This document discusses strategies for differentiated instruction including tiered instruction, flexible grouping, ability grouping, and the use of technology. It provides details on each strategy and potential instructional issues to consider. An example lesson plan for 4th grade science on food webs is also included, demonstrating how technology can be used to differentiate instruction. The conclusion emphasizes that no two students learn the same and differentiated instruction is needed to honor individual differences.
Differentiating Instruction mte 533 Team d finaltiffnelson
This document discusses four trends for differentiating instruction in math and science: flexible grouping, learning centers, inquiry-based instruction, and technology. Flexible grouping involves temporarily grouping students based on their needs for a lesson. Learning centers provide hands-on learning materials for students. Inquiry-based instruction engages students through observation and investigation. Technology enhances learning through interactive activities, simulations, and online resources. These differentiation strategies are beneficial for meeting the needs of diverse learners in math and science.
Action research for Strategic Intervention MaterialsKristine Barredo
This document discusses a study that evaluated the effectiveness of using strategic intervention materials to improve 4th grade students' academic performance in science. It found that students who were taught using the strategic materials performed better on pre- and post-tests compared to students taught using traditional methods. The study developed science intervention materials aimed at reteaching least mastered concepts and skills. It assessed 330 4th grade students, with some sections taught traditionally and others using the new materials. Students using the materials showed greater gains in science performance compared to those taught traditionally.
The document discusses trends in differentiated instruction including choice boards, compacting, tiered assignments, and FOSS science. It provides examples of each trend and how teachers can implement them. The document also includes a sample differentiated lesson plan combining math and science that uses trash as a visual example to teach students about landfills and recycling. The lesson incorporates grouping students, hands-on activities, and informal assessment. In closing, the document lists references used to research differentiated instruction strategies and trends.
(1) The study examined the impact of concept mapping and multiple exposures on fifth grade students' science vocabulary achievement compared to traditional instruction. (2) The treatment group used semantic mapping and multiple exposures while the comparison group used traditional definition-based instruction. (3) Results showed the treatment group had significantly higher gains from pre-to-posttest and higher knowledge ratings, indicating concept mapping and multiple exposures were more effective for learning vocabulary.
Differentiated Instruction: Teachers’ Perceived Challenges in Hong Kong Secon...C&I
This study explored teachers' perceptions of differentiated instruction in two Hong Kong secondary schools. The researchers conducted a survey and focus group interviews with teachers. Key findings were that teachers faced challenges with differentiated instruction including: (1) catering to the large diversity in student abilities, (2) concerns about fairness in providing individualized support, and (3) lack of time for planning differentiated lessons and materials. The researchers concluded that providing teachers with professional development and support from school leadership would help address these challenges in implementing differentiated instruction.
Effects of teacher preparation on students academic achievements in ss2 biolo...Alexander Decker
1) The document examines the effects of different teacher preparation pathways on student academic achievement in biology practicals. It finds that student achievement is highest when taught by teachers with graduate degrees like MSc Ed or BSc Ed, and lowest when taught by teachers with NCE qualifications from colleges of education.
2) Statistical analysis of test scores show significant differences in student learning based on their teacher's preparation pathway. Students taught by more highly qualified university-trained teachers performed best, while those taught by teachers with only NCE qualifications performed worst.
3) It is concluded that teacher preparation pathway strongly influences student academic performance, with university pathways leading to higher achieving teachers than college of education pathways.
COMPETENCY- BASED SCIENCE NAT - VI INTERVENTION PROGRAM: ACTION RESEARCHDeped Tagum City
This document outlines a study on a science competency-based intervention program for 6th grade students at Union Elementary School. It includes an introduction discussing the background and problem statement, as well as the objectives, scope, definitions, methodology, results and discussion, conclusion, and recommendations. The study aimed to investigate the effects of the intervention program on students' science test performance. Research showed that students achieved and exceeded the 75% baseline required by the Department of Education on test scores after the program. The intervention program was found to be effective regardless of students' age or gender.
This document outlines an action research project that investigates effective strategies for teaching English language learners to make inferences. The project was conducted by Nicole Ashley Shankula, a teacher at San Diego Christian College, and examines how to help ELL students develop the important critical thinking skill of making inferences. Through a review of literature and data collection in her own classroom, Shankula explores strategies such as activating background knowledge, using graphic organizers, modeling metacognition, and aural work to help ELL students overcome language barriers and comprehend implied meanings in text.
Differentiating Instruction mte 533 Team d finaltiffnelson
This document discusses four trends for differentiating instruction in math and science: flexible grouping, learning centers, inquiry-based instruction, and technology. Flexible grouping involves temporarily grouping students based on their needs for a lesson. Learning centers provide hands-on learning materials for students. Inquiry-based instruction engages students through observation and investigation. Technology enhances learning through interactive activities, simulations, and online resources. These differentiation strategies are beneficial for meeting the needs of diverse learners in math and science.
Action research for Strategic Intervention MaterialsKristine Barredo
This document discusses a study that evaluated the effectiveness of using strategic intervention materials to improve 4th grade students' academic performance in science. It found that students who were taught using the strategic materials performed better on pre- and post-tests compared to students taught using traditional methods. The study developed science intervention materials aimed at reteaching least mastered concepts and skills. It assessed 330 4th grade students, with some sections taught traditionally and others using the new materials. Students using the materials showed greater gains in science performance compared to those taught traditionally.
The document discusses trends in differentiated instruction including choice boards, compacting, tiered assignments, and FOSS science. It provides examples of each trend and how teachers can implement them. The document also includes a sample differentiated lesson plan combining math and science that uses trash as a visual example to teach students about landfills and recycling. The lesson incorporates grouping students, hands-on activities, and informal assessment. In closing, the document lists references used to research differentiated instruction strategies and trends.
(1) The study examined the impact of concept mapping and multiple exposures on fifth grade students' science vocabulary achievement compared to traditional instruction. (2) The treatment group used semantic mapping and multiple exposures while the comparison group used traditional definition-based instruction. (3) Results showed the treatment group had significantly higher gains from pre-to-posttest and higher knowledge ratings, indicating concept mapping and multiple exposures were more effective for learning vocabulary.
