Manipulatives- Manipulatives can provide more of an hands-on approach to learning. Students are able to use all of their senses to experience the activity. Teachers can provide manipulatives for various levels of learning and modify as needed to meet the needs of students. Tiered Assignments- “Tiered activities enable the teacher to create tasks that target students’ varying levels of readiness and thus allow for the appropriate level of challenge for the learners” (Dahlman, Hoffman, & Brauhn, 2008). Teachers can implement tiered activities at the emergent, grade-level, and advanced levels of readiness and most likely be able to have his or her students be engaged, practice current skills to meet current needs, and possibly extend their skills and knowledge to advance to the next level. “Differentiation instruction allows students to acquire the same concepts and skills but at different levels corresponding to their individual abilities” (Chen & Wailand, 2007).
Flexible Grouping- Allows students to work with each other and learn different skills and abilities from one another. Flexible groups are created based on the students academic needs and abilities to learn. These groups may change depending on how the student progresses and what their needs may be at the start and what they become as they continue to learn. “Flexible grouping focuses on applying flexibility to group and regroup children according to specific learning goals, activities, and needs” (Chen & Wailand, 2007). Learning Environment- Differentiating the learning environment allows teachers to meet the needs of various learners and help them excel in their learning. The adjustments made to the learning environment can meet each level of learning and encourage critical thinking skills at various levels, such as implementing Bloom’s Taxonomy. When providing several different ways to learn, the student feels as if they have control over their learning and are open to participating because their individual learning style and needs are being met.
MTE/533-Curriculum Constructs & Assessment: Science
Professor Sharon Stone
Team B: Kristin Stokien, Jamie Devriese, & Kendra Lewis
TEAM B DIFFERENTIATING PRESENTATION
Define Differentiated Instruction
Trends in differentiating instruction for math and
Do these trends work in both math and science
Instructional issues with using the identified trends
for diverse learners
A lesson plan outline that implements one of the
Conclusion and Resources
WHAT IS IT?
Differentiated Instruction is defined as
“teachers tailoring instruction to meet individual
needs” (Tomlinson, 2013). Every student is
their own individual and are different in their
culture, skill level, language, gender, and ability
to learn. Not one student learns the same. With
that being said, teachers need to accommodate
the needs of each student and provide a variety
of learning strategies, activities, content, and
TRENDS OF DIFFERENTIATED INSTRUCTION
The Use of
Manipulatives work in
both math and science
Rocks, sand, soil
Skeletons and bones
Tiered assignments allow
students to learn the
same objective, but at
different levels of
Flexible grouping could be
used in both math and science
Groups “re-teaches an idea or
skill for struggling learners, or
to extends the thinking or skills
of advanced learners”
Student-led small group,
Every class can be successful
in differentiated instruction by
modifying the learning
Group learning centers
Décor and materials of
various cultures and
Instructional Issues with
Intended for students to move to higher level, reality
is they remain fixed
Teachers not grouping effectively, requires
assessment of strengths and weaknesses
Teacher must be able to select activities that most
students can do without direct teacher support
Have time to provide direct support and additional
Students must be prepared to work in groups
Teachers must have access to various texts at
different levels but still connect conversation
Instructional Issues with Modifying
Teacher must be able to observe the classroom
Teacher must be able to modify the classroom
properly to address issues
Teacher must ask:
Are they consistent?
Are they correct?
Are they being used as intended?
Do they need changing?
Instructional Issues with Manipulatives
Teacher not knowing how to use correctly
Need to be used regularly not as a last resort
Teacher must use demonstrations not just place
them on the desk
Make sure students can understand the concept
and not using them in a rote manner
If not used properly students will not be able to
solve problems at an abstract level
Not to be used as a motivational tool
Can distract from the learning process
Instructional Issues with Tiered
Requires highly qualified teachers
Requires teachers to have time to work with small
Must be able to effectively assess students for fear
of false positives
Arizona Science Standard Concept 1: Structure of earth
PO1. Classify rocks and minerals by the following observable properties: grain, color,
texture, and hardness.
Students will be able to identify three types of rocks.
Students will be able compare and contrast rocks and minerals.
Students will be able to write the steps of the rock cycle.
• Rock cycle worksheet
1. Show students a wide variety of specimens of rocks and minerals.
2. Point out the difference in color, texture, grain, and hardness.
3. Pass out different rocks for each student to study closer.
4. Discuss where rocks are found.
5. Discuss the difference between rocks and minerals.
6. Show students the rock cycle using the SMART board presentation.
7. Show students examples of rocks and ask them to identify if they are metaphoric,
sedimentary, or igneous.
8. Hand out rock cycle worksheet.
9. Have students work in groups of four to complete the worksheet.
In this lesson we will use cooperative learning.
In this lesson we will use rocks as manipulatives.
Students will show their understanding of the rock and mineral cycle by completing the
rock cycle worksheet. The worksheet will be graded for accuracy.
ROCKS AND MINERALS
• Rock and mineral collections
• SMART board presentation to show the rock cycle
Rocks and Minerals
Chen, J. J., & Weiland, L. (2007). Helping young
children learn mathematics: Strategies for meeting
the needs of diverse learners. Exchange
(01648527), (174), 46.
Dahlman, A., Hoffman, P., & Brauhn, S. (2008).
Classroom Strategies and Tools for Differentiating
Instruction in the ESL Classroom. 25, 17. Retrieved
Dickman, G.E. (2006). RTI and Reading: Response to
Intervention in a Nutshell. Retrieved from
Guardino, C.A., Fullerton, E. (2010). Changing
Behaviors by Changing the Classroom
Environment. Teaching Exceptional Children. 42(6).
Tomlinson, C.A. (2013). What Is Differentiated
Instruction?. Retrieved from
Van de Walle, J.A., Karp, K.S., Bay-Williams, J.M.
(2010). Elementary and Middle School
Mathematics: Teaching Developmentally (7th ed.).
Allyn & Bacon: Pearson Education.
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