Four Trends in Differentiating Instruction in Math and ScienceJESSICA COE, ELIZABETH COX, MADIHA RAHMAN, AND ATHENA ROSENDO

MTE 533

JULY 6, 2015

Learning Centers

A learning center is a specific space in the classroom that is created to allow accessible understanding of material in an interesting way.

Purpose: to decipher a variety of information through creative means so that students can better absorb concepts through media, hands-on learning, and integrative processes.

Students may work alone or in a small group

The three most common types are enrichment, skill, and interest and exploratory (TeacherVision, n.d.)

Flexible Grouping

Flexible grouping is a method in which the classroom can be broken up into ability-based and learning-style groups.

Purpose: To create and embrace well-rounded citizens who are able to think critically, problem-solve, work in groups, and learn “on the job.”

Students are grouped based on goals, activities, and individual needs.

The dynamics of both teacher and student-led groupings, and the advantages or disadvantages, must be taken into account when creating flexible groups (Valentino, 2000)

Discovery-Based Instruction

“Discovery learning encourages students to become active participants in the learning process by exploring concepts and answering questions through experience” (Coffey, 2009).

Focuses on the cognitive processes of the student through hands-on and critical thinking activities, as opposed to traditional classroom lecture methods.

Emphasis is on the process of learning over the end result, through application of the knowledge and experimentation and exploration (Coffey, 2009)

Tiered Assessments

Tiered assessment, or "tiering," can be used for testing, assignments, projects, and other classroom activities.

Tiering is driven by pre-assessment of student needs.

The idea is to ensure student readiness to enter the next grade, follow through with the student during the process centered on standards-based education, and provide appropriate modifications.

Examples of tiering include ability groups, interest groups, real-life application (Pigott Robinson, 2010).

Using Trends for Math

Learning Centers: Math centers provide an opportunity for students

to practice and apply skills and strategies taught. Teachers have opportunity to work individually or

with small, flexible groups (K-5 Math Teaching Resources, n.d.).

Flexible Grouping: Provides appropriate challenges for each student's

current needs in math (J. Corrigan et al., 2006).

Using Trends for Math

Discovery Based Instruction: Has value but students need to master

foundational concepts first (M. Lapointe, n.d.). Tiered Assessments:

Students remain engaged throughout the lesson, regardless of their tier and level (C. Adams and R. Pierce, 2004).

Using Trends for Science Learning Centers:

Students can work alone or interact with others using instructional materials to explore science activities that introduce, reinforce, and/or extend student learning (M. Optiz, n.d.).

Ex. - growing beans in baggies, magnifying glass (observations), magnets, sink or float (S. Springer, 2011).

Flexible Grouping:Students can be grouped together to make anticipation

guides for an upcoming unit - useful for ELLs who struggle with learning vocabulary.

Experimentation groups can be formed based on interests in science.

Groups can be formed based on a book or series of books in science (L. Garrett-Hatfield, n.d.).

Using Trends for Science

Discovery Based Instruction: Learning is active and students

participate in scientific hands-on and problem solving activities.

Emphasizes the process of science, instead of end product.

Encourages students to continue to search for solutions if they fail.

It satisfies a natural human curiosity for science.

Ex. - experiments and exploration (H. Coffey, n.d.).

Tiered Assessments: Teachers can select science content

and adapt and design curricula to meet the interests, knowledge, understanding, abilities, and experiences of students.

Teachers can recognize and respond to student diversity and encourage all students to participate fully in learning science (C. Adams and R. Pierce, 2004).

Instructional Issues with Using the Identified Trends for Diverse

Learners“Teaching to accommodate different learner preferences helps teachers to reach each individual” (Martin, Sexton, Franklin, Gerlovich, & McElroy, 2009).

Trends:

1. Learning Centers

2. Flexible Grouping

3. Discovery-based instruction

4. Tiered Assessments

Instructional Issues with Using the Identified Trends for Diverse

Learners Learning Centers Stations set up for students to explore the task

at hand in various and compelling ways. Teachers need to be aware of student

placement in groups as to not disrupt learning. Teachers may need assistance from educational

specialists when dealing with students with exceptionalities including English Language Learners.

“Whenever an educator presents information that engages all modalities, it increases the chances that he or she will reach every student in the class” (Cox, 2009-2015).

Flexible Grouping Students work in different groups

throughout the day. Teachers need to know their

students very well in order to place them into appropriate groups.