Differentiated Instruction: Teachers’ Perceived Challenges in Hong Kong Secon...C&I
This study explored teachers' perceptions of differentiated instruction in two Hong Kong secondary schools. The researchers conducted a survey and focus group interviews with teachers. Key findings were that teachers faced challenges with differentiated instruction including: (1) catering to the large diversity in student abilities, (2) concerns about fairness in providing individualized support, and (3) lack of time for planning differentiated lessons and materials. The researchers concluded that providing teachers with professional development and support from school leadership would help address these challenges in implementing differentiated instruction.
Effects of teacher preparation on students academic achievements in ss2 biolo...Alexander Decker
1) The document examines the effects of different teacher preparation pathways on student academic achievement in biology practicals. It finds that student achievement is highest when taught by teachers with graduate degrees like MSc Ed or BSc Ed, and lowest when taught by teachers with NCE qualifications from colleges of education.
2) Statistical analysis of test scores show significant differences in student learning based on their teacher's preparation pathway. Students taught by more highly qualified university-trained teachers performed best, while those taught by teachers with only NCE qualifications performed worst.
3) It is concluded that teacher preparation pathway strongly influences student academic performance, with university pathways leading to higher achieving teachers than college of education pathways.
COMPETENCY- BASED SCIENCE NAT - VI INTERVENTION PROGRAM: ACTION RESEARCHDeped Tagum City
This document outlines a study on a science competency-based intervention program for 6th grade students at Union Elementary School. It includes an introduction discussing the background and problem statement, as well as the objectives, scope, definitions, methodology, results and discussion, conclusion, and recommendations. The study aimed to investigate the effects of the intervention program on students' science test performance. Research showed that students achieved and exceeded the 75% baseline required by the Department of Education on test scores after the program. The intervention program was found to be effective regardless of students' age or gender.
This document outlines an action research project that investigates effective strategies for teaching English language learners to make inferences. The project was conducted by Nicole Ashley Shankula, a teacher at San Diego Christian College, and examines how to help ELL students develop the important critical thinking skill of making inferences. Through a review of literature and data collection in her own classroom, Shankula explores strategies such as activating background knowledge, using graphic organizers, modeling metacognition, and aural work to help ELL students overcome language barriers and comprehend implied meanings in text.
Effects of Inquiry-Based Learning Strategies on Chemistry Students’ Conceptio...AJHSSR Journal
The study identified Senior Secondary School II (SS2) students’ misconceptions and determined
the effect of inquiry-based learning strategies: Investigate Discuss (ID), Predict-Discuss-Investigate-Discuss
(PDID) and Teacher Demonstration (TD) on students’ conceptual knowledge at macroscopic, microscopic and
symbolic levels in chemical kinetics and equilibrium. The pre-test post-test quasi experimental control group
design as adopted. 359 SS2 chemistry students were randomly sampled from nine public schools in Lagos
States, Nigeria. The validated Conceptual Knowledge Test (CKT) was easy test, structured to reflect the three
levels of conceptual knowledge was the major instrument for the study. There were operational guides for the
learning strategies which comprised eight practical activities that had same contents but different procedural
steps in their implementations. The mean, simple percentage and bar chat were used in analysing students
responses to pre-test and post-test of CKT. The study identified the students’ misconceptions in chemical
kinetics and equilibrium. The results indicated that the ID followed by the PDID was more effective in
promoting conceptual knowledge of microscopic and symbolic levels in chemical kinetics and equilibrium. The
ID and PDID learning strategies are recommended for chemistry teaching to improve students’ achievement in
conceptual knowledge at microscopic and symbolic levels of content representations in chemistry
The document summarizes an action research paper that examined the effectiveness of intensified grammar review in developing the writing skills of selected learners in Tañong Integrated School. Questionnaires were used to check learners' progress before and after several sessions of daily grammar review conducted by educators. The results showed a significant improvement in learners' grammar knowledge and writing outcomes after the intensified grammar review. It was concluded that intensifying grammar instruction through regular review is an effective way to help learners develop their writing and comprehension skills.
This study examined students' expectations of their tertiary-level teachers in Trinidad and Tobago. The study found that students expect teachers to be competent in both pedagogical and discipline areas. Specifically, students expect teachers to recognize different learning styles, effectively teach concepts, conduct fair assessments, and model good teaching practices. Additionally, students reported the most important teacher characteristics as being professionalism, dedication to teaching, and caring. The study concludes that understanding student expectations is important for establishing effective professor-student relationships that promote student success.
This study compared the effectiveness of a guided inquiry-based professional development program versus a traditional teacher-directed approach in improving Saudi students' understanding of density. 107 sixth-grade students were randomly assigned to classes with teachers who received either guided inquiry training or no additional training. Students in guided inquiry classes showed significantly greater gains in conceptual understanding and explanation of density concepts compared to the teacher-directed group.
This is a North Central University course (EL 7002-8), Introduction to E-Learning . It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
1) The document reports on a case study that investigated high school students' use of vocabulary learning strategies (VLSs) and their perceptions of English vocabulary acquisition.
2) The study found that students were moderate users of VLSs, with asking teachers for translations and written/spoken repetition being the most common strategies. Interacting with native speakers and using labels/keyword methods were least used.
3) Students had positive perceptions of vocabulary learning and saw it as helpful for different English skills.
4) A positive correlation was found between students' use of VLSs and their perceptions of vocabulary acquisition.
This document outlines a tiered model of academic intervention. Tier 1 involves standards-based classroom learning for all students. Tier 2 provides targeted instruction and interventions for some students in addition to Tier 1. Tier 3 includes specially designed learning with accommodations and modifications for a small number of students through IEPs or other plans. The tiers increase in intensity of intervention and decrease in number of students involved from Tier 1 to Tier 3.
IMPROVING PUPIL'S MASTERY LEVEL IN SCIENCE THROUGH...Criztie Blanco
Cristeta B. Blanco proposes conducting an action research study to improve 4th grade students' mastery of science at Tomas Morato Elementary School in Quezon City, Philippines. Science is one of the lowest achieving subjects and is taught in English, which poses difficulties. Blanco aims to use Strategic Intervention Materials (SIM) and other audiovisual aids during intensive remedial instruction from August to March. The study would assess students' mastery before and after the intervention using SIM pre- and post-tests. If successful, the study could benefit students, teachers, parents, administrators, curriculum planners and future researchers.
