1. Trends in Differentiation in
Math and Science
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Team B; Michelle Albarado, Stephany Winkler, Khe
Nguyen, and Tee Smith
MTE 532
Nicole Baker
March 7, 2013
2. Introduction
Differentiation is the process by which teachers
modify instruction to meet individual student needs.
This can happen through content, process, learning
environment, or products used in teaching. Using
choice boards, interest centers, tiered instruction and
flexible grouping can help teachers reach students of
all levels. These methods help ease the difficulties
had by diverse learners. Implementing these options
into lesson plans will offer choices to students in how
they learn.
3. Four Trends in Differentiation
Choice board Interest Centers
A chart, folder, or tic-tac-toe is Center activities that are
used to allow students to make geared toward student
their own decisions about their interests.
lesson assignment
requirements. The teacher would assess to
The folder or chart is created see what the main few
by the teacher with the goals interests of the class are. The
of the lesson in mind. The teacher would then create a
variety of assignment options variety of assignments that are
all reinforce the lesson based on the interest but
objectives. reinforce the lesson goals.
4. Four Trends in Differentiation
Tiered Instruction
Flexible Grouping
A type of instruction that is
geared towards one goal or Students can be grouped in a
standard for a lesson but variety of ways either by ability
utilizes a variety of strategies level, interests, or activities.
to reach that same goal for all
ability levels within the one Students either have a choice
class. about the assignment or it is
Students will be grouped and chosen by the teacher and they
will work on the assignment work together as a group to
chosen by the teacher that will accomplish the task.
reinforce the lesson objective.
5. Trend Use in Math and Science;
Can it be used for both?
Choice Board
Math – 1. On a separate sheet of Interest Centers
paper solve these five Science – 1. (Drawing Center) create
challenging problems. a drawing that represents the earths
2. Create a math poem or song water cycle ( use words and phrases
to describe drawing)
explaining the math lesson we
2. (Writing center) write a five to ten
learned today. sentence paragraph about your
3. develop a game that uses the favorite kind of weather.
skills we learned today for 3. (Invention center) Create an
problem solving. experiment that represents the
water cycle
4. Write three words problems 4. (Technology center) Use power
about today's lesson and then point or other program to create a
have another students diagram or other visual explaining
the water cycle.
solve, check their answers.
6. Trend Use Continued…..
Tiered Instruction
Flexible Grouping
Math – multiple worksheets Science- after the teacher has taught
reviewing objectives from the lesson on the life cycle of plants
students must group together as the
today's lesson on fractions are teacher requests (ex. Whoever is
set up in folders students are wearing tennis shoes, wearing
green, has curly hair, had cereal for
grouped according to colored breakfast)
folders (by the teachers Students must then work as a group
assessment of student needs) to complete assignments given by
teacher like “create a poster using
Students work in small groups drawings and wording from notes
or pairs to complete to display what we learned today
about the life cycle of a plant. Each
assignments group has a different plant to
display.
7. Instructional Issues for Diverse
Learners
Time: Differentiated instruction takes more
work, creativity and dedication than a traditional lesson
plan.
Class size: It can be difficult for one teacher to implement
differentiated instruction on their own with a class of 25-
30 students all at varied levels.
Finance/ Resources: Some teachers like the idea of
differentiated instruction but do not realize how much of
their own money and resources will have to go towards
making it successful.
Support: Not every school has administration or parental
support that agrees with differentiated instruction. Some
parents and even administrators may be sticklers about
traditional lesson planning and classroom structure.
8. Math Lesson Plan Outline Using
Centers and Tiered Groups
Kindergarten Lesson – What Time is it?
Required time – 10 day rotations
VA SOL k.9 – The student will tell time to the hour
using analog and digital clocks
Objectives- Students will:
identify different types of clocks as instruments to
measure time
tell time to the hour on an analog clock and a digital
clock
9. Lesson Plan Outline
Pre-Assessment Data for tiered groups – Give
students a clock worksheet. They will look at the
digital time and make the clock say the analog time.
Circle group -
Square group -
Triangle group–
Day 1 Introduction – Read a book about time such as The
Grouchy Ladybug, or What Time is it Mr. Crocodile
10. Lesson Plan Outline
Unit Introduction using Mega Math computer games
for ThinkCentral.com – students will rotate through
games
Calendar Questions (morning, afternoon, night)
Time to the Hour
Time to the Half Hour (extension)
Calendar Questions (days of the week, months)
Extension – SOL 1.8 – students will tell time to the half
hour using analog and digital clocks
11. Lesson Plan
Outline
INDIVIDUAL / SMALL GROUPS ACTIVITY TIME TIME:
40-50 MINUTES Daily
Exploration Engineering
Learning centers Crafts
Cooperative Learning Games
Writing Reading
Manipulatives Paper/pencil work
Experiments
12. Lesson Plan Outline
Day 2-4 –Rotate each day for groups based on need
Smartboard Lesson – manipulating a clock
Paper/pencil activity (students will look at the analog
time and write the digital time in the given space)
Megamath (computer game based on student need
for reteaching or acceleration)
Make analog clock by cutting out clock and hands and
adding hands using brad fasteners
13. Lesson Plan Outline
Day 5-7 –
Can you make the time….? Students work
collaboratively using Judy Clocks. They will ask their
partner, “Can you make the time 7:00?” The partner will
then manipulate her clock to that time
(extension) Students who can will make the time to the
half-hour
MegaMath computer games based on need
Make a digital clock using scissors with pre-printed clock
and numbers that slide through to show different times
14. Lesson Plan Outline
Day 8-10
Question answer game in small groups. Students use
clocks made previously. One student puts a particular
time on his clock and will ask the other, “What time is
it?” The partner must answer with “It is __ o’clock.”
(Extension- students will write the time in both analog
and digital clocks.)
Play matching game with cards that provide digital and
analog displays.
15. Lesson Plan Outline
Closing- Assessment-
Give same pre-assessment paper to show mastery of
standard
Additional ideas –
Create time memory cards showing times as on both
digital and analog clocks. Mix the cards and place them
face down. Have a child turn over two cards. If the cards
match, the student keeps them. If they do not
match, the student turns the cards back over. Continue
until all matches have been found.
16. Lesson Plan Outline
Have the students create a book reflecting five important
hours in their day. Have them illustrate and label each
event. Allow them to use a clock stamp to make clocks
that reflect the times that are mentioned on the pages of
their book. This activity is to be done over several days.
Have students practice writing times into complete
statements to create memory of content specific structure
and vocabulary. This can be done first through interactive
writing and then in mini-books and time learning logs or
math journals.
17. Conclusion
We have heard of some differentiation techniques
and we have seen some implemented in a math
lesson plan. The real proof of difference in learning
will come in the form of assessments. If teachers
differentiate appropriately, there should be obvious
gains from the diverse learners in the class. In today’s
classroom, all students require some form of
differentiated or leveled learning, whether they are
special needs or require extension/acceleration.
