1. Differentiation in the
science classroom
Kristi Williams
EDU 610
University of New England
2. What is differentiated assessment?
• Differentiated assessment is a
continuous process of data collection by
teachers using a variety of assessments.
• Teachers identify the individuality of
students and address their needs and
strengths from multiple activities
before, during ,and after instruction.
(Chapman and King, 2005)
3. What is differentiated instruction?
• Differentiated instruction acknowledges
that all students have varying amounts
of background knowledge, ability levels,
personalities, and interests that make
each student different.
• Differentiated instruction provides a
variety of learning experiences to meet
the diverse needs of students (Tomlinson, 2001).
4. In what areas should teachers
differentiate?
• CONTENT taking in information
• PROCESS interpreting information
• PRODUCT creating products to
communicate what they learn
(Tomlinson, 2001)
5. What is the teacher’s role in
differentiated assessment?
• The teacher is a facilitator
monitoring student progress and
supporting students when
needed.
(Tomlinson, 2001)
6. What are three things teachers need to
assess in a mixed-ability classroom to
plan instruction?
• Learning profiles
• Interests
• Readiness levels
(Tomlinson, 2001)
7. How do teachers understand each
student’s learning style?
• Multiple intelligence tests
• Learning profile inventories
• Learning environment preferences
8. What are Multiple Intelligences?
• Howard Garner defined abilities or gifts as
multiple intelligences in which he believes all
humans possess in varying quantities.
• These intelligences are different for each
person as a result of genetic inheriting and
environmental factors, and these profiles
influence cognitive activities.
http://pzweb.harvard.edu/PIs/HG_MI_after_20_years.pdf
9. What are the eight different kinds of
multiple intelligences?
• http://www.scribd.com/doc/8727642/Multiple-Intelligences-8-Ways-of-Being-Smart
• Verbal-linguistic
• Math-logic
• Spatial
• Bodily-kinesthetic
• Musical
• Interpersonal
• Intrapersonal
• Naturalist
10. How can teachers assess a student’s
multiple intelligence?
• http://www.scholastic.com/familymatters/par
entguides/middleschool/quiz_learningstyles/i
ndex.htm#error
• http://ttc.coe.uga.edu/surveys/LearningStyleI
nv.html
• http://people.usd.edu/~bwjames/tut/learning
-style/stylest.html
11. What are some examples of questions
a teacher might use in a learning
profile inventory?
• What are your strengths as a student?
• What are your weaknesses as a student?
• What is important to you at school?
• What is important to you at home?
• What do you want to learn more about?
• What are your hopes and dreams for school this
year?
• What type of learning environment do you prefer?
12. What are examples of environmental
learning preferences for students?
•Small group
•Partners
•Independent
•Quiet
•Noisy
•Warm
•Cool
•Light
•Dark
•Movement (Tomlinson, 2001)
•Sitting still
13. What are some questions a teacher could
ask to learn about a student’s interests?
• What are your hobbies?
• What is your favorite subject at school?
• Do you participate in after school activities?
• Do you have any collections?
• Do you have any pets?
• What is your favorite season of the year?
14. How can a teacher assess student
readiness?
• Pre-assessments of content (background
knowledge)
• Pre-assessment of skills
• State Mastery Test scores (including
subject tests)
• Reading assessments from Reading
Specialist
15. What are examples of content-
based pre-assessments?
•Name an example of a producer
•Draw and label a food chain including plants
and animals
•What does the word photosynthesis mean?
16. What are some examples of skill-
based pre-assessments?
•Create a Venn diagram comparing and
contrasting two objects found in the classroom
•Create a bar graph with the information listed
in the data table
•Write a complete sentence describing what
the word science means to you.
•Draw an illustration to help explain your
answer.
17. What are some examples of
differentiated instruction and
assessment in the science classroom?
•Flexible grouping
•Learning centers or stations
•Tiered lessons
•Choice boards
•http://www.k8accesscenter.org/training_resources/sciencedifferentation.asp
•http://www.doe.in.gov/exceptional/gt/tiered_curriculum/science/6SL.pdf
•http://elearn.une.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fweba
pps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_9608_1%26url%3D
•http://www.e2c2.com/uploads/Tiered_Jigsaw%20centers_pdf.pdf
•http://www.pealcenter.org/images/Hendrickson.Science_Think_Tac_Toe.pdf
18. How can I challenge all ability levels in the
science classroom
using Bloom’s Taxonomy?
Choice boards can be based on Multiple
Intelligences and Bloom’s Taxonomy.
http://www.decs.sa.gov.au/northernadelaide/files/links/Blooms_Gardner_Handout.pdf
http://daretodifferentiate.wikispaces.com/Choice+Boards
19. What is an example of a
Think Tac Toe board? Continued on the next page
Name ______________________________________________
Science Think Tac Toe due date: Parent signature _______________________________________
Directions: Please select three activities in a tic-tac toe design by placing a check mark in the box. These activities are aligned with
Howard Gardner’s multiple intelligences that we have been discussing in science class. You will have class time to complete these
assignments, but you may need to work at home if you think you will not meet the deadline.
