MTE/533CA University of Phoenix Team D PowerPoint by Jennifer Marshall, Wendy Welsh, Victoria Angeles and Candace Sunds

1. DIFFERENTIATING
INSTRUCTION
TEAM D: JENNIFER MARSHALL, WENDY WELSH,
VICTORIA ANGELES, AND CANDACE SUNDS
02/19/2018
PROFESSOR STEPHANIE ROOT

2. INTRODUCTION
Differentiated instruction allows for learning to
be student-based while providing a in-depth
and hands-on approach. The greatest
advantage under this technique, is that all
students are able to connect and be engaged
during the lesson. If a student does become
lost at any point, there are multiple
opportunities for peer-to-peer teamwork,
individualized attention from the teacher, and
various independent opportunities to absorb
the task at hand. Differentiated learning allows
for students to build on their skills and
progress forward via the various resources

3. TRENDS IN DIFFERENTIATING INSTRUCTION
FOR MATH AND SCIENCE
• Creating Learning Stations
• Think-Pair-Share Strategy
• Journaling/Reflection Time
• Use of Digital Resources
• Active Discussion Groups
• Live Demonstrations

4. • students can rotate from hands-
on activities, watching a video,
completing a worksheet, or
reading an article relating to the
topic

5. THINK – PAIR – SHARE
STRATEGY
• First, the student has to think about the concept
individually. A question or idea is discussed where
the student will be able to do some independent
reflection.
• Next, the students are paired up to discuss each
other’s ideas and findings.
• Lastly, the floor is opened up for the class to share
with one another via presentation to the class
about what they have learned. This is an excellent
and fun way to get the students brainstorming
together

6. JOURNALING AND REFLECTION
• This is a time for students to
write down their questions,
ideas, concerns and so
much more regarding
activities and lessons that
are taught in the classroom

7. USING DIGITAL RESOURCES
• With the advancement of
technology, using digital
resources is a fun and easy way
to get students excited about
learning.
• Teachers are able to incorporate
computer lab, tablets, video
clips, Powerpoint and so much
more! Students can use concept
mapping tools, animation for
geometry type assignments,
brain teasers or games to
practice new material, and test
taking software to enhance their
skills in both math and science
This Photo by Unknown Author is licensed under CC BY-SA

8. ACTIVE
DISCUSSION
GROUPS
• Allows for students
to talk with their
peers and bounce
ideas, methods, and
information off one
another to master
the material as a
group

9. LIVE
DEMONSTRATION
S
• Learning stations or any
of the other strategies
mentioned can help the
students connect the dots.
Upon learning a topic,
students can present
these live demonstrations
to the class to assess
where extra attention or
practice may be needed

10. CAN THESE TRENDS BE USED
FOR MATH AND/OR SCIENCE?
• Can take extra time to set up
• Instructions and responsibilities need to
be clear
• Routines need to be established to keep
students engaged
• Learning groups can offer a fresh
perspective to students
• Time for exploration reinforces task
• Students have choice of activities
• Digital resources can be customized to
meet the needs of specific class

11. INSTRUCTIONAL ISSUES
•Obtaining the necessary materials
•Getting to know all of the students
learning styles
•Having the time to accommodate the
different learning styles and learning
disabilities

12. LESSON PLAN OUTLINE
LEARNING CENTERS
• Title: Name that shape!
• Grade level: Kindergarten
• Duration: 30 minutes
• Objective: Students will be able to identify circles, squares, triangles, and rectangles.
• Standards:
CCSS.Math-Geometry.K.G.1 – Describe objects in the environment using names of
shapes, and describe the relative positions of these objects using terms such as above,
below, beside, in front of, behind, and next to.
CCSS.Math-Geometry.K.G.2 – Correctly name shapes regardless of their orientations
or overall size.

13. LESSON PLAN – LEARNING CENTERS
CONTINUED…
• Materials: shapes handout, play dough, crayons, shape models,
construction paper, paper shapes, and pencils
• Procedures: Day 2 – students will complete different activities during center
time, reinforcing the previous days lesson on shapes. Center 1: students will
use shape models to use with play dough. Shapes will be circles, squares,
triangles, and rectangles. Center 2: Activity will be done with the teacher.
Students will complete the shapes handout (book). Coloring each shape on
the different pages and writing (tracing) the name of the shape on the pages.
Center 3: students will cut out one of each shape that is traced on colored
paper. They will then create their own picture art by gluing the shapes onto
construction paper.
• Assessment: During guided practice with teacher, students should increase
their speed when asked to identify the shapes in the book.

14. References
A., V. D., Karp, K. S., & Bay-Williams, J. M. (2013). Elementary and
middle school mathematics: teaching developmentally. Boston: Pearson.
Clipartix.com. (2016). Retrieved from http://clipartix.com/school-clipart-
image-50399/
Martin, R. E., Sexton, C. M., Franklin, T., Gerlovich, J. A., & McElroy, D.
(2009). Teaching science for all children: an inquiry approach (5th ed.).
Boston: Pearson.