Science

Strategies for Differentiation in Science

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Why differentiate? The needs and learning styles of learners are

different Standards and assessments are different –

they are becoming more rigorous with the implementation of the Common Core and the upcoming PARCC assessment

We need to move students towards completing more rigorous and meaningful tasks

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Released ELA PARCC Item

TEXTS: Family of Amelia Earhart. "Biography of Amelia Earhart." Amelia Earhart: The Official Website. Family of Amelia

Earhart, n.d. Web. 12 Jan. 2012. <http://www.ameliaearhart.com/about/bio.html>. Lorenzi, Rosella. "Earhart’s Final Resting Place Believed Found." Discovery News. Discovery News, 23 Oct.

2009. Web. 2 Feb. 2012. <http://news.discovery.com/history/amelia-earhart-resting-place.html>. 20th Century Biographies. "Amelia Earhart’s Life and Disappearance." Watchmojo. Watchmojo, n.d. Web. 28

Feb. 2012. <http://www.watchmojo.com/index.php?id=9083.>.

http://www.parcconline.org/samples/item-task-prototypes

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ConceptsPre-Assess

Content

ProcessProduct

Environment

Differentiation

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Organize the BLUE statements into two categories: Differentiated instruction IS…. Differentiated instruction IS NOT…

What does differentiated instruction look like?

From: Science GPS Training, Day 5 Georgia DOE

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Differentiated Instruction is... Differentiated Instruction is not...Assessing students before a unit of instruction to determine what they already know

All students in the class completing the same work for a unit/chapter

Adjustment of the core curriculum by content (below to above grade level), process (concrete to abstract), and product (simple to complex)

Limiting how and what is taught by teaching to the average student

Providing assignments tailored for students of different levels of achievement

Assigning more work at the same level to high achieving students

Having high expectations for ALL students Focusing on student weaknesses and ignoring student strengths

Educational experiences which extend, replace, or supplement standard curriculum Activities that all students will be able to do

Structuring class assignments so they require high levels of critical thinking and allow for a range of responses

Giving the same kind of problems or questions and expecting more

Students participating in respectful work Creating more work-extra credit, do when done

Putting students in situations where they don't know the answer- often Providing free-time challenge activities

Differing the pace of instruction Using capable students as tutors

A blend of whole class, group, and independent learning Using individualized instruction

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CONTENT Content .. What students

should know, understand and be able to doThe information that is taught and the resources to best teach it are selected strategically.

This is differentiated by:Leveling materials – adjusting the complexityUsing a variety of instructional materialsProviding choiceThe key is RIGOR

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PROCESS Process.. the way a learner interprets,

adapts, and finds ownership of the content Instructional Strategies for Improving Student

Achievement – complexity, scaffolding and supports, inquiry based learning strategies

May be differentiated according to Bloom’s Taxonomy, Depth of Knowledge (DOK), Rigor & Relevance

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PRODUCT Product.. shows the learner’s personal

interpretation and what he or she knows.

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ENVIRONMENTWith larger class sizes, we need to

think about how we will organize… Physical Space Classroom Routine& Materials Structuring the Time

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Differentiation by….Readiness – using DATA to determine

groups Interest – using student INTEREST to

determine groups, projects, etc (Information Inventories, Journals, etc.)

Learning Profile - Gardner’s Multiple Intelligences, Sternberg, etc.

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Information Inventory

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Formal Standardized test

scores Benchmarks Teacher developed

tests Journal prompts Written responses Anticipation guide Formative

Assessment Probes

Informal• Observations• Conversations• Directed questions• Concept mapping• Ticket out the Door• Check in slips• Fist of Five• Thumbs/Up Thumbs

Down• Response

Systems/Cards

Pre-Assessment Strategies

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Using the following list of words, construct a concept map: Energy Waves Compression Amplitude Electromagnetic Sound Light Matter

o Cresto Trougho Frequency

Concept Mapping

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ASSESSMENT ..Squaring Off

Dirt RoadI know very little

Paved RoadI know some

HighwayI know a lot

Yellow Brick RoadI know all about this!