Response to Intervention (RTI) is a multitiered approach to providing high-quality instruction and interventions that are matched to student needs. It begins with screening all students to identify those struggling, who receive interventions with increasing intensity across tiers to accelerate learning. Student progress is closely monitored to determine the effectiveness of instruction and need for further support. RTI provides a well-integrated system of instruction and intervention informed by student outcome data.
This document discusses a study that examined the effects of an Experiential Cooperative Concept Mapping (ECCM) instructional approach on secondary school students' motivation to learn physics in Nyeri County, Kenya. The study used a quasi-experimental research design involving 513 students from 12 schools. Students in the experimental groups were taught using ECCM, while the control groups used Regular Teaching Methods. Results from pre- and post-tests using a Student Motivation Questionnaire found that students taught with ECCM had significantly higher motivation to learn physics compared to those taught with regular methods. The researchers recommend using ECCM to address low student motivation in physics.
Teaching of Ratio, Rate and Differentiated InstructionJimmy Keng
This document provides information on differentiated instruction for mathematics incorporating ratios, whole numbers, and fractions. It discusses Singapore's approach to math education in the 1970s which focused on differentiated instruction based on learning theories. It also outlines models of differentiation including differentiating by content, process, product, student level, and class level. Examples are provided on teaching ratios and rates incorporating multiplication and division.
Bruce McNalty is an Australian biology teacher currently working at St Joseph's Institution International in Singapore. He has over 15 years of teaching experience in international schools in Singapore, China, and Australia. He teaches a variety of science subjects from junior high to IB diploma level and has held positions including Head of Welfare and Head of Curriculum Development. McNalty is committed to hands-on, inquiry-based learning and using technology to enhance student engagement.
DESIGN HEARING ON DIFFERENTIATED INSTRUCTION CHAPTER 1WENDELL TARAYA
This study aims to assess the effectiveness of differentiated instruction compared to conventional teaching in improving student achievement in an 8th grade Araling Panlipunan class with diverse learners. The study will divide students into an experimental group receiving differentiated instruction based on their multiple intelligences, and a control group receiving conventional whole-class instruction. Both groups will take a pre-test and post-test to measure the impact of each teaching method on student learning. The study hopes to determine the best approach to enhance instructional planning and address the different needs of students.
Self paced instruction and mathematics achievementAlexander Decker
This document describes a study that investigated the effects of self-paced instruction versus traditional lecture-based instruction on mathematics achievement. The study used an experimental and control group design with 75 undergraduate students in College Algebra. The experimental group used a self-paced instructional module while the control group received traditional lectures, both focused on exponents and radicals. Both groups took a pretest and posttest, and results were analyzed using t-tests to determine differences in scores within and between groups. The findings demonstrated the effectiveness of the self-paced instructional approach.
Implementing assessment of inquiry skills in science educationSails-project
Poster: Implemening assessment of inquiry skills in science education. Perspectives from Denmark by Morten Rask Petersen. Laboratory for Coherent Education and Learning, University of Southern Denmark
In the context of the SAILS project
http://www.sails-project.eu/
DESIGN HEARING ON DIFFERENTIATED INSTRUCTION CHAPTER 2WENDELL TARAYA
This document summarizes several studies on differentiated instruction. It finds that differentiated instruction improves student performance when implemented systematically. Teachers perceive it as effective but also time-consuming. Studies show differentiated instruction based on learning styles and using various strategies like flexible grouping and tiered lessons leads to higher academic achievement, especially in subjects like mathematics, science, and social studies. While teachers understand differentiated instruction, they need more training and resources to implement it effectively. Overall, the literature establishes that differentiated instruction promotes equity and quality in education when used appropriately in mixed-ability classrooms.
AIM Control Group provides cargo tallying and marine survey services during loading and unloading of shipments. They verify accurate cargo quantities for clients through on-site counting of goods and providing documentation like tally sheets and reports. AIM surveyors also supervise loading and unloading operations to help prevent damage or loss of cargo.
SURROGACY LEADS TO GESTATIONAL SURROGACYSurrogacy leadsRanbeer Singh
Gestational surrogacy involves fertilizing a woman's eggs with the intended father's sperm and implanting the embryo into a surrogate mother who carries the pregnancy but is not genetically related to the child. The document discusses that gestational surrogates have no genetic relationship to the child and are simply carrying the pregnancy, while the intended mother who donated her eggs is considered the biological mother. It also notes that surrogacy laws vary by country and the clinic has a legal team familiar with surrogacy laws in India and other countries to help intended parents navigate the process.
Mitochondria are cytoplasmic organelles found in eukaryotic cells that generate most of the cell's supply of adenosine triphosphate (ATP), used as a source of chemical energy. They contain a double membrane, with the inner membrane folded into cristae that contain enzymes involved in oxidative phosphorylation. Mitochondria also contain their own circular DNA and ribosomes. They are believed to have originated from symbiotic bacteria and play a key role in cellular respiration by harnessing energy from the oxidation of carbohydrates and fats to produce ATP.
Effects of Inquiry-Based Learning Strategies on Chemistry Students’ Conceptio...AJHSSR Journal
The study identified Senior Secondary School II (SS2) students’ misconceptions and determined
the effect of inquiry-based learning strategies: Investigate Discuss (ID), Predict-Discuss-Investigate-Discuss
(PDID) and Teacher Demonstration (TD) on students’ conceptual knowledge at macroscopic, microscopic and
symbolic levels in chemical kinetics and equilibrium. The pre-test post-test quasi experimental control group
design as adopted. 359 SS2 chemistry students were randomly sampled from nine public schools in Lagos
States, Nigeria. The validated Conceptual Knowledge Test (CKT) was easy test, structured to reflect the three
levels of conceptual knowledge was the major instrument for the study. There were operational guides for the
learning strategies which comprised eight practical activities that had same contents but different procedural
steps in their implementations. The mean, simple percentage and bar chat were used in analysing students
responses to pre-test and post-test of CKT. The study identified the students’ misconceptions in chemical
kinetics and equilibrium. The results indicated that the ID followed by the PDID was more effective in
promoting conceptual knowledge of microscopic and symbolic levels in chemical kinetics and equilibrium. The
ID and PDID learning strategies are recommended for chemistry teaching to improve students’ achievement in
conceptual knowledge at microscopic and symbolic levels of content representations in chemistry
The document summarizes an action research paper that examined the effectiveness of intensified grammar review in developing the writing skills of selected learners in Tañong Integrated School. Questionnaires were used to check learners' progress before and after several sessions of daily grammar review conducted by educators. The results showed a significant improvement in learners' grammar knowledge and writing outcomes after the intensified grammar review. It was concluded that intensifying grammar instruction through regular review is an effective way to help learners develop their writing and comprehension skills.
