Differentiating Instruction

Anna Butler, Brian Conley, Christine Jackson, and Andra Reynolds

March 9, 2015MTE 533

Dr. Sylvia Hill

Introduction Differentiated Instruction

Tiered Instruction Flexible Grouping Ability Grouping Technology

Tiered Instruction A method of adapting instructional strategies within a

lesson or unit, in order to appropriately challenge students of all ability levels (Preszler, 2006).

Teachers emphasize same skills but may vary level of complexity for each group (Preszler, 2006).

Critical thinking and problem solving skills included at every level.

Materials and resources of varying difficulty may be used (Armstrong and Haskins, 2010).

Suitable for both science and mathematics instruction

Instructional Issues withTiered Instruction

Requirements:Ongoing assessment of student abilityThorough content knowledge by instructorMultiple instructional strategiesAbility to adapt the curriculum to accommodate those with special needsFlexibility

Concerns: Meeting the needs of all studentsMaintaining student self-esteemHaving the resources available to effectively adapt lessons

Flexible Grouping A differentiation strategy in which students are

grouped and regrouped according to specific goals, activities, and individual needs (Valentino, 2000).

Two types of Grouping Teacher-Led Student-Led

Can be used in both Math and Science

Instructional Issues with Flexible Grouping Issues arise based on the type of

group formed During whole-class instruction, students

may display off-task behaviors because they may be bored with the material.

During small groups, some students may find that they are carrying the work load; others may find the group is too advanced to keep up with (Pennsylvania Department of Education, n.d)

Ability Grouping Groups Students According to Talents

Targeted Instruction Within Class Grouping Between Class Grouping Can Be Used in Any Core Subject

Instructional Issues with Ability Grouping Labeling Lowered Expectations Lowered Levels of Motivation Lower Quality of Education More Time Spent on Discipline Vocational vs. College Track

Technology

Utilized in Science and Math

Web-based games Instruction Reinforce Learning

Smartboards Digital Response Tools

Promote Interaction

Digital Assessments Fast Data Collection Easy Reference

Instructional Issues with Technology

Mixing media and technology can appeal to different learning styles

Technology proficiency needed for effective use

Troubleshooting hinders lessons

Limited resources restricts access for some schools

Lesson Plan Outline:4th Grade Science- Food Webs

Standards: 12.B.2a  Describe relationships among various organisms in their environments (e.g., predator/prey, parasite/host, food chains and food webs). 12.B.1b  Describe how living things depend on one another for survival Lesson Duration: 1 Hour Differentiated Strategy Used: Technology Background: Students have learned about food chains and several key vocabulary words for the unit,

including ecosystem, producer, consumer, and decomposer. Outl ine:

Students watch a video about food webs: https://www.youtube.com/watch?v=MGODmyXkkPU

Students read the section in the science text books regarding food webs, stopping periodically to discuss major points from the text and relate back to the video

Using the Smartboard, the teacher shows students an example of a food web, noting how the arrows indicate the flow of energy from one organism to another.

Students have the chance to come up to the Smartboard and select from three possible animals to put into a sample food web. The rest of the class uses digital student response systems to make their guesses as well.

The students will again use their response systems to answer five questions regarding food webs. Their answers will be stored for the teacher to review after class.

Conclusion No two students learn in exactly the same way; so it follows that no two

students should be taught in exactly the same way. As they adapt their

instructional techniques to fit the needs, interests, and background of each

student, teachers differentiate instruction, and in doing so, honor their

students’ individual differences.

References

Armstrong, S. and Haskins, S. (2010). A Practical Guide to Tiering Instruction in the Differentiated Classroom. New York, NY: Scholastic. Retrieved from: https://www.scholastic.com/teachers/article/collateral_resources/pdf/19/9780545394819.pdf

Ellis, K. (2010). Tech-Fueled Differentiated Instruction Engages Elementary School Students. Edutopia. Retrieved from http://www.edutopia.org/stw-differentiated-instruction-technology-elementary-video

National Education Association (NEA). (2015). Research spotlight on academic ability grouping. Retrieved from http://www.nea.org/tools/16899.htm

Pennsylvania Department of Education. (N.d). Maximizing Student learning with flexible grouping. Retrieved from http://www.michigan.gov/documents/mde/tdr_flexible_group_0911_464080_7.pdf

Preszler, J. (Ed). (2006). On target: Strategies that differentiate instruction grades 4 – 12. Retrieved from: http://education.ky.gov/educational/diff/documents/strategiesthatdifferentiateinstruction4.12.pdf

Tenkely, K. (2015). Using Technology to Differentiate Instruction. Teaching Community. Retrieved from http://teaching.monster.com/benefits/articles/8484-using-technology-to-differentiate-instruction?page=1

 Valentino, C. (2000). Flexible grouping. Retrieved from http://www.eduplace.com/science/profdev/articles/valentino.htm l