal to use in the classroom so all needs are met.

Make sure students remain on-task

Students have to get their needs met with the grouping selected.

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Inquiry-Based Learning

“In inquiry-based learning environments, students are engaged in activities that help them actively pose questions, investigate, solve problems, and draw conclusions about the world around them”.

Students become researchers, writers, and activists. They become participants not just listeners of textbook’s content.

Applicable for ALL content areas

(eduScapes, n.d)

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Four Types of Inquiry-Based Learning

Controlled

Students have more flexible with resources and activities.

Specific final product like a report.

Guided

The teacher chooses the topic and the materials used by the students.

Specific final product like a Venn Diagram

Modeled Students act like an apprentice to coach such as a teacher.

The student has flexibility in terms of topic selection, process, and product

The coach and student work side-by-side in meaningful work.Free Students work independently.

They explore meaningful questions, examine multiple perspectives, draw conclusions, and choose their own approach for information dissemination.

(eduScapes, n.d)

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Instructional Issues with Inquiry-Based Learning and Diverse Learners

Students must be motivated to lead their learning.

Attention-span can cause issues with researching.

Sufficient background information is required to properly research and formulate research questions.

Student-led research can cause problems with students that require structure.

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6th GRADE SCIENCE LESSON PLAN OUTLINE

Objectives:

Students will be able to determine different types of rocks based on their physical characteristics.

Students will also be able to recognize ways to use these materials for everyday use.

National Standards:

Students should understand earth materials are solid rocks and soils, water, and the gases of the atmosphere. The varied materials have different physical and chemical properties, which make them useful in different ways, for example, as building materials, as sources of fuel, or for growing the plants we use as food. Earth materials provide many of the resources that humans use.

Types of Rocks

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WEBSITES USED FOR THIS LESSON

Safari Montage

http://www.safarimontage.com/Default.aspx

Students will watch videos of how various rocks are formed, and the different places that people settled and the types of homes they built based upon their locations.

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WEBSITES USED FOR THIS LESSON

Types of Rocks http://www.brainpop.com/science/earthsystem/typesofrocks/preview.weml

Students will be shown various videos from various multi media outlets to discuss different types of rocks.

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TEACHER/STUDENT LED ACTIVITIES

TEACHER The teacher will begin the lesson by showing students various rocks that were collected by the students from different areas around their home town.

The teacher will then utilize the Safari Montage website and show a video of the different types of rocks and rock formations.

The teacher will inform students that based upon the different types of formation of the earth’s surface determined where most people settled in the U.S

STUDENT Students will have to collect several rocks from around their home town and bring into class.

Students will have rocks in trays at their desks and will examine the rocks as the teacher allows them to come up with different characteristics of the rocks.

After examining the rocks and viewing the video, students will determine if the rock’s characteristics matched those of the video.

Students will discuss in small groups how the formation of the earth’s surface determined the type of homes that people built.

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LEARNING GAME

ROCK BINGO

Teacher will use the smart board along with the videos to help identify certain rocks.

Students will be given a card similar to the one pictured and will place a rock from their desk on the card.

They can only place a rock once they hear the rock being discussed.

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References

Edelson, D.C., Gordin, D.N., & Pea, R.D. (n.d.). Addressing the challenges of inquiry-based learning through technology and curriculum design. Retrieved from http://www.worldwatcher.northwestern.edu/userdownloads/pdf/JLSEdelsonetal.pdf

eduScapes. (n.d). Inquiry-based learning. Retrieved from http://virtualinquiry.com/inquiry/inquiry7.htmEllison, S. (n.d.). The basics of centers. Retrieved from https://www.teachervision.com/teaching-methods-and-

management/curriculum-planning/4755.html?page=1 Hilberg, R.S., Chang, J., & Epaloose, G. (2003). Designing effective activity centers for diverse learners. Retrieved

from http://web41.its.hawaii.edu/manoa.hawaii.edu/coe/crede/wp-content/uploads/Hilberg_et_al_20031.pdf

Opitz, M. (n.d.). Learning centers: the first week. Retrieved from http://teacher.scholastic.com/professional/backtoschool/learning_center.htm

Scholastic Inc.. (2014). What is differentiated instruction?. Retrieved from http://www.scholastic.com/teachers/article/what-differentiated-instruction

TeacherVision. (n.d.). Learning centers. Retrieved from https://www.teachervision.com/learning-center/new-teacher/48462.html?page=1

Valentino, C. (2000). Flexible grouping. Retrieved from http://www.eduplace.com/science/profdev/articles/valentino.html

Wissick, C.A., Schweder, W., & Emmett, J. (2004). Technology applications to support diverse learners. Retrieved from http://www.ed.sc.edu/caw/sitepaper2004.pdf