Where would you classify yourself based on your knowledge of

TENNIS?

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ASSESSMENT ..Squaring Off

Dirt RoadI know very little

Paved RoadI know some

HighwayI know a lot

Yellow Brick RoadI know all about this!

Where would you classify yourself based on your knowledge of Rocks and Minerals?

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Before After_____ Mechanical waves require a medium _____ in order to travel._____ Sound waves are examples of

_____ electromagnetic waves. _____ Diffraction is the bouncing back of

waves_____ after they strike a surface._____ An echo is an example of refraction.

_____ _____ White light contains all colors in the

_____visible light spectrum.

_____ Light always travels in a straight line _____

Anticipation Guide

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Before After_____ Mechanical waves require a medium

__T___ in order to travel._____ Sound waves are examples of

__F___ electromagnetic waves. _____ Diffraction is the bouncing back of

waves__F___ after they strike a surface._____ An echo is an example of refraction.

__T___ _____ White light contains all colors in the

___T__visible light spectrum.

_____ Light always travels in a straight line__F___

Anticipation Guide

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Formative Assessment: Bell & Cowie (2001)

Formative assessment – to provide teachers and students with feedback

Crucial for the development of conceptual understanding because giving feedback to students can help in shifting existing conceptions to scientifically accepted ones

Occurs before/during the learning (not after)

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CONTENT…..what students should Know, Understand, and be able to Do

What we teach….the big ideas, science process, the facts, the principles…

Strategies:• Learning Contracts• Technology• Small group (Flexible Grouping)• Learning styles & multiple intelligences• Multiple and/or supplementary texts • Readiness level (Tiered activities)• Students’ interests• Note taking Strategies

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Digests/ “Cliff Notes” Vocabulary

strategies (Example: Frayer model)

Summarizing Strategies

Reading strategies Highlights on Tape,

iPod, Video Vetted websites Games (Jeopardy,

Water cycle, Rock Cycle)

Demonstrations, discrepant events

Skills labs Note-taking Organizers Graphic Organizers Varied Texts &

Supplementary Materials

Highlighted Texts Books on Tape Levels of inquiry

Ways to Differentiate CONTENT

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50 Ways to Leave Your Lecture

Developed by Science Regional Implementation Specialist at the DOE

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PROCESS…. the way a learner interprets, adapts, and finds ownership

• Instructional Strategies• Differentiated According to Bloom’s

Taxonomy, DOK or Rigor/Relevance• Varying the length of time to complete a

task• Using manipulatives to teach a skill • Tiered Tasks• Chunking the material• RAFTS, GRASP• Cubing• Questioning Strategies• Centers & Stations• Choices (Intelligences)• Graphic Organizers

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Take the pre-assessment on genetic crosses, Punnett squares and terminology

Based on performance, divide students into 3 groups: Group 1 – Overview of basic monohybrid

cross with supports Group 2 – Review of monohybrid and

introduction to more complicated crosses Group 3 – Introduction to dihybrid and sex

linked crosses with support Moving all groups to independent practice

Genetics Tiered Lesson

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Tiered Topic Ideas - Chemistry

Chemistry – Stoichiometry Pre-assessment

Solving the same problem set with different degrees of scaffolding

Writing Formulas Quiz – ionic Group 1 – instruction and practice Group 2 - manipulatives Group 3 – polyatomic ions (folder with

key)

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Depth of Knowledge Rigor & Relevance

Higher Order Thinking

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CENTERSSTRUCTURED CENTERS Designed for a specific

tasks for an agenda developed by the teacher.

Students work with skills or concepts, approaching them through a variety of experiences.

Multilevel tasks can be designed for students to work at different levels of need and at their own pace.

EXPLORATORY CENTERS

Designed to provide material and allow students to decide what to do with the materials.

CENTERS• Flexible areas in the

classroom that address different learning needs.

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Metric System Interactive: http://www.learner.org/interactives/metric/

Practice with a Triple Beam Balance

Rainbow Lab to review using a Graduated Cylinder: http://www.middleschoolscience.com/rainbowlab.html

Process Skills Centers

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Use the foldable to keep a record of the 3 stations related to gravity…..