This study examined students' expectations of their tertiary-level teachers in Trinidad and Tobago. The study found that students expect teachers to be competent in both pedagogical and discipline areas. Specifically, students expect teachers to recognize different learning styles, effectively teach concepts, conduct fair assessments, and model good teaching practices. Additionally, students reported the most important teacher characteristics as being professionalism, dedication to teaching, and caring. The study concludes that understanding student expectations is important for establishing effective professor-student relationships that promote student success.
This study compared the effectiveness of a guided inquiry-based professional development program versus a traditional teacher-directed approach in improving Saudi students' understanding of density. 107 sixth-grade students were randomly assigned to classes with teachers who received either guided inquiry training or no additional training. Students in guided inquiry classes showed significantly greater gains in conceptual understanding and explanation of density concepts compared to the teacher-directed group.
This is a North Central University course (EL 7002-8), Introduction to E-Learning . It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
1) The document reports on a case study that investigated high school students' use of vocabulary learning strategies (VLSs) and their perceptions of English vocabulary acquisition.
2) The study found that students were moderate users of VLSs, with asking teachers for translations and written/spoken repetition being the most common strategies. Interacting with native speakers and using labels/keyword methods were least used.
3) Students had positive perceptions of vocabulary learning and saw it as helpful for different English skills.
4) A positive correlation was found between students' use of VLSs and their perceptions of vocabulary acquisition.
This document outlines a tiered model of academic intervention. Tier 1 involves standards-based classroom learning for all students. Tier 2 provides targeted instruction and interventions for some students in addition to Tier 1. Tier 3 includes specially designed learning with accommodations and modifications for a small number of students through IEPs or other plans. The tiers increase in intensity of intervention and decrease in number of students involved from Tier 1 to Tier 3.
IMPROVING PUPIL'S MASTERY LEVEL IN SCIENCE THROUGH...Criztie Blanco
Cristeta B. Blanco proposes conducting an action research study to improve 4th grade students' mastery of science at Tomas Morato Elementary School in Quezon City, Philippines. Science is one of the lowest achieving subjects and is taught in English, which poses difficulties. Blanco aims to use Strategic Intervention Materials (SIM) and other audiovisual aids during intensive remedial instruction from August to March. The study would assess students' mastery before and after the intervention using SIM pre- and post-tests. If successful, the study could benefit students, teachers, parents, administrators, curriculum planners and future researchers.
Response to Intervention (RTI) is a multitiered approach to providing high-quality instruction and interventions that are matched to student needs. It begins with screening all students to identify those struggling, who receive interventions with increasing intensity across tiers to accelerate learning. Student progress is closely monitored to determine the effectiveness of instruction and need for further support. RTI provides a well-integrated system of instruction and intervention informed by student outcome data.
This document discusses a study that examined the effects of an Experiential Cooperative Concept Mapping (ECCM) instructional approach on secondary school students' motivation to learn physics in Nyeri County, Kenya. The study used a quasi-experimental research design involving 513 students from 12 schools. Students in the experimental groups were taught using ECCM, while the control groups used Regular Teaching Methods. Results from pre- and post-tests using a Student Motivation Questionnaire found that students taught with ECCM had significantly higher motivation to learn physics compared to those taught with regular methods. The researchers recommend using ECCM to address low student motivation in physics.
Teaching of Ratio, Rate and Differentiated InstructionJimmy Keng
This document provides information on differentiated instruction for mathematics incorporating ratios, whole numbers, and fractions. It discusses Singapore's approach to math education in the 1970s which focused on differentiated instruction based on learning theories. It also outlines models of differentiation including differentiating by content, process, product, student level, and class level. Examples are provided on teaching ratios and rates incorporating multiplication and division.
Bruce McNalty is an Australian biology teacher currently working at St Joseph's Institution International in Singapore. He has over 15 years of teaching experience in international schools in Singapore, China, and Australia. He teaches a variety of science subjects from junior high to IB diploma level and has held positions including Head of Welfare and Head of Curriculum Development. McNalty is committed to hands-on, inquiry-based learning and using technology to enhance student engagement.
DESIGN HEARING ON DIFFERENTIATED INSTRUCTION CHAPTER 1WENDELL TARAYA
This study aims to assess the effectiveness of differentiated instruction compared to conventional teaching in improving student achievement in an 8th grade Araling Panlipunan class with diverse learners. The study will divide students into an experimental group receiving differentiated instruction based on their multiple intelligences, and a control group receiving conventional whole-class instruction. Both groups will take a pre-test and post-test to measure the impact of each teaching method on student learning. The study hopes to determine the best approach to enhance instructional planning and address the different needs of students.
Self paced instruction and mathematics achievementAlexander Decker
This document describes a study that investigated the effects of self-paced instruction versus traditional lecture-based instruction on mathematics achievement. The study used an experimental and control group design with 75 undergraduate students in College Algebra. The experimental group used a self-paced instructional module while the control group received traditional lectures, both focused on exponents and radicals. Both groups took a pretest and posttest, and results were analyzed using t-tests to determine differences in scores within and between groups. The findings demonstrated the effectiveness of the self-paced instructional approach.
Implementing assessment of inquiry skills in science educationSails-project
Poster: Implemening assessment of inquiry skills in science education. Perspectives from Denmark by Morten Rask Petersen. Laboratory for Coherent Education and Learning, University of Southern Denmark
In the context of the SAILS project
http://www.sails-project.eu/
DESIGN HEARING ON DIFFERENTIATED INSTRUCTION CHAPTER 2WENDELL TARAYA
This document summarizes several studies on differentiated instruction. It finds that differentiated instruction improves student performance when implemented systematically. Teachers perceive it as effective but also time-consuming. Studies show differentiated instruction based on learning styles and using various strategies like flexible grouping and tiered lessons leads to higher academic achievement, especially in subjects like mathematics, science, and social studies. While teachers understand differentiated instruction, they need more training and resources to implement it effectively. Overall, the literature establishes that differentiated instruction promotes equity and quality in education when used appropriately in mixed-ability classrooms.
