Differentiating Instruction

1. Differentiating Instruction
Team B
MTE 533
April 1, 2019
Dr. Sylvia Hill

2. What is Differentiated Instruction
Differentiated instruction is the teacher's
ability to tailor educational experiences
to the unique needs of individual
learners (Tomlinson, 2000).

3. Trends in Differentiating Instruction for Math
and Science
Math
Cooperative Learning Groups
Educational Software & Technology
Tiered Instruction
Learning Styles
Science
Cooperative Learning Groups
Educational Software & Technology
Tiered Instruction
Learning Styles

4. Trends in Differentiating Instruction for Math and Science
● Cooperative learning groups allows the teachers to place students in groups. The students
in the groups all have different abilities. This allows the students to build social skills as
well as increase problem solving skills while gaining further knowledge on the subject at
hand.
● Incorporating educational software and technology into math and science is a great way
for students to learn and it keeps them engaged. Many students share an interest in
technology. Anytime a student’s interest can be combined with learning, teachers should
take advantage of the opportunity. Pappano suggests that technology be used with student
instruction it “allows customized student interaction, by putting content on computers and
building rich programs”.
● Tiered instruction can also be beneficial in both Math and Science. Tiered instruction
allows teachers to assign work based on the individual abilities of students. Not all
students may have the same assignment, however the learning goal is the same.
● When using learning styles as a method of differentiating instruction teachers will place
students in groups who have the same or similar learning style.

5. Instructional Issues
Cooperative
Learning Groups
● Some diverse learners struggle to engage in
group activities. This lack of involvement can
lead to reduced learning for these students
("Potential Challenges With Cooperative
Learning", 2013).
● Many diverse learners struggle with interacting
with their peers and may feel a reduced sense of
safety in the classroom when they are required
to actively engage in group activities ("Potential
Challenges With Cooperative Learning", 2013).
● Cooperative learning requires students not only
to engage with, but review their peers, which
can make some learners uncomfortable
("Potential Challenges With Cooperative
Learning", 2013).
Educational Software
& Technology
● A frequent problem that many students can experience is a dependence
on technology (Porter, 2013).
● This can lead to situations where a student does not know how to solve
the problem without the use of technology, which can minimize
independence in some situations.
● Some technologies have the potential of becoming a distraction to the
student, which can minimize learning rather than increasing it (Porter,
2013).

6. Instructional Issues
Tiered Instruction
● Some students may have difficulty with a
lesson if it is inappropriately tiered to meet a
level that is above or below their own
(Pappano, 2011).
● The student may tune out if he or she feels
that they have already mastered the concept
being taught.
● Students may become frustrated with the
concept if they continue to struggle with it.
● Diverse learners may have problems
understanding what is expected of them,
because of the varying requirements of
individual students within the classroom.
They may become confused as to why the
expectation is different for them than for
another student (Pappano, 2011).
Learning Styles
● Due to the varying styles that exist in the classroom
it is very difficult for a teacher to cater to each
individual style (Kazu, 2009).
● Diverse learners may have difficulty if their
learning preferences are in opposition to other
students (Kazu, 2009).

7. Strategies for Prior Knowledge
● Activating Prior Knowledge is important in students understanding,
because it allows them and helps make connections to the new
information. By using what students already know, it helps the teacher
assist students with the learning process because it give him/her an
idea of what students know and what they still need to learn.
● The most common method of identifying students’ prior knowledge is
a KWL chart. During a KWL activity, the teacher ask the students
what they already know about a topic (K) or what they think they
know about it. Next, ask what they want to know (W). Then, you teach
the lesson and ask them what they learned (L).
● Since background knowledge is made up of a person's experiences
with the world, with his or her concepts for how written text works,
word identification, print concepts, word meaning, and how text is
organized, students are constantly able to apply prior learning into the
new information.