Gravity Stations

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Microscope Review – Compare Tissue Types

Virtual Cell – Computer Review of Cells

Direction Instruction – Basic Cell Parts

Cell Models – manipulatives (cut out cell parts and organize into cell types)

Gummy Bear Osmosis – cell transport30 minutes per station – one anchor if

you finish early

Cell Station Ideas

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Heat Energy StationsUnequal Heating of EarthGoldilocks EffectHeat EnergyGreenhouse EffectGroups rotate and complete EACH lab

or complete ONE lab and report results to the class via chart paper or whiteboards.

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CUBING Cubing is a technique for considering a

subject from six points of view ( Cowan and Cowan, 1980; Tomlinson,

2001)

One side of the cube may say: Describe it Another side: Compare it The third side: Associate it The fourth side: Analyze it The fifth side: Apply it And the sixth side says: Argue for or against

it

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Differentiation Cubing Side One: Compare and

contrast the three key ways we differentiate

Side Two: Describe 4 strategies that would help you manage a differentiated classroom.

Side Three: Discuss the value of using differentiation in your instruction.

Side Four: Suggest a way that you could use differentiation in an upcoming lesson.

Side Five: Evaluate why there is an overlap of strategies in the ways we differentiate.

Side Six: In your opinion why has differentiation become such an important philosophy in our standards-based practices?

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PRODUCT…. shows the learner’s personal interpretation and what he or she knows.

• Choices based on readiness, interest, and learning profile

• Clear expectations, guidelines, rubric, timelines, product guidelines, contracts can help manage

• Agreements• Product Guides• Anchor Task• RAFT, GRASPS• Cubing• Tiered Task• Tic Tac Know

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Tic -Tac - KnowStudent Choice Activities

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Think-Tac-Toe - ChemistryMake a board game that can be played to learn at least 20 facts about the periodic table.

Write a report explaining how the periodic table is organized.

Make an illustrated time line showing the discovery dates of at least 20 elements on the periodic table.

Write 20 knowledgeable questions about the periodic table that you could use to interview a chemist.

Select 20 symbols on the periodic table. Include their names and something about each in a song or rap about them. Perform for the class or record on audio tape.

Create a collage that illustrates where various elements on the periodic table occur in nature. Label each element.

Write a letter to Mr. Mendeleev telling why you like or do not like his organization of the periodic table. Give at least 3 reasons to support your point of view.

Design a study guide for students to use when studying the periodic table. It must have at least 20 questions or items.

Design a graph that shows the ratio or proportion of metal, metalloids, and nonmetals that are on the periodic table. Make a graphic organizer to compare and contrast the 3 groups.

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Verbal-LinguisticPresent information tracing the energy transformations necessary to move energy from a power plant to a household appliance through the use of a 2 page paper **

InterpersonalResearch how electricity and magnetism are used in real world applications. Include how the invention uses e & m, how it is useful and has improved the quality of life (ex. Telephone, MRI, etc.)

Visual-SpatialPresent information tracing the energy transformations necessary to move energy from a power plant to a household appliance through a multimedia presentation. **

Bodily-KinestheticDesign an conduct a mini-experiment involving simple circuits, magnetism or electromagnets—you MUST get approval from your teacher before beginning AND conduct the experiment at school 

Unit AssessmentComplete a test on the concepts of electricity and magnetism 

IntrapersonalShould people limited to the amount of electricity they can use? Write a 1 –2 page paper that explains your opinion. Provide facts about electricity usage in the U.S. Include the source: http://www.eia.doe.gov/

Logical-MathematicalVisit the website: http://www.eia.doe.gov/Generate graphs and information informing energy use in the U.S. Include at least 5 graphs and explain their significance.

MusicalCreate a CD with at least 10 song titles. Write lyrics for one of the songs (chorus & 3 verses). Make a creative CD cover and a name for your recording group. 

