Gail Dickinson - Madison County Schools 601 953-2730 [email protected] Differentiated Instruction Pre-assessment.

Gail Dickinson - Madison County Schools 601 953-2730 [email protected]

Differentiated Instruction

• Pre-assessment


Differentiation Strategies for Science

Gail Dickinson - [email protected] County Schools

601 953-2730

Dr. John Hunt – [email protected] College


Introductions

• Mini Whiteboards–Write or draw somethinginteresting about yourself

• Bioglyph


The Brain and Learning


How Do We Learn? pg. 6-7

• The brain is an enormously complex network of billions of neurons.

• Learning mainly takes place at synapses, the junctions between neurons where information is relayed.

• A synapse’s performance changes when we learn something new, obeying the principle that “cells that fire together, wire together.”


Imagine trying to learn the name of a person

you just met.

• Your brain must form an association between the complex visual image and the name.• Every time you see this person your neurons fire and make that connection.• Different events strengthen this

connection.


Activity - Memory

• Memorize the words on the next slide.


• Read• Pages• Letters• School• Study• Reading• Stories

• Sheets• Cover• Pen• Pencil• Magazine• Paper• words


Write down all of the words you can recall

• How many words were you able to recall? (out of 14)• How many got the first and last words correct? (read,

words)• How many got the words Pencil and Magazine correct?• What was the name of the magazine? (Parents)• What picture was on the front of the magazine? (a baby)• What word was written in lower case? (words)• Did anyone write the word – book????

• How does this relate to learning in the classroom?

http://www.superduperinc.com/handouts/pdf/81_brain.pdf


What Brain Research Has to SayAbout Learning


The 12 Principles of Brain Compatible Learning

1. The brain can perform several activities at once, like tasting and smelling.

2. Learning engages the whole physiology.3. The search for meaning is innate.4. The search for meaning comes through

patterning.5. Emotions are critical to patterning.6. The brain processes wholes and parts

simultaneously.


7. Learning involves both focused attention and peripheral perception.

8. Learning involves both conscious and unconscious processes.

9. We have two types of memory: spatial (environment)and rote (memorization by repetition).

10.We understand best when facts are embedded in natural, spatial memory.

11.Learning is enhanced by challenge and inhibited by threat.

12. Each brain is unique.


The Educator’s Task

• To challenge the learner – prevent him (her) from becoming overwhelmed or

bored by new material that is being taught.

• To provide learner specific feedback

• Remember - every single brain is totally unique


Differentiation and Learning



What is Differentiation?

Simply put – it is meeting the needs of ALL

students.


The longer version -

• Differentiated instruction is a flexible approach to teaching.

• Based on:– Student needs– Appropriate instruction to meet those

needs


The Myths of Differentiation

Pg. 13


How do you feel about DI?(mini whiteboard)

• So – So

AngryConfused

Excited


Where Should We Begin?

• Know Your Students• Plan Activities According to

student:– Interest– Learning styles– Creativity


1. Know Your Students

Background/Interests Learning Profile

Creativity Readiness


Background, Interests

• Getting to know your students

Activities:• Paper Plate• Paper Doll• Coat of Arms• Survey of questions




Favorites (food, book, movie, TV show)

Family/Friends

Student Name

In 5 years I will In 10 years I will

Hobbies/Interests I am unique because


Activity- student background/interests

• Create an “About Me” paper plate, paper doll or Coat of Arms

• Draw or write information about yourself

• The larger the drawing or writing the most important (paper plate)

• On back– think of a useful way to incorporate the back of your plate or paper into this activity

• Share with the class


1. Know Your Students Their background/Interests

Learning Profile Creativity Readiness


Learning Profile– Multiple Intelligences pg. 143 – 144

• The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University.

• It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited.

• Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults.

• Most of our schools focus on linguistic and logical/mathematical.

• He suggests that we should also focus on students who are “smart” artists, dancers, musicians, etc.


Multiple Intelligence Survey

• Online quiz for students

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/questions.cfm


• Visual - pictures, diagrams, maps, charts, videos

• Verbal – listening, speaking, writing, storytelling


• Kinesthetic – movement, dancing, crafts, hands-on activities

• Musical – singing, playing instruments


• Logical/Mathematical – numbers, patterns, connections

• Read/Write – lists, note taking, books


Activity – Learning Styles

• We will divide into “learning styles” groups. Kinesthetic, Visual, Musical, Verbal

• Each group will choose one of Newton’s 3 Laws of Motion.

• Demonstrate the way your learning style would “tackle” this lesson.

• Present to the class.


Reflect• How is this lesson differentiated?• Did everyone master the content?• Did the lesson take a lot of planning time?• What type of assessment(s) could be used for this

activity?• How should the teacher “wrap up” this lesson?


How do you feel about the “Newton’s 3 Laws” Lesson?

• So – So

Boo

Loved it

Confused





CreativityS-t-r-e-t-c-h Your Child’s Imagination! Creativity is a critical, but often overlooked,

element of education. By increasing your child’s creativity quotient, you can help him/her to:

Think on his/her feet and "outside the box!" Apply knowledge to solve problems! Develop focus and exude confidence! Become detail-oriented and creative! Be prepared for the future!


Activity: CreativityLet’s see how creative you are

Lesson Plan – Repurpose

Can you come up with a new use for bubble gum?

Create a way to tell the world about this exciting new way to use bubble gum!





