Strategies for Differentiation in Science

1. Strategies for Differentiation in Science

2. Why differentiate? • The needs and learning styles of learners are different • Standards and assessments are different – they are becoming more rigorous with the implementation of the Common Core and the upcoming PARCC assessment • We need to move students towards completing more rigorous and meaningful tasks

3. Released ELA PARCC Item TEXTS: • Family of Amelia Earhart. "Biography of Amelia Earhart." Amelia Earhart: The Official Website. Family of Amelia Earhart, n.d. Web. 12 Jan. 2012. <http://www.ameliaearhart.com/about/bio.html>. • Lorenzi, Rosella. "Earhart’s Final Resting Place Believed Found." Discovery News. Discovery News, 23 Oct. 2009. Web. 2 Feb. 2012. <http://news.discovery.com/history/amelia-earhart-resting-place.html>. • 20th Century Biographies. "Amelia Earhart’s Life and Disappearance." Watchmojo. Watchmojo, n.d. Web. 28 Feb. 2012. <http://www.watchmojo.com/index.php?id=9083.>. http://www.parcconline.org/samples/item-task-prototypes

4. Concepts Differentiation

5. What does differentiated instruction look like? • Organize the BLUE statements into two categories: • Differentiated instruction IS…. • Differentiated instruction IS NOT… From: Science GPS Training, Day 5 Georgia DOE

7. CONTENT • Content .. What students should know, understand and be able to do • The information that is taught and the resources to best teach it are selected strategically. • This is differentiated by: • Leveling materials – adjusting the complexity • Using a variety of instructional materials • Providing choice • The key is RIGOR

8. PROCESS • Process.. the way a learner interprets, adapts, and finds ownership of the content • Instructional Strategies for Improving Student Achievement – complexity, scaffolding and supports, inquiry based learning strategies • May be differentiated according to Bloom’s Taxonomy, Depth of Knowledge (DOK), Rigor & Relevance

9. PRODUCT Product.. shows the learner’s personal interpretation and what he or she knows.

10. ENVIRONMENT • With larger class sizes, we need to think about how we will organize… • Physical Space • Classroom Routine& Materials • Structuring the Time

11. Differentiation by…. • Readiness – using DATA to determine groups • Interest – using student INTEREST to determine groups, projects, etc (Information Inventories, Journals, etc.) • Learning Profile - Gardner’s Multiple Intelligences, Sternberg, etc.

12. Information Inventory

13. Pre-Assessment Strategies Formal Informal Observations Conversations Directed questions Concept mapping Ticket out the Door Check in slips Fist of Five Thumbs/Up Thumbs Down Response Systems/Cards • Standardized test scores • Benchmarks • Teacher developed tests • Journal prompts • Written responses • Anticipation guide • Formative Assessment Probes

14. Concept Mapping • Using the following list of words, construct a concept map: • Energy • Waves • Compression • Amplitude • Electromagnetic • Sound • Light • Matter • Crest • Trough • Frequency

15. ASSESSMENT ..Squaring Off Dirt Road I know very little Paved Road I know some Where would you classify yourself based on your knowledge of TENNIS? Highway I know a lot Yellow Brick Road I know all about this!

16. ASSESSMENT ..Squaring Off Dirt Road I know very little Paved Road I know some Where would you classify yourself based on your knowledge of Rocks and Minerals? Highway I know a lot Yellow Brick Road I know all about this!

17. Anticipation Guide Before After _____ Mechanical waves require a medium _____ in order to travel. _____ Sound waves are examples of _____ electromagnetic waves. _____ Diffraction is the bouncing back of waves_____ after they strike a surface. _____ An echo is an example of refraction. _____ _____ White light contains all colors in the _____ visible light spectrum. _____ Light always travels in a straight line _____

18. Anticipation Guide Before After _____ Mechanical waves require a medium __T___ in order to travel. _____ Sound waves are examples of __F___ electromagnetic waves. _____ Diffraction is the bouncing back of waves__F___ after they strike a surface. _____ An echo is an example of refraction. __T___ _____ White light contains all colors in the ___T__ visible light spectrum. _____ Light always travels in a straight line __F___

