One trend being used to teach mathematics and other subjects is a choice board. A choice board offers the student multiple activities to choose from. However, the activities grow in difficulty and are designed to reinforce the goals of the lesson. Some choiceboards are designed in a tic-tac-toe type of format which requires the student to complete three activities on the choiceboard in a row to complete a tic-tac-toe. Using this type of format eliminates the possibility of a student only performing the easiest requirements on the choiceboard.
Program OverviewFOSS (Full Option Science System) is a research based system that is dedicated to improving learning and teaching of science for grades K-8. Foss is guided by the advances in understanding how students think and learn. The materials used by FOSS are designed to meet the challenge of providing meaningful education in science for diverse populations in the classroom and to prepare students for the 21st century as well as life.The FOSS program was created to engage students in the processes of observing objects and events, testing hypothesis, and generate explanations as they explore the natural world. To construct their own inquiries, analyses and investigations, is considered by FOSS, as the best way for the students to appreciate science. Program ComponentsComponents for K–6 are a modular program consisting of 26 modules for the self-contained classroom. The components are teacher’s guides and preparation videos, equipment kits and FOSS science stories as well as Spanish Editions.For grades 6-8 there are nine courses, requiring 9-12 weeks to teach, for students and their teachers in departmental science. The Middle School program includes five interconnected components which are teacher’s guides and equipment kits, lab and resource notebooks for students and CD-ROM courses.FOSS Assessment System and FOSS web.com are components that are incorporated for both K-6 as well as Middle School (6-8) Science. Correlations to StandardsThe FOSS curriculum is a resource for elementary and middle school teachers to use to achieve his or her respective standards.Diversity in FOSSFOSS has incorporated useful techniques for students with disabilities. Using items such as tactical tools such as sorting trays, beakers, and histrogram boards adds the hands on dimension need for all students. NIMAS (National Instructional Materials Accessibility Standard) is used with the FOSS program to produce alternatives to standard print by incorporating files such as braille, large print, digital, and audio books — for students who are blind or have other print disabilities.
4 trends presentation website final
Differentiation4 Trends<br />Team A<br />Asia Adams, D’Anna Case, Aysha Davis,<br />Felicia Fant, Beulah Hines, and <br />Lori Koglmeier<br />MTE532<br />University of Phoenix<br />Nicole Baker<br />
Differentiation<br /> According to the Access Center website:<br />Differentiated instruction, also called differentiation, is a process through which teachers enhance learning by matching student characteristics to instruction and assessment. Differentiated instruction allows all students to access the same classroom curriculum by providing entry points, learning tasks, and outcomes that are tailored to students’ needs. Differentiated instruction is not a single strategy, but rather an approach to instruction that incorporates a variety of strategies. <br />
As archived by the U.S. Department of Education:<br /> Differentiation is a student-centered teaching concept in which<br />the classroom teacher plans for the diverse needs of students.<br />The teacher must consider differences in the students:<br />Learning styles, skill levels, and rates<br />Learning difficulties<br />Language proficiency<br />Background experiences and knowledge<br />Interests<br />Motivation<br />Ability to attend<br />Social and emotional development<br />Various intelligences<br />Levels of abstraction<br />Physical needs<br />
Steps to Differentiation<br /> 1. Choice<br /> - Allows students to have a choice when completing an objective.<br /> - Allowing students to choose their assignments provides a sense of ownership.<br /> 2. Flexible Grouping<br /> - Students work in a variety of groups depending on task<br /> - Allows students to work with diverse groups of peers<br /> - Choose groups according to activity<br /> 3. Centers<br /> - Variety of centers gives students a choice for individual choice<br /> - Student chooses center aligned with learning style<br /> 4. Varying Assessments<br /> - Assessments by learning difficulty and learning style<br />
Trends in Math<br />Choiceboard: An organizer – prepared by teacher containing various activities increasing in difficulty for students to choose and complete<br /> Tic-tac-toe format, choose three<br /> Students can make requirement decisions<br /> Reinforces the goals of the lesson<br /> Activities build on each other <br /> Are of varying difficulty<br /> Good for diverse learners<br />
Trends in Math<br />Compacting is the process of adjusting instruction to account for prior student mastery of learning objectives. Compacting involves a three-step process: <br />1. assess the student to determine his/her level of knowledge on the material to be studied and determine what he/she still needs to master<br /> 2. create plans for what the student needs to know, and excuse the student from studying what he/she already knows<br /> 3. create plans for freed up time to be spent in enriched or accelerated study<br /> A third grade class is learning to identify the parts of fractions. Diagnostics indicate that two students already know the parts of fractions. This excuses these students from completing the identifying activities, and are taught to add and subtract fractions. <br />
