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Differentiating instruction presentation

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MTE 533 Universtity of Phoenix presentation on Differentiating instruction for mathematics and science.

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Differentiating instruction presentation

  1. 1. Stephen Allen, Jacquee Leininger, Candace Mikkelsen, Tazbah Shortey MTE 533 September 22, 2013 Sylvia Hill Differentiating Instruction
  2. 2. Introduction  Four trends in differentiating instruction for mathematics and science are:  Stations  Tiered lessons  Questions  Alternative assessments
  3. 3. Four Trends  Stations  Different types of work at different spots.  Tiered Lessons  Different levels of work for different levels of learning.
  4. 4. Four Trends  Questions  Students can do the same activities, yet have different questions to answer.  This can be used in math and science (Van de Walle, Karp, & Bay-Williams, 2010; Martin, Sexton, Franklin, Gerlovich, & McElroy, 2009).
  5. 5. Four Trends  Alternative Assessment  Formal Assessment  Project  Portfolio  Used in math and science
  6. 6. Instructional Issues for Diverse Learners  Stations Advantages • Efficient materials management • Specific locations • Lesser supply of materials • Differentiate levels of accomplishment Disadvantages • Multitude of instructions
  7. 7. Instructional Issues for Diverse Learners  Tiered Lessons Advantages • Enables more students to meet standards • Teacher provides various assistance levels • Work material adjusted to skill level Disadvantages • Whole-class instruction difficult
  8. 8. Instructional Issues for Diverse Learners  Questions Advantages • Higher thinking skills • Real-world application • Intellectual inquiry • Advanced questions and answers Disadvantages • Must not be habitually simple- minded • Poor questions may not develop deeper thinking skills
  9. 9. Instructional Issues for Diverse Learners  Alternative Assessments Advantages • Demonstrate achievement better • Accommodate various abilities • Different formats Disadvantages • Validity? • Reliability? • Bias? • Accurate measurement of knowledge?
  10. 10. Lesson Plan Outline-Stations  Title: One-digit Multiplication Stations  Grade Level: 4th grade  State Standard:  CCSS 4.OA.A.1: Interpret a multiplication equation as a comparison. Represent verbal statements of multiplicative as multiplication equations.  Objective: SWBAT multiply two-digit by one-digit factors.
  11. 11. Lesson Plan Outline-Stations  Materials Required:  Station signs 1-4  Multiplication sheets: Basic, one-digit x one-digit, two digits x one-digit, three-digits x one-digit, four- digit x one-digit, five-digit x one-digit  Pencil  Dry erase markers  Counters  Dry erase boards  Timer
  12. 12. Lesson Plan Outline-Stations  Sequence of Lesson:  Four Stations  Station One & Two: Below Level Students  Station Three: On-Level Students  Station Four: Advance Level Students
  13. 13. Conclusion  "Differentiating instruction means that a teacher’s plan includes strategies to support the range of different academic backgrounds frequently found in classrooms that are academically, culturally, and linguistically heterogeneous" (Van de Walle, Karp, & Bay-Williams, 2010, p. 65).  There are many advantages and disadvantages to the four trends: Stations, Tiered Lessons, Questions, and Alternative Assessments but they help with diverse learners in the classroom.
  14. 14. References  Martin, R., Sexton, C., Franklin, T., Gerlovich, J., & McElroy, Dennis. (2009). Teaching science for all children (5th ed.). Boston, MA: Allyn & Bacon. Van de Walle, J., Karp, K., Karp, & Bay-Williams, J. (2010). Elementary and middle school mathematics(7th ed.). Boston, MA: Allyn & Bacon.

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