19. Formative Assessment: Bell & Cowie (2001) • Formative assessment – to provide teachers and students with feedback • Crucial for the development of conceptual understanding because giving feedback to students can help in shifting existing conceptions to scientifically accepted ones • Occurs before/during the learning (not after)

20. CONTENT…..what students should Know, Understand, and be able to Do • What we teach….the big ideas, science process, the facts, the principles… • Strategies: • Learning Contracts • Technology • Small group (Flexible Grouping) • Learning styles & multiple intelligences • Multiple and/or supplementary texts • Readiness level (Tiered activities) • Students’ interests • Note taking Strategies

21. Digests/ “Cliff Notes” Vocabulary strategies (Example: Frayer model) Summarizing Strategies Reading strategies Highlights on Tape, iPod, Video Vetted websites Games (Jeopardy, Water cycle, Rock Cycle) Demonstrations, discrepant events Skills labs Note-taking Organizers Graphic Organizers Varied Texts & Supplementary Materials Highlighted Texts Books on Tape Levels of inquiry Ways to Differentiate CONTENT

22. 50 Ways to Leave Your Lecture • Developed by Science Regional Implementation Specialist at the DOE

23. PROCESS…. the way a learner interprets, adapts, and finds ownership • Instructional Strategies • Differentiated According to Bloom’s Taxonomy, DOK or Rigor/Relevance • Varying the length of time to complete a task • Using manipulatives to teach a skill • Tiered Tasks • Chunking the material • RAFTS, GRASP • Cubing • Questioning Strategies • Centers & Stations • Choices (Intelligences) • Graphic Organizers

24. Genetics Tiered Lesson • Take the pre-assessment on genetic crosses, Punnett squares and terminology • Based on performance, divide students into 3 groups: • Group 1 – Overview of basic monohybrid cross with supports • Group 2 – Review of monohybrid and introduction to more complicated crosses • Group 3 – Introduction to dihybrid and sex linked crosses with support • Moving all groups to independent practice

25. Tiered Topic Ideas - Chemistry • Chemistry – Stoichiometry • Pre-assessment • Solving the same problem set with different degrees of scaffolding • Writing Formulas • Quiz – ionic • Group 1 – instruction and practice • Group 2 - manipulatives • Group 3 – polyatomic ions (folder with key)

26. Higher Order Thinking • Depth of Knowledge • Rigor & Relevance

27. CENTERS STRUCTURED CENTERS EXPLORATORY CENTERS Designed for a specific tasks for an agenda developed by the teacher. Students work with skills or concepts, approaching them through a variety of experiences. Multilevel tasks can be designed for students to work at different levels of need and at their own pace. CENTERS • Flexible areas in the classroom that address different learning needs. Designed to provide material and allow students to decide what to do with the materials.

28. Process Skills Centers • Metric System Interactive: http://www.learner.org/interactives/metric/ • Practice with a Triple Beam Balance • Rainbow Lab to review using a Graduated Cylinder: http://www.middleschoolscience.com/rainbowlab.html

29. Gravity Stations • Use the foldable to keep a record of the 3 stations related to gravity…..

30. Cell Station Ideas • Microscope Review – Compare Tissue Types • Virtual Cell – Computer Review of Cells • Direction Instruction – Basic Cell Parts • Cell Models – manipulatives (cut out cell parts and organize into cell types) • Gummy Bear Osmosis – cell transport • 30 minutes per station – one anchor if you finish early

31. Heat Energy Stations • Unequal Heating of Earth • Goldilocks Effect • Heat Energy • Greenhouse Effect • Groups rotate and complete EACH lab or complete ONE lab and report results to the class via chart paper or whiteboards.