Involves a lot of preplanning. Rules and procedures need to be

in place and respected by all students.

Discovery-based instruction

• Students need goals to work towards.

• Unsupported students are unproductive students.

• Age appropriate materials should be provided to assist student learning.

Instructional Issues with Using the Identified Trends for Diverse

Learners

Instructional Issues with Using the Identified Trends for Diverse Learners

Tiered Assessments The Response to Intervention (RtI)

model can be a problem for teachers if they can't provide the appropriate assistance to their students.

Some teachers believe that tiered assessments are too difficult to create or they do not have the extra time.

“One of the most challenging aspect of implementing a tiered

instructional program is finding or developing high level problem

solving opportunities for exceptionally gifted and motivated

students” (Challenge by Choice, n.d.).

Lesson Plan Outline

Abstract Money is all around us! Students will utilize their background knowledge from previous

lessons on money and counting to work in various math centers. The centers are focused on real-life situations to provide meaningful connections to learning.

Overview Subject

Mathematics

Grade Second Grade

Time 60 minutes

Objectives Students will work as designated by instructions at each math center independently, in pairs or

groups of three to solve mathematical money problems

Students will solidify their knowledge of adding and subtracting decimals in the form of money

Students will count, add, subtract, and write money values

Standards (CO) Use place value to read, write, count, compare, and represent numbers. (CCSS: 2.NBT)

Use place value understanding and properties of operations to add and subtract. (CCSS: 2.NBT)

Add up to four two-digit numbers using strategies based on place value and properties of operations. (CCSS: 2.NBT.6)

Lesson Procedure

Introduction

Ask: Have you ever wanted to go to the grocery store or a restaurant and pay the bill all by yourself?

Ask: Do you ever ask your mom or a grandparent to let you help pay at the register?

Hook

Today we are going to practice counting money using our own shopping lists, specially created money meals, and some fun games!

Background Knowledge

Ask: Have you ever experienced a time when you got to pay for something or have you ever played a game using money?

Choose student(s) to share experience with the class

If applicable, make connections to texts utilized in Reading or other subjects of study

Direct Instruction

Teacher will explain where the directions and supplies for each math activity are located at each center

Each center will have one set of laminated directions

Each center will contain the appropriate supplies for the designated number of students

Each station has an activity sheet which students will record individual findings

Activity sheets will be used for assessment purposes

Students will be strategically placed into groups at each of the five math stations

The task of assigning groups is done prior to the lesson for purposes of differentiating

Each station has a pre-designated Team Captain who will read the activity instructions to each table prior to beginning

Check for Understanding

Ask students to show silent signals indicating comprehension of procedures

Guided Practice Students will demonstrate their knowledge of the concept and skill of counting, adding and

subtracting money by participating in various cooperative-learning groups as listed below.

Dollar Dice

Students roll dice in pairs or groups of three

The objective is to be the first player to reach $1

1 = 1 cent, 2 = 5 cents, 3 = 1- cents. 4 = 25 cents, 5 = Players Choice, 6 = Nothing

Students record findings (roll outcomes) on activity sheet provided

Students add outcomes to determine if they are close to winning (equal to $1)

Teacher can later use this information for assessment purposes

My Shopping List

Students fill out a shopping list activity sheet

Students choose items from a “shopping basket” and add them up to determine the total of their shopping bill

Students may also choose from pre-designed shopping lists

Students may ask another student to create a shopping list for them discover the prices, record them, and solve for the total

Count and Compare

Students work in pairs to count and compare coins in a plastic container

Various containers contain different amounts of money

Students choose one container with various coins in each and count and the total amount

Students record findings on an activity sheet provided

Students then compare totals with their partner

Students determine who has more money and record their findings

Students calculate the difference and record their findings on the activity sheet

A Word’s Worth

Teacher assigns a coin value to each letter of the alphabet

A list of the alphabet with a color picture of each coin is provided to each student in the group

There is a list of words on the activity sheet for each student

Students will solve the problem by recording the value for each letter in the word(s) on their list

Students will add the values to find the total value for the word(s)

Students repeat the process several times

Put Your Money Where Your Mouth Is

Students will work in pairs to create “meals” for one another

Students choose from pre-made pictures of food items to create a meal for their partner

Students must then locate the price of each item from a list of foods and record their findings

Students will add the values of each item to find the total price for their individual meals

Students will record their findings on the activity sheet provided

Students repeat the process several times, creating different meals with their partner

Closure

Ask: Can you think of a time and place where you might need to pay for something?

