effectively differentiate instruction for all learning styles with edusmart science

Effectively Differentiate Instruction for

All Learning Styles with EduSmart Science

Getting to Know You

District/ School/ Organization Graffiti

Introductions

Group Norms Take care of your needs

Goal or Learning Objective

to understand how to successfully address all student learning styles within the same lesson using effective instructional strategies, inquiry-based “hands on activities” and EduSmart Science

to connect science concepts to environmental issues

Provide an opportunity to work with your group and explore EduSmart Science to apply the information presented:

-design and present a “mini-lesson” implementing two or more

effective instructional strategies using a “chapter” from one of the EduSmart Science modules

What is EduSmart Science? “next generation”, multimedia digital science resource implements research-based instructional strategies

proven to enhance instruction and maximize student achievement

instruction is “student centered” but “teacher driven” custom designed specifically for Texas – 100% aligned

to the TEKS grade level specific for grades 3, 4 & 5 and very soon,

for grades 6, 7 & 8 also

Journals! Learning styles

Instructional strategies

Reflections/ Epiphanies/ Suggestions

Learning StylesWhat are learning styles? identify the way a student learns best have nothing to do with a student’s intelligence

or ability describe the way a student’s brain processes,

stores and retrieves information most effectively

Visual

Auditory

Tactile/ Kinesthetic

Three Main Learning Styles

How can you tell a student’s predominant learning style?

Characteristics of Predominantly Visual Learners

learn best by seeing information and can recall visual details

remember information presented in pictures, charts, graphs, diagrams, movies, and demonstrations

visualize while they are reading and writing doodle and have difficulty following lectures

and oral instructions can remember faces but have difficulty remembering

names prefer to read silently like to write down instructions

learn better by listening to explanations than by reading about them

follow spoken directions well, but have trouble following written directions

read slowly and prefer to read out loud enjoy oral discussions, working in groups and

giving oral reports are good at explaining talk to themselves while learning something new need to have things explained orally can’t keep quiet for long periods of time

Characteristics of Predominantly Auditory Learners

Characteristics of Tactile/ Kinesthetic Learners

process information best through “hands on” experiences and whole body movements

like science labs, role playing and building models have trouble sitting still, but writing things down

makes learning easier like adventure books and movies like to move around while listening or talking talk with their hands remember by recalling who did what like to touch things in order to learn

about them

65% of students are predominantly visual learners 20%-30% of students are predominantly auditory

learners 5%-15% of students are predominantly tactile/

kinesthetic learners

Learning styles research shows:

Think- Pair- Group Share How can this information be used to impact the students’ learning environment?

1. Think for 30 seconds.2. Pair with a partner and take turns

sharing for 30 seconds.3. Group share with those at your table for

1 minute, taking turns.4. Choose 1 remark to share with the

whole group.

Instructional Strategies that are Effective for All Learners

establishing learning objective(s) effective questioning non-linguistic representations cooperative learning identifying similarities and differences provide specific and timely feedback

Establish Objective(s)

students can’t hit a target they can’tsee- restate formal objectives in student friendly language

revisit at the end of the lesson for students to evaluate their own mastery (assessment for learning)

Effective Questioning to pre-assess level of knowledge to cue and activate prior knowledge to maximize student engagement to assess mastery to focus learning to promote thinking and reflections

Non-linguistic Representations students build vocabulary comprehension

and retention by constructing their own meaning

graphic organizers physical models drawing pictures and pictographs engaging in whole body movement

Frayer ModelDefinition in your own words Facts/characteristics

Examples Nonexamples

Cooperative Learning assigning roles holds students accountable to the

group creates positive interdependence promotes interactions and academic discourse provides for group and individual accountability groups should be 3-4 students should be applied consistently and systematically

but not overused includes formal, informal and base groups

Provide Specific and Timely Feedback

focus feedback on specific knowledge and skills provide feedback as soon as possible following the task it should point out what is correct and what is not

correct in relation to the “target” or objective student initiated feedback is most beneficial

(assessment of learning)