AIM Control Group provides cargo tallying and marine survey services during loading and unloading of shipments. They verify accurate cargo quantities for clients through on-site counting of goods and providing documentation like tally sheets and reports. AIM surveyors also supervise loading and unloading operations to help prevent damage or loss of cargo.
SURROGACY LEADS TO GESTATIONAL SURROGACYSurrogacy leadsRanbeer Singh
Gestational surrogacy involves fertilizing a woman's eggs with the intended father's sperm and implanting the embryo into a surrogate mother who carries the pregnancy but is not genetically related to the child. The document discusses that gestational surrogates have no genetic relationship to the child and are simply carrying the pregnancy, while the intended mother who donated her eggs is considered the biological mother. It also notes that surrogacy laws vary by country and the clinic has a legal team familiar with surrogacy laws in India and other countries to help intended parents navigate the process.
Mitochondria are cytoplasmic organelles found in eukaryotic cells that generate most of the cell's supply of adenosine triphosphate (ATP), used as a source of chemical energy. They contain a double membrane, with the inner membrane folded into cristae that contain enzymes involved in oxidative phosphorylation. Mitochondria also contain their own circular DNA and ribosomes. They are believed to have originated from symbiotic bacteria and play a key role in cellular respiration by harnessing energy from the oxidation of carbohydrates and fats to produce ATP.
The purpose of this assignment was for me to research my top company that I am interested in working for. because this is a huge network, I had to pull information from both the local station as well as the corporate headquarters where hiring is done through.
This document provides tips to avoid common mistakes in web copywriting. It breaks down elements to focus on, including the about us, headline, opening paragraph, body copy, language, and end. For each element, it offers 3 tips or considerations. For example, for the headline it suggests the headline should offer a reward, convey a unique benefit, and be surprising, intriguing or compelling. Overall, the document aims to help identify pitfalls and provide guidance on crafting compelling web copy.
The Irish Government has removed provisions around surrogacy from its family law reform, including proposed bans on sperm and egg donation. This comes after the Supreme Court heard an appeal by the government against recognizing the genetic mother of twins born to a surrogate as the legal parent, with a decision expected next month. A government commission previously found there is no legislation governing surrogacy in Ireland currently, where the birth mother is considered the child's legal parent.
Mitochondria are cytoplasmic organelles found in eukaryotic cells that generate most of the cell's supply of adenosine triphosphate (ATP), used as a source of chemical energy. They contain a double membrane, with the inner membrane folded into cristae that contain enzymes involved in oxidative phosphorylation. Mitochondria also contain their own circular DNA and ribosomes. They are thought to have originated from symbiotic bacteria and play a key role in cellular respiration by harnessing energy from the oxidation of pyruvate and fatty acids to produce ATP.
This document discusses the evaluation of a production line and media product. It describes some techniques that were used, such as eye line match, graphic match, match on action, over the shoulder shots, and shot-reverse-shot. It also notes some issues with lighting, resources, changes in scenery and cars between filming days due to weather. Jump cuts, low angle shots, and POV shots were among the techniques used in the final product. The document concludes that editing skills improved between the preliminary task and final product.
SVC Ventures is a name to reckon with in real estate business for its excellence of over three decades in the construction projects in Hyderabad. We are turning the dreams into reality through our real estate development projects with a commitment to innovative designs and construction themes. SVC Ventures expertise is in building the state of the art residential communities, commercial and luxury projects, gated communities, clubhouses, luxury apartments, model flats and integrated townships.
This document discusses three social media platforms: Facebook, which allows sharing of photos, videos, and other media; Instagram, a mobile app and website for sharing photos and 15-second videos; and Imgur, a site for sharing images and gifs where people can vote content up or down to arrange the feed.
The document discusses challenges medical specialists face in managing their finances and achieving financial independence. It notes that while medical specialists have high cash flows, their practices are typically solely reliant on their own labor and do not build independent equity or wealth over time. Further, most specialists are too time-poor and lack financial expertise to properly manage their money. The document proposes that medical specialists would benefit from hiring a personal Chief Financial Officer to help transform their cash flows into productive wealth through comprehensive financial planning and management, and outlines a case study example of how a personal CFO helped a specialist and his family achieve their financial goals.
This document contains 26 multiple choice questions about biology topics like cell structure, organelles, chromosomes, vitamins, minerals, carbohydrates, proteins and amino acids. It also includes questions about diseases like Down syndrome, Kwashiorkor and Turner's syndrome. The questions are followed by their answers in a quiz format.
The document discusses trends in differentiated instruction including choice boards, compacting, tiered assignments, and FOSS (Full Option Science System). It provides examples of each trend and how they are implemented in the classroom. The document also includes a sample differentiated lesson plan combining math and science that uses landfills and trash as the topic. Students create a "trash pizza" showing the different percentages of materials that end up in landfills. A variety of assessment strategies are used to check student understanding of landfills and recycling.
The document discusses developing a framework to help science teachers incorporate more inquiry-based learning into their classrooms. National and state standards now require teaching science through inquiry. However, teachers face challenges in implementing inquiry due to lack of training, perceived time constraints, and adherence to traditional teaching methods. The proposed framework would provide teachers training in adapting existing curriculum, facilitating inquiry lessons, and assessing student learning through inquiry. It aims to support teachers in grades 6-12 as mandated by education standards.
Our Power Point presentation discusses different forms of differentiated instruction that would be helpful for teachers with a diverse learning climate.
Running Head; DEVELOPING A UNIT PLAN 1.docxjeffsrosalyn
Running Head; DEVELOPING A UNIT PLAN 1
DEVELOPING A UNIT PLAN 2
Developing a Unit Plan
Name:
Tanisha Hannah
Institution:
Strayer University
Instructor:
Dr. Antony Jacob
Developing a Unit Plan
1. Unit Topic/Title: Non-verbal Communication
2. Grade Level: 8
3. Course/Discipline: Diploma in Education
4. Time to Complete Unit: Week 12
5. Main Purpose of the Unit Study: This unit will familiarize students with the different instructional methods which they can interchangeably use to ensure the effective transfer of skills.
6. Instructional Resources or Technology: The unit will employ the use of a black board, chalks, class text books, a projector and videos on learning.
7. Evaluation of Unit: The learning exercise will involve three continuous assessments and a final comprehensive test. Additionally, I will observe the understanding of each student and emphasize on multiple exercises.