NaturalisticAnalyze the impact of power generation on the environment. Include information about the need for electricity, how electricity is generated, environmental regulations, cost of producing electricity

Electricity & Magnetism

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Advertisement Article BiographyBlueprint BrochureCalendarCampaign Cartoon ChartChildren's BookCollection Comic BookDebateDemonstrationDiagram Discussion

Editorial Film

Flow Chart Foldable Game Graph InventionLearning

Center Learning Log Lecture MagazineMap Model NewspaperPaintingPhotograph

Play Poem Poster Profile Puppet Show Puzzle Quiz Show Rap Research Project Review Song SpeechTeaching a Lesson Terrarium Timeline Tour TV Show Website

Possible Products

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Prepare a brochure that features one of Mendeleev’s predicted elements.

Plan and stage a television interview that would bring Mendeleev’s discoveries to the attention of the public.

Prepare a presentation of Mendeleev’s life and how his work has affect mankind.

Create a “fake” Facebook page for Mendeleev. Who would his contemporaries been? Friends? What would he have liked?

Technology Products

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Common Core Anchor Standards

CCRW4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCRW8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

CCRW9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

CCRW10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

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Role Audience Format Topic

• writer • artist • character • scientist • adventurer • inventor • juror • judge • historian • reporter • Member of a

“team”• therapist • Journalist• student

• self • peer group • governmen

t • parents • fictional

character(s)

• committee • jury • judge • activists • animals or

objects • Member of

a “team”

• journal • editorial • Letter of

complaint/ appreciation

• interview • video • song lyric • cartoon • game • cartoon• critique • biographical

sketch • newspaper

article

• issue relevant to the text or time period

• topic of personal interest or concern for the role or audience

• topic related to an essential question

RAFT

• http://www.greece.k12.ny.us/

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RAFT in Physical Science: Chemistry

Role Audience Format Topic

Proton Electrons Love song How we balance each other out and what happens when we don’t

Atom Cell Friendly email

How we can clear up misconceptions about the nucleus

Products Reactants Top Ten List

Reasons to learn about balancing equations

Modified based on ideas from: Demystifying Differentiation in Middle School

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RAFT in Life Science: Genetics

Role Audience Format Topic

A cell in the body

DNA Love song/ballad

Why I need you in my life

A protein Messenger RNA

Letter of complaint

You are SO bossy!

A virus Other viruses Mutation Instructional Manual

How to cause problems in a healthy cell

Source: Demystifying Differentiation in Middle School

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RAFT Sort Create your own RAFT’s based on your subject

area interest….. ROLES – blue AUDIENCE – pink FORMAT – green TOPICS - beige

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Literacy Design Collaborative

http://www.literacydesigncollaborative.org/

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Argumentative Writing

From: Literacy Design Collaborative

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Anchor Standard:

CCRW1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

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Differentiating the Environment Flexible SPACE to allow teacher and students to

work in a variety of configurations smoothly and efficiently (quite spaces/collaborative places)

Consider room arrangement, noise levels, displaying student work, using signals, establishing ROUTINES

Consider MATERIALS needed and how they will be accessed

Consider how TIME will be managed, what happens when student finish early, how to work with multiple groups

Clear GUIDELINES for independent work, rubrics, access to answers and assistance

Adapted from: Tomlinson, Carol & Caroline Eidson. Differentiation in Practice Grades 5 - 9

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Flexible GroupingStudents are part of many different groups

(and also work alone) based on the match of the task to student readiness, interest, or learning style.

Teachers may create skills – based or interest – based groups that are heterogeneous or homogeneous in readiness level.

Sometimes students select work groups, and sometimes teachers select them.

Sometimes student group assignments are purposeful and sometimes random.