If students know how their performance compares in relation to the “target”, they can better understand what they must do to close the gap.

comparing important characteristics is the basis used to identify similarities and differences

classifying is the process of grouping things that are alike on the basis of characteristics

creating analogies shows how seemingly dissimilar things are similar

creating metaphors connect two items wit an abstract or non-literal relationship

direct presentation of similarities and differences should be used when the focus is on identifying specific similarities and differences and consensus is desired

student-centered identification of similarities and differences produces less consensus but encourages

divergent thinking

Identifying Similarities and Differences

Analogy

weathering erosion

erosion deposition

flying

Analogy

Ideas and Suggestions

Changing States of Matter

ReflectionsChoose one instructional strategy

implemented in this lesson and describe how it was used to differentiate for a visual learner.

Let’s take a quick 10 minute break!!

Similarities and Differences of the Earth and Moon

Earth Moon

Three Tab Book and Venn Diagram

• Hotdog or hamburger folded into thirds

• KWL (Know, Want to Know, Learned)• Sequencing or flowchart• Three parts, pieces or stages• Use horizontally or vertically• Three parts that have a hierarchy• Simple way to make Venn Diagram

booklet

Rallyrobin• Students form pairs• Take turns sharing with a partner• Pairs discuss which ideas they both

came up with and which were unique

Which parts of this lesson meet the learning style needs of the auditory learner?

How does this work with 5E?• Engage• Explore• Explain• Elaborate• Evaluate

EngageMaterials• Bowl• Water• Piece of plastic• Plastic cupDirections• Make the floating piece of plastic go down to the

bottom of the bowl and stay on the bottom without directly touching the piece of plastic with your hand or with any object.

ExploreMaterials• Short ruler• Adhesive tape• Pennies• Long ruler• Ball of play doughDirections• Place the short ruler on the ball of play dough at the

midpoint forming a seesaw. Place one penny on the end of the short seesaw. Tape 2 pennies together, tape 4 pennies together and tape 8 pennies together.

•

• Have one lab partner hold the long ruler at the end with the penny on it. One partner will drop the two penny mass on the opposite end of the short ruler from a height of 20 cm. Predict how high the one penny will move. Note the direction the two pennies moved. Which direction did the one penny move? What caused it to stop moving?

• Predict how high the one penny will move when the four penny mass is dropped. Test the same as with two pennies. Was your prediction right?

• Repeat the steps with the eight penny mass.• What did you notice about the number of pennies and

how high the one penny flew?

Explain

Explain EduSmart Force

ElaborateMaterials A plastic bowl A marble Scissors

Directions Roll the marble across the table and note the path in

your journal. Use the bowl and marble to the marble follow a

circular path. The bowl must stay in contact with the table at all

times and the marble must make a complete circle. You can only touch the marble one time with your

finger. Listen to the directions given by the teacher. Record

information in your journal.

EvaluateOn going.Final evaluation.

-In your journal respond to these questions:

1. If this was a model of our solar system and the marble represented Earth, where would the Sun be?

2. What force does the curved rim of the bowl represent?

Let’s take a quick 10 minute break!!

Making Real World Connections

Using Physical Properties to Identify Matter• Using a “real world” scenario• Students apply knowledge to solve a problem

Adaptations gather information use information to solve riddles; create

riddles

Adaptations RiddlesDirectionsWork with your group to match the

adaptations to the animal.

Identify each adaptation as behavioral or physical.

Make sure everyone in your group knows the answers.

Opportunity to Explore

• Choose a grade level and a TEKS module• Choose a chapter• Choose instructional strategies to apply (effective questioning to pre-assess, to

develop concepts, graphic organizer to develop vocabulary or represent data, whole body movement to illustrate concept)

• Time permitting, present your lesson

Links• Teaching Academic Vocabulary http://jc-schools.net/tutorials/vocab/strategies.html

• Graphic Organizershttp://www.eduplace.com/graphicorganizer/pdf/cluster_web3.pdf

• Foldableshttp://members.cox.net/pvsciteach/foldinst.pdf