Lesson One: Introduction to non-verbal communication
Introduction of the topic: The teacher will introduce the lesson by helping students basically grasp the nature and importance of non-verbal communication.
Reading of Course content in class: The student will instruct students to read through class text as they pause and get an easier explanation of the same.
Group discussions and real life experience narration: The teacher will guide students in identifying the various means of non-verbal communication. Additionally, the teacher will guide students in class discussion. His will help students to grasp class content.
Assessment of students: The teacher will observe whether students have understood through random class questions and answer and through simplistic observation. Secondly, the teacher will assign presentation assignments to students. Additionally, the teacher will give assignment to students to be worked on individually and in groups.
Lesson Two: Gestures and body movement
A recap of the previous lesson: The teacher will guide students in identifying the key lessons of the previous class works, most of which will help build on the next class lessons.
Introduction of the lesson: The teacher will try and relate new class content with hat was learnt in the previous class. New concepts will be read aloud from the class course books and later discussed in class. Students will also understand the basic concepts of gestures and body movements.
Class activities: While the teacher will help students understand abstract concepts, students will discuss amongst themselves, and even role play to communicate meaning through the newly learnt body movements and gestures. The instructor will also help students watch videos that will help visual learners as well as create pleasant learning experiences.
Lesson assessment: The teacher will assess on the understanding of students through class questions and answers and class presentations. The teacher will also assess on given assignments and even t.
This document describes a study that evaluated the effectiveness of a flipped classroom approach compared to a traditional lecture format in an introductory equine science course.
The flipped classroom required students to view online video lectures before class and complete activities and assessments in class. Students in the flipped format scored higher on exams and showed improved critical thinking skills compared to the traditional lecture format. Students also responded positively to course evaluations and ranked the flipped approach as an enjoyable learning experience that better developed their independent thinking skills. The results suggest the flipped classroom stimulates greater learning for today's students compared to the traditional lecture model.
Exploring 8th Grade Middle School Science Teachers’ Use of Web 2.0 ToolsAntwuan Stinson
This document provides information on a call for papers for a conference on instructional leadership. It also summarizes a study that explored how in-service middle school science teachers in rural Alabama integrate emerging technologies into their classrooms. Five teachers were interviewed about how they incorporate technology into lessons. The study was designed to understand how teachers engage students and support science learning when resources are limited. Key findings indicate that technology integration varies between teachers and changes with different instructional needs. Rural teachers need support to help students learn science concepts and develop scientific identities.
This document discusses best practices for using technology in ESL writing instruction and blended learning environments. It promotes using tools like wikis, blogs and course management systems to connect students and support writing at different levels of Bloom's taxonomy. Blended learning combines online and in-class learning, allowing students to interact with content more frequently and take more control over their learning. When used for writing, technology can facilitate pre-writing, build vocabulary, customize topics and allow multiple draft submissions.
Article Introductory Biology Courses A Framework To Support Active Learning ...Lisa Brewer
This document describes a framework developed for incorporating active learning into a large enrollment introductory biology course. The framework is called the Active Learning Course Framework (ALCF). Key aspects of the ALCF include:
- Dividing the course into three modules anchored by case studies that integrate all course material and activities.
- Utilizing a teaching team of faculty, graduate teaching assistants, and undergraduate teaching assistants to organize and implement active learning components.
- Leveraging three learning environments - lectures, labs, and online - connected by the teaching team and online technologies.
Modular approach in teaching has been a buzzword in our educational system. This paper ascertained the effectiveness of Modular Teaching Approach in teaching Grade 10 Science at Maximino Noel Memorial National High School. Quasi experimental and Purposive sampling was utilized. Data were collected through pre test and post test using the learning module in Science 10 prescribed by the Department of Education. Data obtain using frequency count, percentage, mean and standard deviation and t test for the significant difference. Results revealed that the performance of the Grade 10 students during the pre test in the following competencies describing the distribution of active volcanoes, earthquake epicenters, and major mountain belts distinguishing the different types of plate boundaries and explaining the different processes that occur along the plate boundaries, was described as Beginning. However, after using the Modular Teaching Approach, the post test performance of the students on the aforementioned competencies increased significantly and was described as Proficient. This indicated that the approach evidently showed positive results and displayed a vital connection in increasing students’ academic achievement. Thus, enhanced learning module was proposed as instructional intervention in improving students’ performance in Science 10. Marsha R. Valencia "Modular Approach in Teaching Science 10" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-3 , April 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30318.pdf Paper Url :https://www.ijtsrd.com/other-scientific-research-area/other/30318/modular-approach-in-teaching-science-10/marsha-r-valencia
This document discusses Universal Design for Learning (UDL), which is an educational framework based on brain research regarding how students learn. UDL aims to meet the needs of diverse learners by presenting curriculum and assessments in multiple formats. The three main networks the brain uses for learning are recognition, strategic, and affective networks. UDL principles involve representing content in various formats, providing options for how students express their knowledge, and engaging students through choice and relevance. The document also outlines tools available from CAST to support UDL implementation using technology.
An in progress co-teaching project developing information, technology, and s...Emporia State University
Emporia State University's information, technology, and scientific literacy certificate program is partially funded by a generious grant from the Institute of Museum and Library Services (IMLS).
Brian Washburn discusses different approaches to teaching physics based on student audiences. He identifies four main student audiences - non-science majors taking introductory physics, science and engineering majors in algebra-based introductory physics, science and engineering majors in calculus-based introductory physics, and upper-level physics classes for science and engineering majors. He argues a student-centered approach using demonstrations and group work is best for the first two audiences, while the third and fourth audiences also benefit from student-centered approaches if intellectual rigor is maintained. Technology can aid teaching if used as a tool and not a hindrance to conceptual understanding, depending on the student audience and complexity of concepts. Instructors must also
This course is designed to introduce both traditional and innovative approaches/strategies in teaching science for Master students engaging in the field of teaching developing a scientific literacy through learning the strategies in reading and writing as one of the component for students in learning science as they organized each thoughts in a scientific ways, communicate ideas, and share information with fidelity and clarity, to read and listen with understanding. Integration of STEM – infusing through teaching approach as a model integrating all content areas in the way that provides rich meaningful experience for students. Explore the practical implications of cognitive science for classroom assessments, motivating student effort and designing learner – centered circular units.