Instruct: Can you share an example?

Ask: If I had one dollar would I have enough money to purchase these items?

Choose two or three items from the shopping list activity for a quick formative assessment

Independent Practice

Students may be allowed to choose cone of the activities from the various stations to take home for independent practice

Students may be assigned to take home a specific center activity n order to practice a skill

Differentiating for all levels of learners

Materials

Dollar Dice

Game instruction sheet for each set/group of players

Set of dice for each set/group of players

Activity sheet to record findings

Pencil

My Shopping List

Shopping List Activity instruction sheet

Shopping basket (or generic basket) with “shopping items”

Items include pre-made everyday items found in a store

Example – fruits, canned items, tissue, bottled water, etc.

Items are pre-marked with prices

Pencil

Shopping list – per student

Shopping list items are a student selected from the “grocery basket”

Students fill in a designated number of items on their list

Shopping list sheet is pre-created and used later for assessment purposes

Count and Compare

Game instruction sheet

Pencil

Plastic containers with pre counted coins

Compare and Share activity sheet

A Word’s Worth

Activity instruction sheet

Alphabet/coin value chart

Word list

Pencil

Money Meal

Money Meal Activity instruction sheet

Basket(s) of food items/prices

Paper plates to put paper food items on

Money Meal Activity sheet

Assessments

The activity sheets at each station in the math center will serve as the assessment tool.

The assessment tool will measure the following

Comprehension of instructions

Ability to apply learned mathematical strategies

Ability to demonstrate mathematical skill through completion of tasks as designated per activity sheet

References Adams, C., & Pierce, R. (2004). Tiered Lessons: One Way to Differentiate Mathematics Instruction . In

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Challenge by Choice. (n.d.). Retrieved from https://challengebychoice.wordpress.com/

Coffey, H. (2009). Discovery learning. In Learn NC. Retrieved from http://www.learnnc.org/lp/pages/5352

Corrigan, J., Friedman, L., & Lazzaro, E. (2006). Differentiation and Grouping in Mathematics . In Dare to Differentiate . Retrieved from https://daretodifferentiate.wikispaces.com/file/view/Differentiation.packet.pdf

Cox, J. (2009-2015). Flexible Grouping as a Differentiated Instruction Strategy. TeachHub.com. Retrieved from http://www.teachhub.com/flexible-grouping-differentiated-instruction-strategy

Cox, J. (2009-2015). Implementing Differentiated Instruction Strategies. TeachHub.com. Retrieved from http://www.teachhub.com/top-ways-implement-differentiated-instruction-strategies

Garrett-Hatfield, L. (n.d.). Secondary Schools & Flexible Grouping . In Synonym . Retrieved from http://classroom.synonym.com/secondary-schools-flexible-grouping-3723.html

Martin, R., Sexton, C., Franklin, T., Gerlovich, J., & McElroy, D. (2009). Teaching Science for All Children. An Inquiry Approach (5th ed.). Retrieved from The University of Phoenix eBook Collection.

Math Centers (n.d.). In K-5 Math Math Teaching Resources . Retrieved from http://www.k-5mathteachingresources.com/math-centers.html

Lapointe, M. (n.d.). The problem with discovery-based math . In Our Kids. Retrieved from http://www.ourkids.net/blog/the-problem-with-discovery-based-math-15971

Opitz, M. (n.d.). Learning Centers: the first week . In Scholastic . Retrieved from http://teacher.scholastic.com/professional/backtoschool/learning_center.htm

Pigott Robinson, L. (2010). Tiering to avoid tears: Developing assignments that address all learners' needs - reaching every learner: differentiating instruction in theory and practice [Video file]. Retrieved from http://www.learnnc.org/lp/editions/every-learner/6680

Springer, S., Alexander, B., & Persiani-Becker, K. (2011, October 11). Learning Centers in the Classroom. In Education.com . Retrieved from http://www.education.com/reference/article/learning-centers/

TeacherVision. (n.d.). Learning centers: tips & advice for teachers (grades k-12) - teachervision.com. Retrieved from https://www.teachervision.com/learning-center/new-teacher/48462.html?page=1&detoured=1

Valentino, C. (2000). Flexible grouping. Retrieved from http://www.eduplace.com/science/profdev/articles/valentino.html

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