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  1. 1. Trends in Differentiation in Math and Science Team B; Michelle Albarado, Stephany Winkler, Khe Nguyen, and Tee Smith MTE 532 Nicole Baker March 7, 2013
  2. 2. IntroductionDifferentiation is the process by which teachersmodify instruction to meet individual student needs.This can happen through content, process, learningenvironment, or products used in teaching. Usingchoice boards, interest centers, tiered instruction andflexible grouping can help teachers reach students ofall levels. These methods help ease the difficultieshad by diverse learners. Implementing these optionsinto lesson plans will offer choices to students in howthey learn.
  3. 3. Four Trends in Differentiation Choice board Interest CentersA chart, folder, or tic-tac-toe is Center activities that areused to allow students to make geared toward studenttheir own decisions about their interests.lesson assignmentrequirements. The teacher would assess toThe folder or chart is created see what the main fewby the teacher with the goals interests of the class are. Theof the lesson in mind. The teacher would then create avariety of assignment options variety of assignments that areall reinforce the lesson based on the interest butobjectives. reinforce the lesson goals.
  4. 4. Four Trends in Differentiation Tiered Instruction Flexible GroupingA type of instruction that isgeared towards one goal or Students can be grouped in astandard for a lesson but variety of ways either by abilityutilizes a variety of strategies level, interests, or reach that same goal for allability levels within the one Students either have a choiceclass. about the assignment or it isStudents will be grouped and chosen by the teacher and theywill work on the assignment work together as a group tochosen by the teacher that will accomplish the task.reinforce the lesson objective.
  5. 5. Trend Use in Math and Science; Can it be used for both? Choice BoardMath – 1. On a separate sheet of Interest Centerspaper solve these five Science – 1. (Drawing Center) createchallenging problems. a drawing that represents the earths 2. Create a math poem or song water cycle ( use words and phrases to describe drawing)explaining the math lesson we 2. (Writing center) write a five to tenlearned today. sentence paragraph about your3. develop a game that uses the favorite kind of weather.skills we learned today for 3. (Invention center) Create anproblem solving. experiment that represents the water cycle4. Write three words problems 4. (Technology center) Use powerabout todays lesson and then point or other program to create ahave another students diagram or other visual explaining the water cycle.solve, check their answers.
  6. 6. Trend Use Continued….. Tiered Instruction Flexible GroupingMath – multiple worksheets Science- after the teacher has taughtreviewing objectives from the lesson on the life cycle of plants students must group together as thetodays lesson on fractions are teacher requests (ex. Whoever isset up in folders students are wearing tennis shoes, wearing green, has curly hair, had cereal forgrouped according to colored breakfast)folders (by the teachers Students must then work as a groupassessment of student needs) to complete assignments given by teacher like “create a poster usingStudents work in small groups drawings and wording from notesor pairs to complete to display what we learned today about the life cycle of a plant. Eachassignments group has a different plant to display.
  7. 7. Instructional Issues for Diverse LearnersTime: Differentiated instruction takes morework, creativity and dedication than a traditional lessonplan.Class size: It can be difficult for one teacher to implementdifferentiated instruction on their own with a class of 25-30 students all at varied levels.Finance/ Resources: Some teachers like the idea ofdifferentiated instruction but do not realize how much oftheir own money and resources will have to go towardsmaking it successful.Support: Not every school has administration or parentalsupport that agrees with differentiated instruction. Someparents and even administrators may be sticklers abouttraditional lesson planning and classroom structure.
  8. 8. Math Lesson Plan Outline Using Centers and Tiered Groups Kindergarten Lesson – What Time is it? Required time – 10 day rotations VA SOL k.9 – The student will tell time to the hour using analog and digital clocks Objectives- Students will: identify different types of clocks as instruments to measure time tell time to the hour on an analog clock and a digital clock
  9. 9. Lesson Plan OutlinePre-Assessment Data for tiered groups – Givestudents a clock worksheet. They will look at thedigital time and make the clock say the analog time. Circle group - Square group - Triangle group– Day 1 Introduction – Read a book about time such as The Grouchy Ladybug, or What Time is it Mr. Crocodile
  10. 10. Lesson Plan OutlineUnit Introduction using Mega Math computer gamesfor – students will rotate throughgames Calendar Questions (morning, afternoon, night) Time to the Hour Time to the Half Hour (extension) Calendar Questions (days of the week, months) Extension – SOL 1.8 – students will tell time to the half hour using analog and digital clocks
  11. 11. Lesson Plan OutlineINDIVIDUAL / SMALL GROUPS ACTIVITY TIME TIME:40-50 MINUTES Daily Exploration Engineering Learning centers Crafts Cooperative Learning Games Writing Reading Manipulatives Paper/pencil work Experiments
  12. 12. Lesson Plan OutlineDay 2-4 –Rotate each day for groups based on needSmartboard Lesson – manipulating a clockPaper/pencil activity (students will look at the analogtime and write the digital time in the given space)Megamath (computer game based on student needfor reteaching or acceleration)Make analog clock by cutting out clock and hands andadding hands using brad fasteners
  13. 13. Lesson Plan OutlineDay 5-7 – Can you make the time….? Students work collaboratively using Judy Clocks. They will ask their partner, “Can you make the time 7:00?” The partner will then manipulate her clock to that time (extension) Students who can will make the time to the half-hour MegaMath computer games based on need Make a digital clock using scissors with pre-printed clock and numbers that slide through to show different times
  14. 14. Lesson Plan OutlineDay 8-10 Question answer game in small groups. Students use clocks made previously. One student puts a particular time on his clock and will ask the other, “What time is it?” The partner must answer with “It is __ o’clock.” (Extension- students will write the time in both analog and digital clocks.) Play matching game with cards that provide digital and analog displays.
  15. 15. Lesson Plan OutlineClosing- Assessment- Give same pre-assessment paper to show mastery of standard Additional ideas – Create time memory cards showing times as on both digital and analog clocks. Mix the cards and place them face down. Have a child turn over two cards. If the cards match, the student keeps them. If they do not match, the student turns the cards back over. Continue until all matches have been found.
  16. 16. Lesson Plan OutlineHave the students create a book reflecting five importanthours in their day. Have them illustrate and label eachevent. Allow them to use a clock stamp to make clocksthat reflect the times that are mentioned on the pages oftheir book. This activity is to be done over several days.Have students practice writing times into completestatements to create memory of content specific structureand vocabulary. This can be done first through interactivewriting and then in mini-books and time learning logs ormath journals.
  17. 17. ConclusionWe have heard of some differentiation techniquesand we have seen some implemented in a mathlesson plan. The real proof of difference in learningwill come in the form of assessments. If teachersdifferentiate appropriately, there should be obviousgains from the diverse learners in the class. In today’sclassroom, all students require some form ofdifferentiated or leveled learning, whether they arespecial needs or require extension/acceleration.