New Directions in Personalized Learning: Open, Informal, SocialMike Sharples
Personalized learning has reappeared every 20 years in different forms but has faced challenges with wide-scale implementation. New approaches to personalized learning combine individual and group learning, use flexible physical and online spaces, and allow students to view and discuss their progress. These include crowdsourced adaptive teaching using student-contributed learning modules and personalized pathways, personal inquiry learning through student-directed investigations, and personalized social learning through interactive online discussions of personal experiences.
Beef up your backchat: using audience response systems to assess student lear...Elizabeth Yates
Presentation at WILU 2014 at Western University. Describes use of web-based audience response systems for formative assessment during information literacy sessions.
The document discusses key aspects of effective science teaching and implementing science standards in K-12 classrooms. It covers defining scientific literacy, the purpose of science standards, elements of the National Science Education Standards, strategies for teaching science concepts and inquiry skills, and approaches for assessment in science.
This document discusses resource-based learning. It covers the changing nature of resources due to digitization and the emergence of learning objects. It discusses the components of resource-based learning including context, tools, and scaffolds. It examines the epistemological foundations and assumptions of resource-based learning models. Finally, it reviews some research on resource-based learning and discusses issues such as developing literacy and ensuring effective resource use.
The document discusses trends in differentiating instruction for math and science. It describes flexibility grouping, learning stations, role play, orbital studies, use of manipulatives, and increased technology use. Challenges of implementing these trends are also outlined, such as planning time required and ensuring activities are appropriately leveled. The document provides an example lesson plan using math manipulatives for a 1st grade class.
Learning team a differentiating instruction-mte 533-week 3akrohn315
Differentiating instruction in math and science classrooms can help address current issues in education. Flexible grouping, compacting, and choice boards are examples of differentiation strategies that can be used in both subjects. While different text selection may be difficult, other methods like grouping students by ability or interest allow them to learn at their own pace. Differentiation is necessary to support student success on standardized tests and bridge achievement gaps between groups.
Similar to Differentiating instruction, MTE 533 (20)
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
3. Tiered Instruction
A method of adapting instructional strategies within a
lesson or unit, in order to appropriately challenge students
of all ability levels (Preszler, 2006).
Teachers emphasize same skills but may vary level of
complexity for each group (Preszler, 2006).
Critical thinking and problem solving skills included at
every level.
Materials and resources of varying difficulty may be used
(Armstrong and Haskins, 2010).
Suitable for both science and mathematics instruction
4. Instructional Issues with
Tiered Instruction
Requirements:
Ongoing assessment of student ability
Thorough content knowledge by instructor
Multiple instructional strategies
Ability to adapt the curriculum to
accommodate those with special needs
Flexibility
Concerns:
Meeting the needs of all students
Maintaining student self-esteem
Having the resources available to effectively adapt lessons
5. Flexible Grouping
A differentiation strategy in which students are
grouped and regrouped according to specific goals,
activities, and individual needs (Valentino, 2000).
Two types of Grouping
Teacher-Led
Student-Led
Can be used in both Math and Science
6. Instructional Issues with
Flexible Grouping
Issues arise based on the type of
group formed
During whole-class instruction, students
may display off-task behaviors because
they may be bored with the material.
During small groups, some students may
find that they are carrying the work load;
others may find the group is too advanced
to keep up with (Pennsylvania Department
of Education, n.d)
7. Ability Grouping
Groups Students According to Talents
Targeted Instruction
Within Class Grouping
Between Class Grouping
Can Be Used in Any Core Subject
8. Instructional Issues with Ability
Grouping
Labeling
Lowered Expectations
Lowered Levels of Motivation
Lower Quality of Education
More Time Spent on Discipline
Vocational vs. College Track
9. Technology
Utilized in Science and
Math
Web-based games
Instruction
Reinforce Learning
Smartboards
Digital Response Tools
Promote Interaction
Digital Assessments
Fast Data Collection
Easy Reference
10. Instructional Issues with
Technology
Mixing media and
technology can
appeal to different
learning styles
Technology
proficiency needed
for effective use
Troubleshooting
hinders lessons
Limited resources
restricts access for
some schools
11. Lesson Plan Outline:
4th
Grade Science- Food
Webs
Standards: 12.B.2a Describe relationships among various organisms in their environments
(e.g., predator/prey, parasite/host, food chains and food webs).
12.B.1b Describe how living things depend on one another for survival
Lesson Duration: 1 Hour
Differentiated Strategy Used: Technology
Background: Students have learned about food chains and several key vocabulary words for the unit,
including ecosystem, producer, consumer, and decomposer.
Outline:
Students watch a video about food webs: https://www.youtube.com/watch?v=MGODmyXkkPU
Students read the section in the science text books regarding food webs, stopping periodically to
discuss major points from the text and relate back to the video
Using the Smartboard, the teacher shows students an example of a food web, noting how the arrows
indicate the flow of energy from one organism to another.
Students have the chance to come up to the Smartboard and select from three possible animals to
put into a sample food web. The rest of the class uses digital student response systems to make their
guesses as well.
The students will again use their response systems to answer five questions regarding food webs.
Their answers will be stored for the teacher to review after class.
12. Conclusion
No two students learn in exactly the same way; so it follows that no two
students should be taught in exactly the same way. As they adapt their
instructional techniques to fit the needs, interests, and background of each
student, teachers differentiate instruction, and in doing so, honor their
students’ individual differences.
13. References
Armstrong, S. and Haskins, S. (2010). A Practical Guide to Tiering Instruction in the Differentiated Classroom.
New York, NY: Scholastic. Retrieved from:
https://www.scholastic.com/teachers/article/collateral_resources/pdf/19/9780545394819.pdf
Ellis, K. (2010). Tech-Fueled Differentiated Instruction Engages Elementary School Students. Edutopia.
