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Differentiating instruction, MTE 533
- 1. Differentiating Instruction Anna Butler, Brian Conley, Christine Jackson, and Andra Reynolds March 9, 2015 MTE 533 Dr. Sylvia Hill
- 2. Introduction Differentiated Instruction Tiered Instruction Flexible Grouping Ability Grouping Technology
- 3. 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
- 4. Instructional Issues with Tiered Instruction Requirements: Ongoing assessment of student ability Thorough content knowledge by instructor Multiple instructional strategies Ability to adapt the curriculum to accommodate those with special needs Flexibility Concerns: Meeting the needs of all students Maintaining student self-esteem Having the resources available to effectively adapt lessons
- 5. 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
- 6. 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)
- 7. Ability Grouping Groups Students According to Talents Targeted Instruction Within Class Grouping Between Class Grouping Can Be Used in Any Core Subject
- 8. 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
- 9. 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
- 10. 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
- 11. 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. Outline: 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.
- 12. 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.
- 13. 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
Notes de l'éditeur
- Tiered instruction is a method of adapting instructional strategies within a lesson or unit, in order to appropriately challenge students of all ability levels. While the same content and skills are emphasized, teachers alter the complexity of the lesson based on the ability of the group (Preszler, 2006). Each tier emphasizes the development of critical thinking and problem solving skills related to the content area. In addition to altering the complexity of the lesson, teachers may vary the materials and resources used based on the ability of the group (Armstrong and Haskins, 2010). The number of tiers utilized is at the discretion of the instructor but should be based on the needs of the students, resources available, and the instructor’s ability to effectively adapt the lesson. Tiered instruction is applicable to all content areas and would be ideal for use in both science and mathematics classes.
- Tiering is an effective technique for differentiating instruction that requires instructors to adapt to the ever-changing needs of their students. In addition to a thorough knowledge of the content being presented, instructors must be aware of students individual needs as well as their background knowledge and current levels of understanding. This information is acquired through pre-assessment, and ongoing informal and formal assessment throughout the course. In order for tiered instruction to be successful, instructors must group students appropriately based on their individual needs, but also be skilled in methods of accommodating individual needs within each group. Additionally, teachers must insist on a climate of respect for individual differences, regardless of the level at which students are instructed. Teachers who are prepared to give extra support to all students regardless of whether they are working at, above, or below grade level will find this an effective technique for differentiating instruction.
- Teacher-led grouping includes whole class, small group, and individual (one-on-one). This type of grouping is an effective and efficient way of introducing material; summing up conclusions; and providing attention to those in need. Student-led grouping includes collaborative groups, performance-based groups, and pairs. This type of grouping provide opportunities for divergent thinking and encourage students to take responsibility for their own learning (Valentino, 2000).
- Instructional issues mat arise when utilizing flexible grouping and they are dependent on what type of grouping is being used. Often times in might be observed during whole-class instruction that students become bored with the material being presented. They may start chatting amongst themselves or display other off-task behaviors. During small group activities, one of the students may end up feeling as though they are carrying the work load of the other students. Others may feel that they are not up for the challenge because they are not at the same academic level as the others in their group (Pennsylavania Department of Education, n.d.). These students might be quiet and not participate, or could become unruly to demonstrate disagreement with the situation.
- Ability grouping is the grouping of students based on their talents, or strengths. There are two types of ability grouping, and they are within class grouping, and between class grouping. Within class grouping is when a teacher will group students based on their achievement levels (NEA, 2015). One common practice with the new Common Core State Standards is the leveled reading groups, which are the most common at the elementary level. These types of groups allow for targeted instruction to the students where students need it most. In Washington State there is a program called Read Well that is utilized in many districts for elementary reading in grades K-2. Students are assessed in the beginning of the year and placed into reading groups. The Read Well program is a series of books that works on building language acquisition skills, sentence structure, grammar, reading fluency, and reading comprehension. Rate of advancement depends on how quickly the students in the reading group reach the minimum requirements for each leveled reading unit. This is the most common form of grouping in the elementary level. The other form is between class grouping and is predominately seen in math and science classes in the middle school and high school levels. According to the National Education Association, It is when schools separate students into “different classes, courses, or course sequences (curricular tracks) based on their academic achievement” (2015, para. 4). This can be very beneficial for many students that are at the far ends of the spectrum. Those students that have demonstrated mastery in their knowledge of a particular skill set can be placed in classes that are more challenging while students that need more individualized instruction or a class that focuses more on basics and fundamentals can be placed in a more appropriate setting. This may be a totally different class or these students may be pulled out during this period for the extra help. For many of the advanced classes, students must usually complete or prove competence in previous coursework.
- A few issues arise when discussing the topic of ability grouping, but they all seem to stem from the fact that students eventually become labeled. While this system is great in differentiating instruction at the elementary school level because of the vast differences in academic progress and achievement, once students get to the middle school and high school level the topic becomes more controversial (NEA, 2015). At first, students will be placed in a class where they will be most successful for math and science. Some of these will be classes for students that are below benchmark for academic achievement and generally have lowered standards of performance. This will lead to lowered expectations for student performance, in turn creating a lack of motivation, simply because they are not expecting as much as they should be from them. These classes tend to be labeled vocational classes, and often more time is being spent on discipline than the actual teaching of mathematics and science principles. The other route are the higher performing students. These students are labeled as being on the “college bound track” and are given high expectations and thus a better quality of education. While this is not always the case (as there are exceptions), it is generally true. Schools need to be diligent in making certain that all students receive the best possible education no matter the level they are at. All students have the potential to be great.
- The use of technology in the classroom offers a wide variety of options for differentiated instruction in both science and math (Ellis, 2010). The internet offers a vast amount of web sites and games that can be used to augment instruction and reinforce learning through practice and implementation of skills. Smartboards offer a more interactive alternative to traditional chalkboards or whiteboards with the option to add video, graphics, and movable objects. Digital response tools allow students to give answers and offer feedback during a lesson or discussion, promoting interaction without disrupting the flow of the class. Technological tools can also be useful for assessment purposes, allowing for fast data collection and providing an easy reference for teachers when analyzing data.
- One of the main purposes of incorporating different media via technology (including video, audio, and interactive programs) is to appeal to a wide range of learning styles within a single lesson (Tenkely, 2015). However, there are several issues one must consider when choosing to incorporate these tools. For a lesson to be successful, teachers and students should be proficient in the technology being used or the focus will shift away from the content and onto the struggles with the tech. Similarly, the need to troubleshoot problems during a lesson can slow down the pace of the class and cause distractions. Limited funding can also play a large part in the amount and quality of technology in the classroom, so teachers should know what is available and make their choices wisely.
- This slide is a lesson plan outline that will be utilized in a 4th grade science class on food webs. The teacher will be incorporating technology resources for differentiating the one hour lesson.