1. By: Team D: Tiffany Nelson, Monica Ryan, Witney
Wilcox
Course: MTE 533
Date: May 12, 2014
Instructor: Dr. Sylvia Hill

2. Table of Contents
 Differentiation
 Four Trends of Differentiating Instruction for Math and
Science
 Flexible Grouping
 Learning Centers
 Inquiry-Based Instruction
 Technology
 Lesson Plan
 Conclusion
 References

3. Differentiation
 “Differentiation means giving students
multiple options for taking in information.
Differentiating instruction means that
you observe and understand the
differences and similarities among
students and use this information to plan
instruction (Tomlinson,1999).”

4. Four Trends in Differentiating
Instruction for Math and Science
 Inquiry based Instruction
 Technology
 Flexible Grouping
 Learning Centers

5. Flexible Grouping
 Flexible grouping decisions are made with ongoing
assessments to meet the identified academic, social, and
emotional needs of each learner.
 Initially used when there is a whole group assessment or
instruction.
 Students are divided by their needs:
 Review
 Re-teaching
 Practice
 Enrichment.
 Grouping could be:
 A single lesson or objective
 A set of skills
 A unit of study
 Concept or theme.
 Flexible grouping is temporary.

6. Flexible Grouping
Is Beneficial To Students…
 Input comes from different types of learning styles and
perspectives.
 Promotes quick mastery of information and ideas
 Allows for deep exploration by students.
 Gives more time for mastery.
 Students work with a wide variety of peers developing
social skills and understanding of diverse peers.
 Optimal learning can be facilitated as the teacher can
concentrate on specific needs of each group..

7. Flexible Grouping
Can Be Used For Math & Science
 Flexible grouping can be used in math and
science for:
 Open ended activities enhancing critical
thinking, conceptual development, and
generalizations.
 Multidisciplinary Themes
 Presenting New Content
 Hands on Science Experiments
 Math Drills and Practice
 Studying for Recall
 Students benefit from a multi-faceted
approach to instruction

8. Flexible Grouping
Issues
 Issues of Respect:
 Group members need to respect each other
or regrouping needs to occur.
 If content is old for some of the group
member, not all members will benefit.
 Grouping needs to be carefully planned
or some groups will not be productive
nor challenged enough.

9. Learning Centers
“A learning center is a space set aside in
the classroom that allows easy access to a
variety of learning materials in an
interesting and productive manner
(Teachervision, 2014).”
 Learning Centers Include:
 Enrichment Centers
 Skill Centers
 Interest and Exploratory Centers

10. Learning Centers Is Beneficial To
Students
 Students Can Learn At Their Own Pace
and Natural Curiosity.
 Students Gain Hands On Experiences
 Increases Motivation and Engagement
 Allows for Genuine, Meaningful Learning
and Discoveries.

11. Learning Centers Can Be Used For
Math & Science
 Students can take a more active role in
their learning.
 Math & Science Centers Offer:
 Valuable Reviews
 Practice
 Differentiated Enriching Materials for Deeper
Understanding
 Increases Student Motivation
 Fosters Independence
 Fosters Explorative Learning
 Challenges Advanced Students

12. Learning Center
Issues
 Learning Centers Are Time-Consuming
 Learning Centers Are Costly
 Learning Centers Require Space

13. Inquiry Based Instruction
Inquiry-based teaching is a perfect complement to a child’s natural
curiosity about the world and how it works (Jarrett, 1997).
Math Science
 Systematic method of
making observations
 Organizing the
observations
 Encompasses more than
arithmetic and algorithms
 More than calculation or
deduction
 Reveals hidden patterns
 Provides better
understanding of world
around them
 Scientific inquiry more
complex
 Observations are subtle,
flexible, and demanding
 Engages students in
investigative nature
 Involves investigative
knowledge and skills

14. Inquiry Based Learning for Diverse Learners
Inquiry-based instruction may better connect ELLs and other students from
diverse cultural and socioeconomic backgrounds to science and math learning
(Amaral, Garrison, & Klentschy, 2002; Lee, Buxton, Lewis, & LeRoy, 2006).
 Great need to link science and math to education to
diverse learners
 Often presented with disconnected facts in test
preparation
 Students are not given the opportunity to engage in
authentic and active learning
 Inquiry based instruction teaches additional learning
skills
 Helps students view lessons differently for productive
learning