Retrieved from http://www.edutopia.org/stw-differentiated-instruction-technology-elementary-video
National Education Association (NEA). (2015). Research spotlight on academic ability grouping. Retrieved from
http://www.nea.org/tools/16899.htm
Pennsylvania Department of Education. (N.d). Maximizing Student learning with flexible grouping. Retrieved from
http://www.michigan.gov/documents/mde/tdr_flexible_group_0911_464080_7.pdf
Preszler, J. (Ed). (2006). On target: Strategies that differentiate instruction grades 4 – 12. Retrieved from:
http://education.ky.gov/educational/diff/documents/strategiesthatdifferentiateinstruction4.12.pdf
Tenkely, K. (2015). Using Technology to Differentiate Instruction. Teaching Community. Retrieved from
http://teaching.monster.com/benefits/articles/8484-using-technology-to-differentiate-instruction?page=1
Valentino, C. (2000). Flexible grouping. Retrieved from
http://www.eduplace.com/science/profdev/articles/valentino.htm l
Editor's Notes
Tiered instruction is a method of adapting instructional strategies within a lesson or unit, in order to appropriately challenge students of all ability levels. While the same content and skills are emphasized, teachers alter the complexity of the lesson based on the ability of the group (Preszler, 2006). Each tier emphasizes the development of critical thinking and problem solving skills related to the content area. In addition to altering the complexity of the lesson, teachers may vary the materials and resources used based on the ability of the group (Armstrong and Haskins, 2010). The number of tiers utilized is at the discretion of the instructor but should be based on the needs of the students, resources available, and the instructor’s ability to effectively adapt the lesson. Tiered instruction is applicable to all content areas and would be ideal for use in both science and mathematics classes.
Tiering is an effective technique for differentiating instruction that requires instructors to adapt to the ever-changing needs of their students. In addition to a thorough knowledge of the content being presented, instructors must be aware of students individual needs as well as their background knowledge and current levels of understanding. This information is acquired through pre-assessment, and ongoing informal and formal assessment throughout the course. In order for tiered instruction to be successful, instructors must group students appropriately based on their individual needs, but also be skilled in methods of accommodating individual needs within each group. Additionally, teachers must insist on a climate of respect for individual differences, regardless of the level at which students are instructed. Teachers who are prepared to give extra support to all students regardless of whether they are working at, above, or below grade level will find this an effective technique for differentiating instruction.
Teacher-led grouping includes whole class, small group, and individual (one-on-one). This type of grouping is an effective and efficient way of introducing material; summing up conclusions; and providing attention to those in need. Student-led grouping includes collaborative groups, performance-based groups, and pairs. This type of grouping provide opportunities for divergent thinking and encourage students to take responsibility for their own learning (Valentino, 2000).
Instructional issues mat arise when utilizing flexible grouping and they are dependent on what type of grouping is being used. Often times in might be observed during whole-class instruction that students become bored with the material being presented. They may start chatting amongst themselves or display other off-task behaviors. During small group activities, one of the students may end up feeling as though they are carrying the work load of the other students. Others may feel that they are not up for the challenge because they are not at the same academic level as the others in their group (Pennsylavania Department of Education, n.d.). These students might be quiet and not participate, or could become unruly to demonstrate disagreement with the situation.
Ability grouping is the grouping of students based on their talents, or strengths. There are two types of ability grouping, and they are within class grouping, and between class grouping. Within class grouping is when a teacher will group students based on their achievement levels (NEA, 2015). One common practice with the new Common Core State Standards is the leveled reading groups, which are the most common at the elementary level. These types of groups allow for targeted instruction to the students where students need it most. In Washington State there is a program called Read Well that is utilized in many districts for elementary reading in grades K-2. Students are assessed in the beginning of the year and placed into reading groups. The Read Well program is a series of books that works on building language acquisition skills, sentence structure, grammar, reading fluency, and reading comprehension. Rate of advancement depends on how quickly the students in the reading group reach the minimum requirements for each leveled reading unit. This is the most common form of grouping in the elementary level.
The other form is between class grouping and is predominately seen in math and science classes in the middle school and high school levels. According to the National Education Association, It is when schools separate students into “different classes, courses, or course sequences (curricular tracks) based on their academic achievement” (2015, para. 4). This can be very beneficial for many students that are at the far ends of the spectrum. Those students that have demonstrated mastery in their knowledge of a particular skill set can be placed in classes that are more challenging while students that need more individualized instruction or a class that focuses more on basics and fundamentals can be placed in a more appropriate setting. This may be a totally different class or these students may be pulled out during this period for the extra help. For many of the advanced classes, students must usually complete or prove competence in previous coursework.
A few issues arise when discussing the topic of ability grouping, but they all seem to stem from the fact that students eventually become labeled. While this system is great in differentiating instruction at the elementary school level because of the vast differences in academic progress and achievement, once students get to the middle school and high school level the topic becomes more controversial (NEA, 2015). At first, students will be placed in a class where they will be most successful for math and science. Some of these will be classes for students that are below benchmark for academic achievement and generally have lowered standards of performance. This will lead to lowered expectations for student performance, in turn creating a lack of motivation, simply because they are not expecting as much as they should be from them. These classes tend to be labeled vocational classes, and often more time is being spent on discipline than the actual teaching of mathematics and science principles. The other route are the higher performing students. These students are labeled as being on the “college bound track” and are given high expectations and thus a better quality of education.
While this is not always the case (as there are exceptions), it is generally true. Schools need to be diligent in making certain that all students receive the best possible education no matter the level they are at. All students have the potential to be great.
The use of technology in the classroom offers a wide variety of options for differentiated instruction in both science and math (Ellis, 2010). The internet offers a vast amount of web sites and games that can be used to augment instruction and reinforce learning through practice and implementation of skills. Smartboards offer a more interactive alternative to traditional chalkboards or whiteboards with the option to add video, graphics, and movable objects. Digital response tools allow students to give answers and offer feedback during a lesson or discussion, promoting interaction without disrupting the flow of the class. Technological tools can also be useful for assessment purposes, allowing for fast data collection and providing an easy reference for teachers when analyzing data.
One of the main purposes of incorporating different media via technology (including video, audio, and interactive programs) is to appeal to a wide range of learning styles within a single lesson (Tenkely, 2015). However, there are several issues one must consider when choosing to incorporate these tools. For a lesson to be successful, teachers and students should be proficient in the technology being used or the focus will shift away from the content and onto the struggles with the tech. Similarly, the need to troubleshoot problems during a lesson can slow down the pace of the class and cause distractions. Limited funding can also play a large part in the amount and quality of technology in the classroom, so teachers should know what is available and make their choices wisely.
This slide is a lesson plan outline that will be utilized in a 4th grade science class on food webs. The teacher will be incorporating technology resources for differentiating the one hour lesson.