# Presentation: 743481

## Differentiated Elementary Science Instruction

- Mary Doran Brown
- Archived Information

## Differentiated Elementary Science Instruction

**WELCOME! **
- As you settle in for the session, complete the following task:
- Write a set of directions you would follow to make a cheesecake.

## Enduring Understanding

**All students can learn rigorous academic material at high standards.**
*	**	**	**       **Jon Saphier and Robert Gower:  The Skillful Teacher*

## Essential Question

**How can we best identify what students know and are able to do and subsequently plan for, instruct, and measure learner progress in mixed ability science classrooms in standards-based curriculum?**

## Outcomes

**By the end of this session, participants will know and be able to:**
- define the foundations and key principles of differentiated instruction.
- gain knowledge about differentiation strategies.
- observe the connection between science inquiry and differentiated instruction.
- explore differentiated science lessons based on Maryland State Standards.
- explain the process for data-driven differentiated instructional planning.
- create a differentiated science lesson plan.

## The Betting GameTopic:  Differentiation

**There are three modes of differentiation: content, process, and product.**
**Whole class instruction is not a part of a differentiated classroom.**
**Assessment and instruction are inseparable in a differentiated classroom.**
**Differentiation is synonymous with individualized instruction.**
**Exit cards are a quick and easy strategy for assessing students.**
**Readiness, interest, and learning profile are factors in planning differentiated instruction.**
**Differentiation is chaotic.**

## Why Differentiate?

**“****One size fits all” instruction does not address the needs of all students.**
**Children come in different shapes and sizes.  They also differ in interest, readiness levels, and learning profiles.**

## Differentiating “How To”

**How to Differentiate Instruction in Mixed Ability Classrooms – ****by Carol Ann Tomlinson**
- Be clear on the key concepts and generalizations that give meaning and structure to the topic.
- Lessons for all students should emphasize critical thinking.
- Lessons for all students should be engaging.
- There should be a balance between student selected and teacher assigned tasks and working arrangements.

## Differentiation Key Message

**Tomlinson tells us:**
***	******	******Instruction begins where the students ******	******are, not at the front of the curriculum ******	******guide.***

## What do students know and what are they able to do? 

**Pre- and on-going assessments drive instruction**
- Products and work samples
- Standardized tests
- Questioning
- Every pupil response
- Writing prompts
- Exit cards
- KWL
- Paper/Pencil tests
- Drawings related to the topic

## Differentiated Content

**Input – what the students learn**
- Use of multiple texts
- Use of varied resources
- Compact curriculum
- Learning contracts

## Differentiated Process

**How students make sense of content**
- Interactive journals
- Tiered assignments
- Learning centers
- Cubing
- Anchor activities

## Differentiated Product

**Output – how students demonstrate what they know and are able to do**
- Product presentation uses varied modes of expression, materials, technologies
- Advanced assignments that require higher order thinking skills
- Evaluation by self and others
- Authentic assessment

## Pre-Assessment Data Implications

**Cheesecake 911**
- Direct Instruction
- Provide varied text - content
- Make task simpler - process
- Provide small group instruction - process
**Cheesecake Basics**
- Guided Instruction
- Provide step-by-step written instructions - process
- Provide modeled lessons - process
- Provide lab opportunity - content
**Cheesecake Advance**
- Independent Instruction
- Provide opportunities for learners to expand their knowledge - content

## Differentiating Science Instruction

- Three levels of science inquiry
**Structured**
**Guided**
**Open**

## Structured Science Inquiry

**Students provided hands-on problem to investigate with procedures and materials**
**Students discover relationships between variables or generalize from data**
**Used to teach specific content, fact, or skill**

## Guided Science Inquiry

**Students provided materials and problem to investigate, and students compose their own procedures**
**Teacher facilitates and encourages student generated questions**

## Open Science Inquiry

**Similar to guided inquiry with the addition that students also formulate their own problem to investigate**

## Sample Differentiated Science Lesson

**Structured Inquiry**
- Students are given testable question and verbal procedures – Are fingerprint and toe print formulas the same?
**Guided Inquiry**
- Students select a testable question from teacher list then plan and conduct investigation
**Open Inquiry**
- Students develop a testable question and investigation

## Anchor Activities

**Reading to be Informed**
**Inquiry Centers**
**Structured Computer Work**

## Give It a Try

**Paper Towel Investigation**
- Develop a tiered science lesson for students to create and conduct well-designed investigations to determine the quality of several different paper towels.

## Labor Intensive Strategies for Differentiation

**Assessment, data analysis, and diagnosis**
**Flexible grouping**
**Tiered tasks**
**Anchor activities**
**Differentiated learning encounters**
**Learning contracts**
**Independent study**

## Simple Strategies for Differentiation

**Study buddies**
**Exit cards**
**Student expert**
**“****Three Before Me”**
**“****The Doctor Is In”**
**Mini-lessons**
**Multiple text**

## 

Differentiation instruction is a critical element to... 

Leaving No Child Behind.

***Differentiation instruction is a critical element to... ***
***Leaving No Child Behind.***