different strategies for meeting the needs of all science students l.
Skip this Video
Loading SlideShow in 5 Seconds..
Different Strategies for meeting the needs of all science students… PowerPoint Presentation
Download Presentation
Different Strategies for meeting the needs of all science students…

Loading in 2 Seconds...

play fullscreen
1 / 50

Different Strategies for meeting the needs of all science students… - PowerPoint PPT Presentation

  • Uploaded on

Different Strategies for meeting the needs of all science students…. 1 Diploma. Today’s Agenda. What is differentiated instruction? How do assessment and differentiation work together? What is tiered learning? How do I manage stations in my classroom? Planning for success.

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about 'Different Strategies for meeting the needs of all science students…' - nhu

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
different strategies for meeting the needs of all science students
Different Strategies for meeting the

needs of all science students…

1 Diploma


Today’s Agenda

  • What is differentiated instruction?
  • How do assessment and differentiation work together?
  • What is tiered learning?
  • How do I manage stations in my classroom?
  • Planning for success

My favorite way to be assessed is...

I know that I have really

learned something when...


When I think about student learning,

I think that…..

I typically assess students by...



Some teachers

talk about---


Some teachers

talk about---



  • Can these two coexist peacefully?
  • Should one receive emphasis over the other?

When Do You Assess?

Most teachers assess students at the

end of an instructional unit or sequence.

When assessment and instruction are

interwoven, both the students and the

teacher benefit. The next slide suggests

a diagnostic continuum for

ongoing assessment.

on going assessment a diagnostic continuum
On-going Assessment:A Diagnostic Continuum


(Finding Out)

Formative Assessment

(Keeping Track & Checking -up)

Summative Assessment

(Making sure)


Formative Assessment

(Keeping Track & Checking -up)

Summative Assessment

(Making sure)


(Finding Out)

On-going Assessment:A Diagnostic Continuum

Feedback and Goal Setting


Graphing for Greatness







Conference Exit Card

Peer evaluation Portfolio Check

3-minute pause Quiz

Observation Journal Entry

Talkaround Self-evaluation


Unit Test

Performance Task



Portfolio Review

Post Test



Assessment refers to what happens on a daily basis in the classroom.

“…ways to use instruction to inform next steps”

…continual feedback that helps students progress over time.

“Assessment-Instruction Cycle”

used to beinstruct, instruct, instruct, then assess

now assessment and instruction are interwoven

Students should be learning to self-assess, make adjustments, and

improve performance.

Not helping students gauge their performance can be costly

to them.

We need to give students models for what we are asking

them to do.


“Assessment is today’s means of

understanding how to modify

tomorrow’s instruction.”

Carol Tomlinson


What is it like?

What is it?

What is it not?



more data
More Data…

Basic Proficiency or higher (200+) have met the graduation requirement for these GPS-based tests and will be classified as Proficient for AYP calculations in ELA.


Pretest/Posttest Data__________________________________________________________________

Goal 2:


Goal 1:












Evidence (Look For/Ask About)






Evidence (Look For/Ask About)












Are you this teacher?

Take a moment to think about the following questions:

  • At the end of the school day are you and your students exhausted?
  • At the end of the day, Are you done…no work in hand?
  • When someone walks in your room, can they find you
  • easily?
  • 4. Do you really know your students?
  • 5. By the middle of the year, do your students describe your class
  • as an active participation sport?
  • 6. Do a lot of your students enjoying their first success in science in
  • your classroom?
  • 7. Do you and your colleagues have a real reason to meet and share?
  • 8. Do you have few classroom management problems?
  • 9. Do you smile frequently throughout the day?
  • 10. Are administrators at a loss on your teacher evaluations/observations?
  • If you answered “yes” to 5 or more questions, you might be a differentiated
  • instructor!

How Do You Differentiate?

Pair up with a partner

and list several ways you typically assess

students in your classroom.







  • Areas of Strength
  • and Weakness
  • Work Preferences
  • Self Awareness
  • Interest Surveys
  • Interest Centers
  • Self-Selection






“Lite-n-Lean” Activities for differentiation

  • Discussion/Journaling
  • Offering Student Choices
  • Graphic Organizers
  • Vocabulary Instruction
  • Varying Text Levels
  • Memory Techniques
  • Learning Profile/Interest-BasedProjects

Kryza, K., Stephens, S., & Duncan, A. (2007). Inspiring Middle and Secondary Learners. California: Corwin Press.


“Insanity is doing the same thing over and over again and expecting different results.”

-Albert Einstein

traditional vs differentiation
Traditional Classroom

Whole Class-lectures, demonstrations, videos, etc.

Seat Work-collaborative pairs, small group, summarizing strategies, etc

Assessment-feedback, grades,etc.

Differentiated Classroom


Variety including higher level thinking


Both can co-exist!!!!

Traditional vs. Differentiation

What's in a readiness tier?

Tier 1 : Basic knowledge, understanding. The student builds on his/her current level of core information.    Tier 2 : Application or manipulation of the information learned in the 1st layer. Problem solving or other higher level thinking tasks can be placed here. Tier 3 : Critical Thinking and Analysis. This layer requires the highest and most complex thought.

what can a tier look like
What can a tier look like?
  • Use colors to indicate what level of vocabulary readiness you want to assign:
  • Green-basic
  • Blue-average
  • Black-Advanced

Example: Vocabulary - going from green level “need to know” vocabulary to blue level “nice to know” vocabulary to black level “for those of you who are really motivated to go way beyond what’s expected” vocabulary.

let s try a tiered activity genetics
Let’s Try a Tiered ActivityGenetics
  • Readiness based on Vocabulary and Prior Content Knowledge

Biology teachers -groups of 3 Please!!!

