Differentiation in the Science Classroom

Presented by

Jackie Nowlin

Exemplary Science Teaching

“The two variables that stand out in exemplary science teaching are well-selected, important content and a teaching approach that develops a deep understanding of the content.”

AAAS

What’s your learning style?http://www.edutopia.org/multiple-

intelligences-learning-styles-quiz

Common Learning PathwaysSystems of the Brain

Recognition systems know what and where an object is.

Strategic systems know how to do things. Affective systems know which objects and

actions are important.

Creating Learning Opportunities

Provide Multiple Representations of Information

Provide Multiple Means of Expression Provide Multiple Means of Engagement

Neuroscience, Architecture, and David RoseNeuroscience: PET ScansUNIVERSAL DESIGN:

The design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design. (Principles outlined in the 1990s)

CAST—Center for Applied Special Technology founded 1987

Universal Design

The creation of products and environments meant to be usable by all people, to the greatest extent possible, without the need for adaptation or specialization. Universal Design benefits people of all ages and abilities.

Universal DesignAs applied to education, Universal Design

for Learning (or Instruction) refers to delivering the curriculum in a variety of ways so that people of all learning styles and abilities can access the content.

Universal DesignWhen successfully implemented, this

approach can reduce (but not replace) the need for classroom accommodations among students with documented disabilities.

Universal Design for Learning (UDL)Extends the concept of universal design to

the field of education.

Denotes the process of creating general education curricula (including the standards, materials, methods, and assessments of which they are comprised) that are conceived, designed, developed and validated to achieve results for the widest spectrum of students, including those with disabilities, without the need for subsequent adaptation or specialized design.

Universal Design for LearningProvides curricular flexibility (in

activities, in the ways that information is presented, in the ways that students respond or demonstrate knowledge, and in the ways in which students are engaged) to provide appropriate support and challenge for a typically diverse spectrum of learners.

Classroom Instruction That Works by Marzano, Pickering, and Pollock; 2001

“One of the primary goals of the McREL study was to identify those instructional strategies that have a high probability of enhancing student achievement for all students in all subject areas at all grade levels”

Classroom StrategiesIdentifying similarities and differencesSummarizing and Note TakingReinforcing Effort and Providing RecognitionHomework and PracticeNonlinguistic RepresentationCooperative LearningSetting Objectives and Providing FeedbackGenerating and Testing HypothesesCues, Questions, and Advance Organizers

Identifying similarities and differences

The ability to break a concept into its similar and dissimilar characteristics allows students to understand (and often solve) complex problems by analyzing them in a more simple way.

Physical and Chemical Changes

Summarizing and Note Taking

These skills promote greater comprehension by asking students to analyze a subject to expose what's essential and then put it in their own words. According to research, this requires substituting, deleting, and keeping some things and having an awareness of the basic structure of the information presented.

Cornell NotesResearch shows that taking more notes is

better than fewer notes, though verbatim note taking is ineffective because it does not allow time to process the information.

Teachers should encourage and give time for review and revision of notes; notes can be the best study guides for tests.

Reinforcing Effort and Providing RecognitionEffort and recognition speak to the attitudes

and beliefs of students, and teachers must show the connection between effort and achievement.

Research shows that although not all students realize the importance of effort, they can learn to change their beliefs to emphasize effort.

Reinforcing Effort and Providing RecognitionAccording to research, recognition is most

effective if it is contingent on the achievement of a certain standard. Also, symbolic recognition works better than tangible rewards.

Homework and Practice

Research shows that students should adapt skills while they're learning them.

Homework provides students with the opportunity to extend their learning outside the classroom.

Homework and PracticeHowever, research shows that the amount of

homework assigned should vary by grade level and that parent involvement should be minimal.

Teachers should explain the purpose of homework to both the student and the parent or guardian, and teachers should try to give feedback on all homework assigned.

Nonlinguistic Representation

According to research, knowledge is stored in two forms: linguistic and visual. The more students use both forms in the classroom, the more opportunity they have to achieve.

Recently, use of nonlinguistic representation has proven to not only stimulate but also increase brain activity.