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Providing a variety of strategies

Learning Centers that include directionsComputer Station, Direct

Instruction, Mini-Lab, Using signals such as

green, yellow and red cups to notify teacher when support is needed

Provide directions for skills (using a balance, measuring with a graduate cylinder

Try to anticipate questions

Managing a Differentiated Classroom

Setting appointment times:

Group 1: 10:00 Group 3: 10:15Group 2: 10:10 Group 4: 10:20

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Giving Directions If the whole class is doing the same activity

then give directions to whole group Do not give multiple task directions to the

whole class Provide directions for small groups on a note

card or in a folder Give the directions to a group member the

day before

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I am working on the anchor activity I have questions I need help with

I am working on the choice board I am finish the lab report

My plan for the day:

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Flexible Grouping ChartGroup 1 Group 2 Group 3 Group 4 Group 5 Group 6Joe Marty Mary Tom Jabron MiquelCindy Tammy Antiqua Kristin Cody ColeShannon Ashley Brady Marcus Marlin MauriceMaria Anna Elizabeth Sooyin Emily Amanda

• Put on an overhead or Smart board• Create a poster with sticky notes• Make it part of the class routine• Other ideas?

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Flexible Grouping ChartTechnology

StationLab Station 1 Lab Station 2 Manipulatives

Joe Marty Mary TomCindy Tammy Antiqua KristinShannon Ashley Brady MarcusMaria Anna Elizabeth SooyinMiquel Marlin Maurice JabronCole Emily Amanda Cody

• Could group by readiness or interest• Have directions at each station

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Pre-Assigned “Standing” Groups

9:00 Clock Groups

Grouped by interest

12:00 Clock Groups

Grouped by similar

readiness

3:00 Clock Groups

Grouped by different

readiness

6:00 Clock Groups

Grouped by interest

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Anchor Activities Are….Tasks students automatically move to after finishing their work Standards based

Are differentiated to meetthe needs of students. Designed to engage the learner.

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Possible Anchor Activities Vetted websites Learning Packets Journaling Learning/Interest Centers Research Questions or Projects Argumentative writing

Informational writing Providing evidence and citing sources Using technology

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Science & Engineering Practices

1. Asking questions (for science) and defining problems (for engineering)

2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics, information and

computer technology, and computational thinking

6. Constructing explanations (for science) and designing solutions (for engineering)

7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating

information

Looking ahead: Next Generation Science Standards

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Anchors Sternberg’s

IntelligencesCubing Interest-based

ActivitiesCenters StationsRAFT

Think Tac Know Tiered TaskGamesFoldablesStations Increasing the

level of inquiryTechnology

projects

Differentiation Strategies in Science

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Just start…. Start by differentiating a unit. Work with colleagues to differentiation more. Consider how the process, product or content

could be differentiated for students. Consider how stations, centers, different

products can help.

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Online Evaluation www.nsta.org/evaluations

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Dotger, S. & Causton-Theoharis, J. “Differentiation through Choice.” Science Scope. February 2010.

Differentiation Central: http://www.diffcentral.com/resources.html

Edison, Caroline C, Ineminger, Robert & Chris Taibbi. “Demystifying Differentiation in Middle School. Pieces of Learning. 2007

Gregory, Gayle and Carolyn Chapman. “Differentiated Instructional Strategies: One Size Doesn’t Fit All.” Corwin Press. 2002.

Heacox, Diane. “Making Differentiation a Habit.” Free Spirit Publishing. 2009.

Literacy Design Collaborative: http://www.literacydesigncollaborative.org/

Resources

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Nunley, Kathie. “Differentiating in the High School Classroom. Corwin Press.

Tomlinson, Carol Ann & Caroline C. Edison. “Differentiation in Practice Grades 5 – 9”. Association for Supervision and Curriculum Development. 2003.

Tomlinson, Carol Ann. “How to Differentiate Instruction in Mixed Ability Classrooms.” Association for Supervision and Curriculum Development. 2001.

Tomlinson, Carol Ann. “The Differentiated Classroom: Responding to the Needs of All Learners.” Association for Supervision and Curriculum Development. 1999.

Tomlinson, Carol Ann. http://www.caroltomlinson.com/

Resources

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“DI: Putting Differentiation Into Practice” – Lynn Freeman & Donnella Cranford, Metro RESA

Gilda Lyons, Georgia Department of Education Georgia Department Of Education – Day 5

Science Module Keeley, Page. Uncovering Student Ideas in

Science: Formative Assessment Probes Volumes 1 – 4. NSTA Press.

Resources