Verbal/linguistic Naturalist Visual/spatial
RAFT activity Compare/contrast two macro- Create a hand-drawn poster or
Write a leter to our representative invertebrates we found in Assekonk PowerPoint presentation of plants and
Diana Urban pretending to be an Pond in a Venn diagram. Please include animals found in Assekonk Pond. If you
organism living in Assekonk Pond or a four entries in each category of the would like to use pictures from the
vernal pool in N.S. This letter must by Venn diagram and a picture of each Internet, you must provide the web
typed and include an illustration. Please organism. sites you used.
use at least three of our vocabulary *You may complete this activity on the *Create a food web including arrows
words in your letter and address one of computer in a Microsoft Word document showing the direction of energy flow
the following problems: and include pictures from the Internet. *Label organisms with names and
*an exotic species has been introduced *Please remember to include the web feeding levels
to your ecosystem and is threatening sites of your pictures. *Animals and plants must be living in
your niche Or Connecticut
*an organism has been eliminated from Create a scavenger hunt with five of
your food web the plants or animals we saw outside
*Your habitat is threatened with a new when we went pond-dipping in Assekonk
housing development Pond. Please type the scavenger hunt
and provide an illustration or a picture
from the Internet (include the web
sites you used)
20. Body/kinesthetic Free choice Interpersonal
Create a life-size organism of a macro- Plan a class discussion with the topic of
invertebrate of your choice living in If you choose this inquiry activity, you your choice that is relevant to one of
Assekonk Pond. must have your idea approved by me. vocabulary words with a current event
*All identification marks and adaptations found in the newspaper.
must be included in your model and be *Please type at least three discussion
ready to share this natural history with questions for this activity and provide
the class. the newspaper article.
Or Or
Construct an ecosystem in a 2 liter Present this information in a PowerPoint
bottle. Please include plants and animals presentation for the class discussion.
living in North Stonington. Please see me
for directions.
Intrapersonal Logical/mathematical Musical
Research information about an exotic Create a data table and a bar graph using Please create a science rap, rhyme or
species threatening our native organisms Excel of the macro-invertebrates we jingle that will help someone remember
in Connecticut. Create a poster or collected at Assekonk Pond. at least three of our vocabulary words.
PowerPoint presentation with newspaper Or *This activity must be typed and include
articles or information from the Create a PowerPoint to present this an illustration or a picture from the
Internet. Please include the web sites information to the class. Internet.
you used for your research and pictures. *All web sites used for research or
Or pictures must be listed on your paper.
Research the function and importance of Or
vernal pools and examples of some of the Tape record or video tape your friends
animals that depend on them for survival. singing your song to share with the class.
Please create a poster or PowerPoint
presentation to showcase your work.
21. How do I keep students on task when
they are grouped with varying ability
levels, interest levels, or completing
independent work?
Student learning contracts
22. How do student learning
contracts work?
•Student contracts are negotiated between the
teacher and the student.
•They establish expectations to help the
student complete the assignment on time.
This kind of ownership is empowering to
students and encourages them to be engaged
in their learning.
•It also allows the teacher to be a facilitator
and to guide a student in the learning process.
(Tomlinson, 1999)
23. What are some examples of differentiated
assessment in the science classroom?
• Authentic assessments
http://jfmueller.faculty.noctrl.edu/toolbox/examples/authentictaskexamples.htm
•Formative assessments
http://www.edutopia.org/blog/formative-assessments-importance-of-rebecca-alber
•Tiered assessments
•http://challengebychoice.wordpress.com/tiered-science-assessments/
24. Why should teachers use technology in
the science classroom?
• Virtual field trips allow students to leave the
classroom without a permission slip
• Video clips allow student to collect data along with
other scientists
• On-line quizzes help teachers assess
comprehension without using paper and pencils
• Interactive web sites encourage responsibility and
independence
• Electronic texts provide a different learning
modality
25. What are some examples of digital
lessons to use in the science classroom?
• http://www.stroudcenter.org/research/index.shtm
• http://school.discovery.com/schrockguide/
• http://www.edtechmag.com/k12/issues/november-
december-2007/waterworks.html
• http://www.projectwild.org/
• http://kids.nationalgeographic.com/kids/games/action
games/geogames/
• http://exploretheblue.discoveryeducation.com/
• http://teacher.scholastic.com/activities/explorations/a
daptation/
26. Why should teachers have students
reflect on their work?
• Teaching children to assess their work habits
help make students take more ownership
over their learning and help increase self-
esteem and motivation.
• Teaching students about metacognition helps
them evaluate their own learning process
and helps them to understand what
strategies they need to become successful in
school. (Chapman and King, 2005).
27. What are some examples of self-
reflective questions?
•How many adjustments or changes did you
make? Tell me about one of them.
•What obstacles did you overcome?
•How will you do this differently next time?
•Describe the easiest part.
•Describe your least favorite part.
•Tell about the most enjoyable part of the
assessment activity.
(Chapman and King, 2005)
28. What are the goals for students in
a differentiated classroom?
• To become independent and successful
learners
• To be aware of individual metacognition
• To be engaged in meaningful activities
• To challenge all ability levels
• To challenge all multiple intelligences
• To empower children (Chapman and King, 2005)
(Tomlinson, 2001)
29. What are the goals for teachers in a
differentiated classroom?
• to create connections between teachers and
students
• to establish a safe learning environment
• to gather information about students to foster the
relationship between students and the teacher
• to learn about students’ interests, hobbies, and
multiple intelligence strengths and weaknesses.
• to encourage students to become more
independent learners by teaching them to assess
their work habits and to make them more self
sufficient. (Chapman and King, 2005)
30. How can science teachers learn more
about differentiation?
• http://differentiationcentral.com/videos.html
• http://www.youtube.com/watch?v=FJMkcL6D
o0Q
• http://www.youtube.com/watch?v=6P-
XVPFXL4I
• http://www.edutopia.org/stw-differentiated-
instruction-learning-styles-video
31. References
• Chapman, C. & King, R. (2005). Differentiated
assessment strategies: One tool doesn’t fit
all. Thousand Oaks, California: Corwin Press, Inc.
• Tomlinson, Carol Ann. (1999). The differentiated
classroom: Responding to the needs of all learners.
Alexandria, VA: ASCD.
• Tomlinson, Carol Ann. (2001). How to differentiate
instruction in mixed-ability classrooms 2nd edition.
Alexandria, VA: ASCD.