1. S H A N O N C O L E , J A I M I E L I T T R E L L , M A X G L I C K M A N
M T E 5 3 3
N E I K O G I L G E N
Differentiating Instruction

2. Trend 1: Technology
 Can be used for both math and science
 Technology is a great way to engage students during a lesson.
 Lessons that would normally be tedious, such as math or
science, can be more exciting with the use of virtual field trips
and streaming video ("ehow: Pros and Cons Technology in the
Classroom", n.d.). By streaming video’s students can
sometimes get a different perspective or learn a new way of
understanding a concept.
 Also, it provides instant feedback. This gives students an idea
of what they know and what they need to work on
immediately. Furthermore, this provides the teacher with
more instructional time since she won’t have to assess for
knowledge constantly.

3. Technologies Instructional Issues
 While technology can increase student engagement it does
have its fall backs with diverse learners. Technology is always
changing and it is difficult for most schools to afford the new
equipment, making it not accessible to all students.
 In addition to this, when students are granted time to use
technology in the classroom it can create a distraction. The
use of technology gives students an opportunity to divert there
attention from their assignment with social media.
 Furthermore, some students may have a difficult time using
technology due to physical disabilities or language barriers.
 Also, if an assignment is to be completed at home it could
cause problems because not all families have the technology
available to provide their children in order for them to finish it
at home.

4. Trend 2: Group Work
 Can be used for both math and science.
 Group work can be used to motive students to want
to be more involved in the learning process.
 Students are given the opportunity to practice their
social skills and are given a chance to take control of
their own learning.
 Working in groups provides more opportunity for
practice, offers an increased variety of activities, and
promotes student creativity ("Best Of Bilash:
Improving Second Language Education", 2009).

5. Group Work Instructional Issues
 While group work can be fun and informative it can also
give diverse learners a negative learning experience.
 Due to language barriers or learning disabilities some
students may have a more difficult time communicating
with their team mates, making it uncomfortable for
them.
 Also, some groups may contain a gifted student who
takes on most of the group work, not allowing the rest of
the group to benefit from the learning experience.
 This example can also make some students lazy and
teach them to expect others to do their work for them.
 These types of examples make for an unfair instructional
environment.

6. Trend 3: Learning Centers
 Learning centers are
helpful in the classroom by
dividing the room into:
 Subjects
 Academic Levels
 Themes
 Engage students through
different methods:
 Observation
 Exploration
 Experimentation
 Collaboration
www.thelearningcottage.info

7. Learning Centers: Math and Science
 Math:
 Can use small groups to reinforce concepts taught
 Practice concepts
 Problem solving
 Science:
 Hands-on activities in small groups/ individually
 Experimentation and exploration
 Collaboration with small teams for in depth learning

8. Positives Instructional Issues
 Improves classrooms and
provides time management
 Instructors can give time to
individuals and small
groups to enhance learning
 Students are motivated
with fun short activities for
many learning types
 Students learn
collaboration and
teamwork
 Classrooms can be small
with limited space
 Centers can be expensive
for instructors
 Additional training may be
needed for instructors
 Centers create noise and
movement in the classroom
which can cause disruption
and a lack of focus
Learning Centers

9. Math Science
 Laboratories can be used to
illustrate and facilitate learning
in applied mathematics.
 Hands on instruction and real-
time mathematical modeling
increases information retention
and investment (Fairweather,
2008) .
 Kinesthetic, auditory and visual
aspects of applied laboratory
math facilitates the learning of
scholars with multiple
intelligences.
 Laboratory time in the science
fields has been shown to increase
concept retention and critical
thinking skills.
 Hands on scientific instruction
allows for divergent and
convergent thinking in a field
that is generally thought to be
ridged (Fairweather, 2008).
 Laboratory time models rue
scientific theory, work and
discovery better preparing
scholars with a skill set that is
necessary for success in the
STEM fields.
Trend 4: Hands-On Learning; Laboratories

10. Trend 4: Instructional Issues
 Laboratory procedures and skills are not easily
taught and require a high-level of critical thinking
and meta cognitive thought.
 Labs can be dangerous and require a strict
behavioral management plan.
 In order to facilitate a high level of academic
achievement in a laboratory setting student
investment and prior understanding of the content is
required.

11. STEM Lesson Plan Outline: Learning Centers
Kindergarten Double Digit Addition
 Learning Objective: SWBAT add double digit numbers, without regrouping, using base-ten
blocks and counting by tens and ones.
 Behavioral Objective:
 SWBAT identify the tens and ones place in a double digit number and choose the appropriate base-ten and base-
one blocks to represent the above number.
 SWBAT add base-ten and base-one blocks by counting said blocks by tens and ones, eliminating the need to add
single digit numbers to double digit base-ten numbers.
 SWBAT represent the corresponding result in base-ten and base-one blocks and identify the tens and ones place.
 Learning Centers:
 Base-Ten and Base-One Manipulatives: Representing double digit numbers with Base-Ten and Base-One blocks.
 Scholars will draw circles for each number and circle groups of ten, scholars will then place the corresponding tens block
on the group to represent one group of ten. The remaining numbers will be represented by Base-One blocks. Scholars will
then fill in a chart identifying the tens and ones values.
 Drawing Base-Ten blocks (sticks) and Base-One blocks (squares) to represent a double digit number.
 Scholars will be given a sheet with double digit numbers, the scholars will be required to identify the tens and ones value
for each number and draw the corresponding Tens-Blocks and Ones-Blocks to represent said number.
 Adding double digit numbers with pre-drawn Base-Tens and Base-Ones blocks.
 Scholars will count by tens and ones to add Base-Tens and Base-Ones blocks representing labeled double digit addition
equations.
 Drawing and Adding Base-Ten and Base-One blocks to represent a double digit addition equation.
 Scholars will be given a list of double digit addition equations and they will be required to draw the corresponding Base-
Ten and Base-One blocks and add the numbers by counting by tens and ones.
 Note: each center will be taught independently and will culminate in a mathematics block of
learning centers, prior to the test for review.

12. References:
Best of Bilash: Improving Second Language Education. (2009). Retrieved from
http://www.educ.ualberta.ca/staff/olenka.Bilash/best%20of%20bilash/pairwork.html.
eHow: Pros and Cons Technology in the Classroom. (n.d.). Retrieved from
http://www.ehow.com/about_5384898_pros-cons-technology-classroom.html.
Fairweather, J. (2008) . Linking Evidence and Promising Practices in Science, Technology, Engineering, and
Mathematics (STEM) Undergraduate Education. The National Academies National Research Council Board of Scientific
Education. Retrieved from
https://www.nsf.gov/attachments/117803/public/Xc--Linking_Evidence--Fairweather.pdf
Rongione, D. (2014). The Disadvantages of Learning Centers. Retrieved from
http://everydaylife.globalpost.com/disadvantages-learning-centers-17974.html