15. Technology in Math and Science
Math Science
 Find solutions to simple
and complex problems
 Teach the students
different methods of
problem solving
 With write boards the
students can learn
through fun interactive
activities
 Students will learn on
graphing calculators
 Enhances the learning
experience
 Provides different modes
of teaching
 Makes scientific views
more understandable
 The internet is a great
source

16. Technology for Diverse Learner
Teachers have access to technology to help teach
science and Math to divers learners
 Digital text
 Audio
 Text to speech
 Enhanced text
 Software
 Visual aides

17. Lesson Plan
 Opposites Attracting
 Subject
 • Science
 Grade Level
 • 3rd grade
 Objectives
 Demonstrate how electrical charges attract and repel.
 Draw conclusions about the nature of electricity.
 Materials
 • Cheerios or other cereal shaped as rings
 • thread
 • wire clothes hanger
 • plastic comb
 • piece of wool
 • foam cup
 • large nail (at least one inch longer than width of cup)
 Students may find it incredible that there is a connection between lightning—which
can be as hot as 50,000 degrees Fahrenheit—and the static electricity in this
experiment, which produces not so much as a snap, crackle, or pop.

18. Lesson Plan cont.
Procedure
 1. Cut two triangular notches out of the rim of the cup, on opposite sides, so that they will form a cradle for the
nail.
 2. Bend the ends of the coat hanger together until it can stand upright. Twist the hook of the hanger in the
opposite direction and uncurl it a bit. (The contraption will resemble a swan.)
 3. Cut off a few inches of thread. Tie a knot around the Cheerio and tie the other end of the thread to the hook
(the beak of the swan).
 4. Make adjustments so that the Cheerio hangs within half an inch of the nail point. Make sure the Cheerio has
room to swing freely.
 5. Vigorously rub the comb with the wool.
 6. Touch the head of the nail with the comb. The Cheerio, at the other end, should touch the point of the nail and
then jump back.
 7. Rub the comb again and repeat the experiment. This time, the Cheerio should swing out, away from the nail.
 8. Ask students to draw conclusions based on the previous action of the Cheerio.
We use the term charged to describe bodies in which the numbers of protons and electrons are unequal.
We use Franklin’s terms positive and negative to describe the charges. If there are more protons than electrons, the
charge is positive; if there are more electrons, it is negative. Unlike charges attract. When the bodies carrying them
touch, there is a transfer of electrons in which the two charges tend to equalize each other.
When we rub the comb, it picks up electrons from the wool and becomes negatively charged. The charge
attracts the Cheerio by way of the nail, which acts as a conductor. But when the Cheerio touches the nail, it takes on the
negative charge. Like charges repel. The next time we do the experiment, the Cheerio continues to be repelled.
Lightning, too, is a matter of positive and negative charges. In the turbulence of a storm cloud, a negative
charge builds in the bottom of the cloud. It induces positive charges on the ground and within the clouds. At the swift
meeting of positive and negative, we see the flash.

19. Conclusion
 In conclusion Differentiated instruction is a way to reach
students with different learning styles, different abilities
to absorb information and different ways of expressing
what they have learned. Laura Robb is an expert in the
field of differentiated instruction, and, as such, she has
command of the theory and research as well as hands-
on experience in the classroom (Scholastic, 2014).
 It is a great idea to use these four trends in a classroom
to help students along the way, Flexible grouping,
Learning Centers, Inquiry Based instruction, and
Technology. If they are used the right way, they will be
great for implementing them into Math and Science
lessons. The best part is they work with diverse
students.

20. References
 Amaral., Garrrison., & Klentschy. (2007, December 1). CALS Research and
Impact. Teaching science and inquiry-based learning in an urban culturally
diverse classroom. Retrieved May 12, 2014, from
http://impact.cals.cornell.edu/project/teaching-science-and-inquiry-based-
learning-urban-culturally-diverse-classroom
 Jarrett, D. (1997, May 1). Inquiry Strategies for Science and Mathematics
Learning. . Retrieved May 12, 2014, from
http://educationnorthwest.org/webfm_send/748
 Pearson Education Inc.. (2014). Learning Centers in the Classroom.
Retrieved from http://www.teachervision.com.learning-center/teaching-
methods/58769.html
 Scholastic Inc.. (2014). What is Differentiated Instruction? Retrieved from
http://www.scholastic.com/teachers/article/what-differentiated-instruction
 Smithsonian Center for learning and Digital Access, 2013,
http://www.smithsonianeducation.org/educators/lesson_plans/science_techn
ology.html
 Tomlinson, C (2000). How to Differentiate Instruction in Mixed-Ability
Classrooms, ASCD.