Trends, issues, strategies, and lesson outlines for differentiating Math and Science instruction in the classroom.

1. Differentiating Instruction
Marchella Bobo, Mary Causey, Skylar Robins, and Kristina
Ruckman
MTE 533 | Dr. Hill
January 15, 2018

2. Overview
● Trends in differentiating instruction for math and science.
● Instructional issues with using the identified trends for diverse learners.
● Strategies assisting students in using prior knowledge.
● Lesson plan outline.

3. So...What is Differentiation?
Differentiation means giving students multiple options
for taking in information.
Differentiating instruction means that you observe and
understand the differences and similarities among
students and use this information to plan instruction.

4. Trends in Differentiating Instruction
1. Technology
2. Flexible Grouping
3. Inquiry Based Instruction
4. Learning Centers

5. Technology
Digital response tools to promote interaction.
Digital assessments give teachers fast data collection and easy reference.
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.

6. Technology
Math
-Find solutions to simple and complex
problems.
-Teach the students different methods of
problem solving.
-With write boards the students can learn
through fun interactive activities.
-Students will learn on graphing
calculators.
Science
-Enhances the learning experience.
-Provides different modes of teaching.
-Makes scientific views more
understandable.
-The internet is a great source.

7. Flexible Grouping
Flexible grouping decisions are made with ongoing assessments to meet the
identified academic, social, and emotional needs of each learner.
Initially used when there was a whole group assessment or instruction.
Students are divided by their needs.
Grouping may be: a single lesson, a set of skills, a unit of study, concept or theme.
Flexible grouping is temporary.

8. Flexible Grouping
Flexible grouping can be used in math and science for:
-Open ended activities enhancing critical thinking, conceptual development,
and generalizations.
-Multidisciplinary themes
-Presenting new content
-Hands on experiments
-Math drills and practice

9. Inquiry Based Instruction
Math
-Systematic method of making
observations.
-Organizing the observations.
-Encompasses more than arithmetic and
algorithms.
-More than calculation or deduction.
-Reveals hidden patterns.
-Provides better understanding of the
world around them.
Science
-Scientific inquiry is more complex.
-Observations are subtle, flexible, and
demanding.
-Engages students in investigative nature.
-Involves investigative knowledge and
skills.

10. Learning Centers
A learning center is a space set aside in the classroom that allows easy access to
a variety of learning materials in an interesting and productive manner.
They include:
-Enrichment Centers
-Skill Centers
-Interest and Exploratory Centers

11. Learning Centers
Students can take a more active role in their learning.
Math and Science Centers Offer:
-Valuable Reviews
-Practice
-Differentiated enriching materials for deeper understanding
-Increases student motivation
-Fosters explorative learning
-Challenges advanced students

12. Instructional Issues Using Trends for Diverse
Learners
Inquiry Based Learning
● Difficult to assess in
traditional means
● Hard for educators to know if
inquiry based learning is
being effective due to the
various components such as
collaborative working and
depth of thinking.
Flexible Grouping/Learning
Centers
● Group collaboration maybe
uneven.
● Mixed ability groups may not
meet the needs of all learners.
● Same ability grouping limits
peer interaction.

13. Instructional Issues Using Trends for Diverse
Learners
Technology:
● Schools are always able to keep up with the
latest technology
● Technology is sometimes viewed as a
distraction rather than a learning tool.
● Technology can become a crutch.
● Overuse of technology may lead to students
missing basic skills in language and math.

14. Strategies Assisting Students using Prior
Knowledge
What is prior knowledge?
● Prior knowledge encompasses the skills, attitudes, and beliefs that
students bring with them into the classroom. It is the information
and ideas students have before they learn new information.
What is the role of prior knowledge in learning?
● Constructivism suggests that we construct new information from
what we already know; that learners make meaning by combining
their prior knowledge and their experience.

15. Prior Knowledge Influences How Students…
● Attend to
● Think about
● Organize and
● Interpret new information.
Determining student knowledge is a vital part of differentiating instruction. What do
your students already understand and know how to do? Formal and informal pre-
assessment informs how you will differentiate curriculum, instruction, and
assessment to meet students’ needs and support learning.

16. Considerations for Effectively Activating Prior
Knowledge
Teachers must be able to appropriately tap into students’ prior knowledge in order
for accurate learning to take place. To help students use prior knowledge
effectively, strategies should:
● Activate relevant prior knowledge
● Minimize irrelevant prior knowledge
● Compensate for missing prior knowledge
Directly relate strategies to the structure, content, and learning objectives of
instruction to activate, build on, and create prior knowledge.

17. Strategies for Accessing & Using Prior
Knowledge
Math
● Ask questions about key concepts and/or
clarify them BEFORE teaching
● Pre-teach and ask students to use key
content vocabulary
● Engage students’ base of informal
methods for working with everday math
● Pair think alouds with explicit instruction
● Use visual sequencing to illustrate the
steps of a lesson, task, or problem
Science
● Hold interactive discussions
● Clarify misconceptions
● Compare & Contrast new information with
existing knowledge
● Examine Cause & Effect
● Preview Important information and
vocabulary
● Have students identify sequence of a
lesson or events and write modifications
as learning takes place

18. Lesson Plan Outline
Key elements for an amazing outline include but not limited to:
1) Make sure you have a clever title, strike an interest right of the start
2) Make sure to have goals on the board
3) Make sure that you have an language and content objective that can be
measured
4) Make sure you have materials that are vital to the mastery, handouts are also
included in this as well, stay on topic! Use prior knowledge to incorporate the
new knowledge

19. Lesson Plan Outline
1) Make sure presentation is formative, but also interesting and retains attention
2) Use student involvement as much as possible
3) Make sure to ask questions that seek open ended answers, and involve
critical thinking
4) Lastly, make sure you asses, so you know they have mastered the content!
5) There are many forms to assess, so try them all! Handouts, little quizzes,
observation! Utilize them all

20. References
Bennett, C. (2017). Pros and cons to flexible grouping in middle and high school: Differing positions on grouping and regrouping in
class. Retrieved from https://www.thoughtco.com/pros-and-cons-to-flexible-grouping-7603
Campbell, Linda. (2003). Mindful Learning: 101 Proven Strategies for Student and Teacher Success. Retrieved from
https://www.corwin.com/sites/default/.../25914_081222_Campbell_Ch1_excerpt.pdf
MindShift. (2013). The challenges and realities of inquiry-based learning. Retrieved from
https://ww2.kqed.org/mindshift/2013/07/03/the-challenges-and-realities-of-inquiry-based-learning/
TeachThought. (2018). 5 Problems with technology In classrooms. Retrieved from
https://www.teachthought.com/technology/5-problems-with-technology-in-classrooms/
Tomlinson, C (2000). How to Differentiate Instruction in MIxed-Ability Classrooms, ASCD.