DensityDraw densityHow can you show that one object is less or

more dense than another?How can you show that the density of an

object is the same even if the mass and volume change?

Draw buoyancy representing the particles that make up each type of matter.

Cooperative Learning

Research shows that organizing students into cooperative groups yields a positive effect on overall learning. When applying cooperative learning strategies, keep groups small and don't overuse this strategy-be systematic and consistent in your approach.

Grouping StrategiesJigsawNumbered HeadsLab GroupsSocratic SeminarThink Pair ShareRead and Say Something

Setting Objectives and Providing FeedbackSetting objectives can provide students with

a direction for their learning. Goals should not be too specific; they should be easily adaptable to students' own objectives.

Research shows that feedback generally produces positive results. Teachers can never give too much; however, they should manage the form that feedback takes.

Generating and Testing Hypotheses

Research shows that a deductive approach (using a general rule to make a prediction) to this strategy works best.

Whether a hypothesis is induced or deduced, students should clearly explain their hypotheses and conclusions.

Student designed LabsImplement with a

Pre-labPrior labStudent Research TopicQuestion

Cues, Questions, and Advance OrganizersCues, questions, and advance organizers help

students use what they already know about a topic to enhance further learning.

Research shows that these tools should be highly analytical, should focus on what is important, and are most effective when presented before a learning experience.

Advanced OrganizersAnticipation GuideThinking MapsIt Says-I Say- and So

Learning is driven by what teachers and students do in classrooms.

What does learning look like in a science classroom? Less teacher talkMore student discussionMore hands-on learningMore “How” / “Why” questionsMore time for student information processingMore opportunity for teachers to check for

understanding

Key elementAll science teachers must believe in the

need for effective, student-centered instructional delivery

The 5E Lesson Model is . . .

an inquiry-based instructional strategy that facilitates student learning and promotes retention

The 5E Lesson Model

EngageExploreExplainElaborateEvaluate

ENGAGEDescription: Introductory lessons should

stimulate curiosity and activate prior student knowledge. The activity should be a problem or an event that raises questions and motivates students to discover more about the concept.

Link to cognition: Students bring prior knowledge about how the world works but it is sometimes based on limited experiences and sometimes on misconceptions.

EXPLOREDescription: Students need the opportunity to

actively explore the concept in a hands-on activity. This establishes a commonly shared classroom experience and allows students to share ideas about the concept.

Link to cognition: Experiences should occur before the explanations! Students should be actively engaged with little explanation or instruction from the teacher. Students acquire a common set of concrete experiences that allow them to help each other understand the concept through social interaction.

EXPLAINDescription: Teachers use questioning

strategies to lead students’ discussion of information discovered during the Explore stage. Teachers introduce new scientific terms and explanations at appropriate times during the discussion.

Link to cognition: When students engage in meaningful discussions with other students and the teacher, they can pool their explanations based on observations, construct new understandings, and have a clear focus for additional learning.

ELABORATEDescription: Students are encouraged to

apply, extend, and enhance the new concept and related terms during interaction with the teacher and other students.

Link to cognition: Providing additional active learning opportunities for students to incorporate into their mental construct of the concept allows them to confirm and expand their understanding.

EVALUATEDescription: Students demonstrate their

understanding of the concept.

Link to cognition: In learner-centered instruction, it is important for students to be aware of their own progress as an outcome of instruction. Students construct knowledge over time and may need additional experiences to refine their understanding of the concept.

It’s like the rock cycle!

Engage Explore

Explain Elaborate

Evaluate

Reflections

Which strategies do you think are most helpful?

Which strategy will you use immediately in your classroom?

Which strategies will you build into your classroom practice for the year?

Which strategy will take more time to implement?

How will you know if the strategies work?

Referenceshttp://www.middleweb.com/MWLresources/m

arzchat1.htmlhttp://www.tltguide.ccsd.k12.co.us/

instructional_tools/Strategies/Strategies.html

Classroom Strategies that Work, Robert J. Marzano, Debra J. Pickering, Jane E. Pollock