Readiness• Diagnostic assessments• Class discussion• Talk to previous teachers• Data – previous test

scores


Next - How To Differentiate


How Do We Differentiate? pg. 16

• You can differentiate:– Content– what students learn– Process – varying instructional materials– Product – what students produce

• Tasks and/or resources can vary according to:– learning profile – readiness – interest


The Book is Divided into:

• Tiered Assignments• Tiered Graphic Organizers• Leveled Questions• Multiple Intelligences• Menu of Options• Interest Centers• Discovery Learning• Orbital Studies


Tiered Graphic Organizers pg.77


Review Graphic Organizer Lesson pg. 80

• Let’s Get Moving!

• Look over the other graphic organizers in the book


Examples– Foldable

• Does anyone use Foldables for science lessons?


Graphic Organizers Online• Science-http://www.eduplace.com/science/hmsc/content/organize

r/index.html• http://www.science-class.net/Teachers_Graphic_Organizers.htm• http://irondalecom.jefcoed.com/Documents/Graphic%20Organizer

s/organizer%20science.pdf

• Foldables• http://cmase.pbworks.com/w/page/6923144/Foldables

http://www.eduplace.com/science/hmsc/content/organizer/index.html

http://www.eduplace.com/science/hmsc/content/organizer/index.html

http://www.science-class.net/Teachers_Graphic_Organizers.htm

http://irondalecom.jefcoed.com/Documents/Graphic%20Organizers/organizer%20science.pdf

http://irondalecom.jefcoed.com/Documents/Graphic%20Organizers/organizer%20science.pdf

http://cmase.pbworks.com/w/page/6923144/Foldables


Cornell Notes


Interest Centers pg. 202

• Many elementary classrooms already use this strategy.

• A learning/interest center is a space set aside in the classroom that allows easy access to a variety of learning materials in an interesting and productive manner.

• Learning centers are designed to offer a variety of materials and media through which students can work by themselves or with others to enhance the information learned in the classroom


Biology Example - Animal Cell

1. Color cell parts2. Interactive whiteboard – match the cell parts

with their function3. Construct a cell model our of Wikki Stix.4. Venn diagram – similarities and differences

between animal, plant and bacterial cells5. Compare cell parts with a business6. Cornell notes 7. Tutorial of the types of cells online


Activity – Wikki Stix Plant

• Create a plant using Wikki Stix:– Flower– Stem– Leaves– roots


Current Events pg. 220

This lesson is on electricity.

Pg. 227 Learning Lab 5Task 2 – Create a circuit out of

Christmas tree lights.Simple, parallel, series


Activity – Create a Circuit

• Create a circuit using Christmas tree lights.


Groups• Explain what is happening with your

circuit with another group.

• Can you add a switch to your circuit?


Discovery Learning pg. 236

• Inquiry based learning method• The teacher acts as a coach who

provides students with clues along the way


Activity – Inquiry – Fortune Fish

• This is a good activity for the beginning of the year.

• Take out your “fortune telling” fish and place in your hand and observe.

• Write down your observations.• What is your fortune?• Now “play” with your fish and see

if you can figure out why it is moving.

http://www.stevespanglerscience.com/product/fortune-telling-fish


Activity – Discovery Learning Guided Inquiry - Airplane

• This lesson is guided inquiry.

http://www.amazingpaperairplanes.com/Basic_Dart.html


Activity directions

• Guided: – Students will create an airplane with

instructions. Launch airplane 3 times and record time. Calculate average.

• Inquiry:– Students will modify or create a new airplane

that will loop the most times. Launch 3 times and record time. Calculate average number of loops.

• Now have fun:– Contest – whose airplane will loop the most

before hitting the ground?


Extension• Ask students to design their own

paper airplane experiment.

• What are your suggestions?


Extras – Classroom Strategies

• Exit tickets• Reflection/question Post-its• Mini whiteboards• Cornell notes• Vocabulary drawings• Foldables & Graphic organizers• Socratic discussions• Think, pair, square, share


Sample Exit Ticket

• Write down 2 things you learned and 1 thing you have a question about pH in living organisms.

1. Acids are the lower numbers on the pH scale. The lower the number the more acidic.

2. Distilled water is 7 on the pH scale and is neutral.

3. What affect does pH have on plant growth?


Sample Exit Ticket

• Name 2 “germs” that cause disease.• Draw a picture of the “germs” and

give one example of a disease it causes.

Virus- example is a cold

Bacteria – example strep throat


Think, pair, square, share

• What causes disease?


Vocabulary Drawings

Draw one of the following on the mini whiteboard- use the word in your drawing.

• Cumulus• Acceleration• Kinetic energy• Variation• Tropism

Variation

V a R I A t I o

n


Anchor Activities pg. 20

• Structured activities for students who finish their work early.

• This is not busy work

• Meaningful, ongoing activities

• Can be independent or group activities

• Lasts from 1 week to during whole unit

• Should be fun, educational, and relevant


Examples of Anchor Activities

• journal writing• games• mini lab centers• computer work• science questions of the week• draw vocabulary pictures• add to the “Science in the News” board• create mind/thinking maps on content• write a letter to a famous scientists about

their accomplishments and ask questions.


Grouping Strategies pg. 17-18

Flexible- members change frequently, groups are modified often.

Heterogeneous- grouped according to various ability levels, common interests, self-select, closeness to seating arrangements, or random.

Homogeneous- grouped according to same ability levels.

Flexogeneous- both homogeneous and heterogeneous in a group. They switch at least one time from one group to another. Might begin as homogeneous and then the groups switch to heterogeneous in the middle of the lesson.


Differentiated Instruction

• Post-assessment• Evaluations

Gail Dickinson - Madison County Schools 601 953-2730 [email protected] Differentiated Instruction Pre-assessment.

Documents

learning slide

science gail dickinson

bioglyph slide

mississippi college

brain research

brain processes wholes

types of memory

activity memory