Anatomy teachers can work together in teams

In class, I would place you into your groups based on pre assessment


Can both co-exist?

The mantra of change….

slowly, slowly, easy, easy!!!


Day 1:Forces

  • Chunk-Lecture and ppt on gentics with a graphic organizer
  • Chew- worksheet packet finish for hwk.
  • Check-finished worksheet packet
tiered assignments
Tiered Assignments
  • Day 1-Tier 1 assignments
  • Chunk-lecture and ppt with graphic organizer or foldable
  • Chew- Here is where you can begin to tier based on readiness:
  • Genetics Readiness Tiered Assessment (see handouts)
  • Or anatomy
  • Body Systems Green, blue or black assignments
  • Blood Cell Cartoon
  • Check-Quiz on assignments or graded projects
grading criteria
Grading Criteria
  • What is the purpose? Can they answer the essential question?

2 options for grades:

5 points for worksheets, 5 points for self grading worksheets, 15 points for quiz

5 points for collage/poster, 5 points for 4 or more website sources, 15 points for quiz

Days 2-4 are the same format for Tier 1

moving on in the unit
Moving on in the unit
  • Day 5/6-Lab Tier 2 lesson

Everyone in class will complete a lab

tier 3
Tier 3

Day 6-Research a topic in the library

-Real world application/debates or use your text book

Choose 1

  • Find out more on genetics lab technician (basic)
  • Write a play or activity involving your classmates, to explain the various processes that occur in meiosis (average)
  • Use the documents based questions from Mendel’s work (advanced)

Or let them choose a R.A.F.T. (Role, Audience, Format,Topic)

your turn to tier
Your Turn to Tier!
  • Take one acquisition lesson and build in tiered lessons-start small!!!! Talk it out with your group.
  • Be prepared to share in 45 minutes!


Part 2-Differentiated Instruction

Identified 3 ways to differentiate

Take it Slowly, Slowly, Easy, Easy

Developed an Acquisition Lesson with tiered assignments.

Discussed Assessment criteria-rubrics, point systems, etc.

background based on the work of carol ann tomlinson
Centers are areas in the classroom where students refine a skill or extend a concept

Writing center

Anchor activity center

Multiple Intelligences

Stations are different places in the classroom where students work on tasks simultaneously, and whose activities are linked

Backgroundbased on the work of Carol Ann Tomlinson
what would the classroom look like 2 ideas
What would the classroom look like?2 ideas
  • Whole class warm-up
  • On grade level focus lesson for most of the class
  • Above grade level students work on an anchor
  • After focus lesson, students refine their understanding at a specific station or through an anchor activity
  • Above grade level students receive their focus lesson at the teacher’s station.
  • Whole class closure activity.
  • Whole class warm-up
  • Review station assignments made based on pre-assessment
  • Pull a group to the teacher’s station for a structured focus lesson.
  • Other students work at their stations. You move around to monitor their progress when students at the teacher’s station are working in pairs or independently.
  • Whole class closure activity.
there are 4 stations
There are 4 stations:

Ideas for performance assessments

  • Use pre-assessment data to determine which indicators your students need to cover.
  • Collect tasks from your textbook resource, online supplemental resources, and your own “files.”
teacher s station
Teacher’s Station
  • Focus Lessons
  • Review lesson
  • Accelerated pathway lesson
  • More guidance at-risk students
  • Addressing individual needs
proof place
Proof Place
  • Super Source tasks that have been modeled (whole class focus lesson or Teacher’s Station)
  • 20 Thinking Questions
  • Tic-Tac Toe Assessments
  • Other Formative Assessments
great websites for differentiation
Great websites for differentiation
  • http://www.isu.edu/biolearn/index2.html

includes lesson plans, labs and links to current articles for students.


Science Learning Network


Have students

Choose 3-tic tac-toe

practice plaza
Practice Plaza
  • Choice Menus work great
  • Student Workbook practice lessons
  • Old files
the shop
The Shop
  • Use pre-assessment or formative assessment data/errors as tasks.
  • Summarize with “writing to win” strategies
  • Use R.A.F.T.s
sample writing to win strategies
Sample Writing to Win Strategies
  • Acrostic –Use the following word: Genetics-Try It!
          • Gene, Electrophoresis(gel),neucleotide, enzyme, Tryptophan, Intron,Codon, Sex cell
  • Quad Cluster-Develop sets of 4 words from the word wall where 3 words fit and doesn’t. Explain why you clustered your chosen words.
  • “ What I thought you taught me”-Choose 5 summary words and develop those into a paragraph.
  • Either/Or -“Which is more important, meiosis or mitosis
  • Remember - “Science Stations” is a strategy for differentiating instruction. Students only need to go to stations that will help them in mastering the indicator.
  • Have an anchor activity center already in place for students who finish their station work, or who don’t need to work at a station that day.
management continued
Management continued…
  • Students do not move from station to station in a round-robin style. You determine which station and when!
  • Build in time at the TS for you to circulate.
  • Spend a week modeling the type of work found at, and the expectations for each station.
  • Collaborate with your team to develop tasks for review, practice, and enrichment.
trying it out think big start small
Call me for help!

Don’t worry about perfection.

Try one station at a time.

Use stations only when the strategy will help you differentiate your instruction. Not all units work!

Model, model, model

Trying it out…think BIG-start small
ticket out the door
Ticket out the Door
  • “What I thought you taught me”
  • Choose 5 summary words and develop those into a paragraph about today’s content day.
  • Thanks for a great work day!!!!
  • Please fill out the evaluations before you leave.