8. Promoting Digital Citizenship
Establishing Digital Citizenship
1) Use google applications
2) Set a positive example
3) Set specific times for technology use in class
Establishing Digital Guidelines
1) Facilitate discussion the positives and
negatives of technology
2) Provide examples how how to
communicate and use digital information
ethically and unethically
3) Create and sign a “contract” on ethics
4) Monitor students internet usage.
Home / Digital Classroom Appplication. (n.d.). Retrieved March
31, 2019, from https://www.banderaisd.net/Page/4024

9. Strategies to Promote Digital Citizenship?
Establishing Digital Citizenship:
At no other point in history have educators had such a variety of resources at their disposal. From student learning
games and applications, data tracking, and classroom management application such a Class Dojo, technology has a
significant presence in the classroom. However in students lives, they have little escape from digital use. From school work,
video games, and social media, it has truly taken over youths lives. Because of this, educators need to make students aware
of how to use digital resources correctly.
1) Schoology can be great resource for students to both gain information and on how to use age appropriate media
platforms.
2) Teachers need to set a positive example of media usage. From not being on your phone at lunch to how you use digital
information in the classroom, students learn from example.
3) Educators need to use technology deliberately in class, not only when you have time. Teachers need to show students
how to use digital information to solve problems rather than as a way to take up time.
Digital Guidelines:
Using any form of technology requires a great deal of maturity as the consequences of technology are significant.
1) Students need to be aware of the negative consequences of abusing technology or google searches. This should be
revisited throughout the school year.
2) The teacher should illustrate what proper digital citizenship looks like and what guidelines show be in place to ensure
that all students stay safe.
3) Have students brainstorm a “contract” of ethics for using technology and media in and out of the class. Upon its
completion, each student should sign the contract with his or her signature.

10. Lesson Plan Example
Student Collaboration
1) Group Size
2) Grouped by reading level.
a) Assessments for groups should be given
frequently.
3) Group differentiation
a) Each group as the same learning
objectives however the expansion on
these objectives is differentiated to
challenge each group.
Winkler, L. (n.d.). DI Tiered Activity 5th Grade Science
Parallel and Series Circuits [PDF]. Educational Impact.

11. Lesson Plan Review
Lesson Debrief
When examining any lesson plan, it is important to
use data to make data-driven decisions in terms of
instructional methods. When looking at the lesson plan from
above, this fifth-grade educator differentiated her class in a
way that allows students to be challenged at their
appropriate grade-level in small groups. Having small
groups is important for this lesson because it helps ensure
that every student actively participates in the group.
Next, groups need to be assorted based on data
received from the teacher. This data should be collected
often to track student progress and to make changes to
groups when necessary. Lastly, this lesson facilitates
student collaboration which encourages students to
practice their verbal communication skills and academic
vocabulary with peers.
Student collaboration is important in diverse setting
because it allows students to develop relationships with
diverse peer populations and enables them to learn from
others strengths and weaknesses.
Benefits of Student Collaboration
1) Foster a community within the
classroom.
2) Every student feels supported and
valued.
3) Development of interpersonal skills.
4) Experience working with peers of
diverse values, backgrounds and
expectations.

12. Resources
● Dahley, A.M. (1994). Cooperative Learning Classroom Research. Retrieved from
http://alumni.media.mit.edu/~andyd/mindset/design/clc_rsch.html
● Kazu, I.Y. (2009). The Effect of Learning Styles on Education and the Teaching Process. Journal of Social Science,
5(2), 85-94.
● Pappano, L. (2011, May/June). Differentiated Instruction Reexamined. Harvard Education Letter, 27(3), . Retrieved
from http://hepg.org/hel/article/499
● Porter, A. (2013, January 28). The problem with technology in schools. The Washington Post. Retrieved from
http://www.washingtonpost.com/blogs/therootdc/post/the-problem-with-technology-in-
schools/2013/01/28/cf13dc6c-6963-11e2-ada3-d86a4806d5ee_blog.html
● Potential challenges with cooperative learning. (2013). Retrieved from
http://serc.carleton.edu/introgeo/cooperative/challen.html
● Tomlinson, C.A. (2000). What Is Differentiated Instruction? Retrieved from http://www.readingrockets.org/article/263
● Winkler, L. (n.d.). DI Tiered Activity 5th Grade Science Parallel and Series Circuits [PDF]. Educational Impact.Retrieved from
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