Trends in Science<br />FOSS (Full Option Science System) is a research based system that is dedicated to improving learning and teaching of science for grades K-8<br />Created to engage students in the processes of observing objects and events, testing hypothesis, and generate explanations as they explore the natural world. <br />To construct their own inquiries, analyses and investigations<br />Directly correlated to state and core standards<br />Separate modules and courses according to grade level.<br />Teacher materials including guides, videos, and experiment kits<br />Useful techniques for special needs students. Items to promote a hands on dimension.<br />Program produces alternatives to standard print by incorporating files such as Braille, large print, digital, and audio books<br />
Trends in Science<br />Tiered assignments are a way of getting everyone tothe same goal (learning a concept or skill) by using different strategies and methods.<br />Students are taught the same concepts for each lesson.<br />The teacher assesses the students’ current level of information and strengths:<br />Categorize students according their abilities.<br />Assigns activities to each student to demonstrate their grasp of the material.<br />Activities are progressively more difficult based on the students’ abilities.<br />Geared toward each student’s skills.<br />The trend is applicable to science, math, and other subjects.<br />
Instructional Issues<br />Class Size – Hard to implement differentiated instruction in large classrooms. <br />Professional Staff - One teacher cannot differentiate alone.<br />Resources - Requires a variety of materials and resources be available for students with differing learning styles. <br />Administrative Support - Differentiated instruction is quality instruction, but it may look like organized chaos at times. Support depends on progress and grades.<br />Parental Support - Support from parents is an absolute must for differentiated instruction to have an impact. <br />Time Consuming – Grouping students according to level requires assignments, assessments, and instructional material for all levels<br />
Differentiated Lesson Plan – Math and Science<br />Class Title: Science and Math<br />Lesson Title: Landfill (Creating a Trash Pizza)<br />Grade Level: 2nd Grade<br />Objectives:<br />Explain the term landfill and recycle<br />Sort sample contents of a typical landfill<br />Understand that the trash we throw away does not go away<br />Create a pie chart using percentages<br />Materials:<br />Landfill pie chart guide – handout<br />Paper plates, scissors, and glue<br />Assorted representative garbage<br />Class Duration: 1 day<br />
Lesson Plan – Page 2<br />Differentiated Strategies Used:<br />Questioning - Teacher<br />Team Learning – Students<br />Sharing and Cooperation – Students<br />Enlisting help from students – Teacher<br />Visual example of percentages<br />Activities<br />Question students on What is a Landfill and what goes into one.<br />Call on several students until a list is compiled on the board.<br />Have one of the students pass out the Pie Chart guides while another passes out the Paper Plates and still another the red construction paper circles.<br />On a circular table, have containers filled with trash – pieces of newspaper, leaves, grass, pasta, beans, paper clips, rubber bands, toothpicks, small pieces of plastic bags, and clear beads.<br />At their desks, have students glue the round red paper circle to the paper plate.<br />
Lesson Plan – Page 3<br />Now using a ruler and a marker, divide the plate in pieces using the handout as the guide. We now have our pizza with sauce.<br />Next, have the students quietly go around the table and add pieces of trash to his or her pizza filling up section again using the handout guide, ie placing paper in the biggest section of the pie.<br />After the students have completed his or her pie, have the students return to their desks.<br />Assessment – Informal Questioning<br />Ask students which section has the most trash. Ask another the percentage from the handout. <br />Ask students which section has the smallest amount and again ask the percentage.<br />Ask which types of trash live longer in the landfill and why. <br />Ask students ways of disposing trash other than the garbage can.<br />Have students explain why having less trash makes a healthier planet.<br />
References<br />Full option science system. (2011). Retrieved from http://lhsfoss.org/introduction/index.html <br />Hollowell, K. (2011). What are the problems with differentiated instruction?. Retrieved from http://www.ehow.com/about_5066080_problems-differentiated-instruction.html <br />Math-sciencetrends. (n.d.). In Differentiated Instruction and Math and Science Trends . Retrieved September 19, 2011, from http://math-sciencetrends.wikispaces.com/Math-Science+Trends+MAIN<br />Teacherbad (2010, October 25). Differentiated instruction [Video file]. Retrieved from Differentiated Instruction by Teachbad website: http://www.youtube.com/watch?v=c8Mr-QUhZ9A <br />Teachtoons. (2010, October 10). Differentiation theory explanation [Video file]. Retrieved from YouTube website: http://www.youtube.com/watch?v=LO9MovZ77_o <br />Welcome to FOSSweb for FOSS second edition. (2011). Retrieved from http://www.fossweb.com/ <br />
References - 2<br />Walker, M. (2007, February 6). Differentiated Instruction. Retrieved from http://www2.ed.gov/teachers/how/tools/initiative/summerworkshop/walker/index.html<br />What are tiered activities?. (n.d.). Retrieved from http://differentiatedinstructionlessonplans.com/what-are-tiered-activities <br />What Is differentiated instruction?. (2004). Retrieved from http://www.k8accesscenter.org/training_resources/mathdifferentiation.asp <br />Willis, S. (2000). Differentiating instruction: Finding manageable ways to meet individual needs. Retrieved from http://www.ascd.org/publications/curriculum-update/winter2000/Differentiating-Instruction.aspx <br />
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