32. CUBING Cubing is a technique for considering a subject from six points of view ( Cowan and Cowan, 1980; Tomlinson, 2001) One side of the cube may say: Describe it Another side: Compare it The third side: Associate it The fourth side: Analyze it The fifth side: Apply it And the sixth side says: Argue for or against it

33. Differentiation Cubing • Side One:Compare and contrast the three key ways we differentiate • Side Two: Describe 4 strategies that would help you manage a differentiated classroom. • Side Three:Discussthe value of using differentiation in your instruction. • Side Four: Suggesta way that you could use differentiation in an upcoming lesson. • Side Five: Evaluate why there is an overlap of strategies in the ways we differentiate. • Side Six:In your opinion why has differentiation become such an important philosophy in our standards-based practices?

34. PRODUCT…. shows the learner’s personal interpretation and what he or she knows. • Choices based on readiness, interest, and learning profile • Clear expectations, guidelines, rubric, timelines, product guidelines, contracts can help manage • Agreements • Product Guides • Anchor Task • RAFT, GRASPS • Cubing • Tiered Task • Tic Tac Know

35. Tic -Tac - Know Student Choice Activities

36. Think-Tac-Toe - Chemistry

37. Electricity & Magnetism

38. Advertisement Article Biography Blueprint Brochure Calendar Campaign Cartoon Chart Children's Book Collection Comic Book Debate Demonstration Diagram Discussion Editorial Film Flow Chart Foldable Game Graph Invention Learning Center Learning Log Lecture Magazine Map Model Newspaper Painting Photograph Possible Products Play Poem Poster Profile Puppet Show Puzzle Quiz Show Rap Research Project Review Song Speech Teaching a Lesson Terrarium Timeline Tour TV Show Website

39. Technology Products • Prepare a brochure that features one of Mendeleev’s predicted elements. • Plan and stage a television interview that would bring Mendeleev’s discoveries to the attention of the public. • Prepare a presentation of Mendeleev’s life and how his work has affect mankind. • Create a “fake” Facebook page for Mendeleev. Who would his contemporaries been? Friends? What would he have liked?

40. Common Core Anchor Standards • CCRW4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. • CCRW8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. • CCRW9: Draw evidence from literary or informational texts to support analysis, reflection, and research. • CCRW10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

41. RAFT • http://www.greece.k12.ny.us/

42. RAFT in Physical Science: Chemistry Modified based on ideas from: Demystifying Differentiation in Middle School

43. RAFT in Life Science: Genetics Source: Demystifying Differentiation in Middle School

44. RAFT Sort • Create your own RAFT’s based on your subject area interest….. • ROLES – blue • AUDIENCE – pink • FORMAT – green • TOPICS - beige

45. Literacy Design Collaborative http://www.literacydesigncollaborative.org/

46. Argumentative Writing From: Literacy Design Collaborative

47. Anchor Standard:CCRW1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

48. Differentiating the Environment • Flexible SPACE to allow teacher and students to work in a variety of configurations smoothly and efficiently (quite spaces/collaborative places) • Consider room arrangement, noise levels, displaying student work, using signals, establishing ROUTINES • Consider MATERIALS needed and how they will be accessed • Consider how TIME will be managed, what happens when student finish early, how to work with multiple groups • Clear GUIDELINES for independent work, rubrics, access to answers and assistance Adapted from: Tomlinson, Carol & Caroline Eidson. Differentiation in Practice Grades 5 - 9

49. Flexible Grouping Students are part of many different groups (and also work alone) based on the match of the task to student readiness, interest, or learning style. Teachers may create skills – based or interest – based groups that are heterogeneous or homogeneous in readiness level. Sometimes students select work groups, and sometimes teachers select them. Sometimes student group assignments are purposeful and sometimes random.

50. Providing a variety of strategies Learning Centers that include directions Computer Station, Direct Instruction, Mini-Lab, Using signals such as green, yellow and red cups to notify teacher when support is needed Provide directions for skills (using a balance, measuring with a graduate cylinder Try to anticipate questions Managing a Differentiated Classroom Setting appointment times: Group 1: 10:00 Group 3: 10:15 Group 2: 10:10 Group 4: 10:20