Differentiation of Instruction brings the learning moment to each student based on his/her individual learning style. This technique allows students to progress at their own rate, provides for teaming and team interaction, and provides a menu of learning options and opportunities. Students may also move through a cycle of activities with progressivly increasing difficulty. The computer may provide one form of Differentiated Instruction, a hands-on activity another, GIZMO yet another, all reinforcing the same concept, but on different levels and with different depth. Differentiation of Instruction is a technique which works well with ESOL and ESE students; it permits multiple intelligences and allows for various levles of vocabulary.
Differentiated Instruction in the Science Classroom” A fuller definition of differentiated instruction is that a teacher proactively plans varied approaches to what students need to learn, how they will learn it, and/or how they can express what they have learned in order to increase the likelihood that each student will learn as much as he or she can as efficiently as possible. (Tomlinson, 2003, p. 151) Lesson Plan: Chapter 2: The Chemistry of Life. Section 2-1. The Nature of Matter.Atomic Theory.Pg. 35. Sunshine State Standards/Benchmarks/CBC’s (Alignment) addressed Standard 2: The student understands the basic principles of atomic theory. SC.A.2.4.5 Knows that elements are arranged into groups and families based on similarities in electron structure and that their physical and chemical properties can be predicted. AA Teaching: 1. Explain the Basic Principles of the Atomic Theory. BrainPop Movies “ • Atoms at http://www.brainpop.com/science/matterandchemistry/atoms/ Reflection: 1st.Once explained the development of atomic theory and the development of different models of the atom and the contribution of different scientists over time, students will be prepared to answer different types of activities of different complexity. One of them, the less complex or primary is to complete the following paper work where they will reproduce what they have learned about the structure of the atom according to the theory of a massive core.(Paper Work: subatomic particles,characteristics and where they can be found) 2nd. As a second more complex activity, the student will complete class work which also reproduce knowledge as well they will explain, describe and identify as shown below. In addition, students must complete the following chart for which they apply what they learned about the structure of the atom. Ex: The following chart represents some characteristics of different atoms. Analyze it and complete the cells. Then answer the questions 1 through 8.(Chart and questions) 3rd. Finally the student will create models about the atomic structures where they can apply all they have learned in a creative and independent manner. Below there some models created by the students. (Project: Model of the atoms) In summary we have learned in the professional practice that students learn at different pace and with different styles. Planning tasks with different complexities we can ensure that students can participate in all of them at their own pace of learning.
Summary: This lesson introduces the concepts of human population growth by providing some key statistics using patterns of exponential growth. Comparing US age structure demographics to Kenya and Rwanda.
SC.912.L.17.1 Learning Objective: Students will describe the patterns of exponential growth. Describe the history of human population growth. Explain how a nations age struture affects population growth. For ESOL students the lesson will be translated in spanish by teacher.
There are many ESOL level 1 and 2 in my regular Biology class and being that I am bi-lingual my lecture is translated in Spanish for these students to help them get a thorough understanding of the concepts being taught. My students are also encouraged to use the english-spanish dictionary that I provide to them.
Some students are visual learners and drawing out concept maps helps them further understand the lesson. Having them draw out concept maps and explain it to a partner is another strategy used to reinforce the lesson taught. Some students grasp the concepts faster, while others require one-on-one help from me.
Not all students are alike. Based on this knowledge, differentiated instruction applies an approach to teaching and learning that gives students multiple options for taking in information and making sense of ideas. Differentiated instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms.
Differentiated instruction allows teachers to reach all students in one classroom setting. We can use different methods of instructions such as visual, peer mentoring, hands on experience etc. while targeting the same objective. This will allows to be more versatile, while being conscious that not all students are alike and they can learn at the same rate just by applying different strategies.
Differentiation of Instruction brings the learning moment to each student based on his/her individual learning style. This technique allows students to progress at their own rate, provides for teaming and team interaction, and provides a menu of learning options and opportunities. Students may also move through a cycle of activities with progressivly increasing difficulty. The computer may provide one form of Differentiated Instruction, a hands-on activity another, GIZMO yet another, all reinforcing the same concept, but on different levels and with different depth. Differentiation of Instruction is a technique which works well with ESOL and ESE students; it permits multiple intelligences and allows for various levles of vocabulary.
ReplyDeleteDifferentiated Instruction in the Science Classroom”
ReplyDeleteA fuller definition of differentiated instruction is that a teacher proactively plans varied approaches to what students need to learn, how they will learn it, and/or how they can express what they have learned in order to increase the likelihood that each student will learn as much as he or she can as efficiently as possible. (Tomlinson, 2003, p. 151)
Lesson Plan:
Chapter 2: The Chemistry of Life.
Section 2-1. The Nature of Matter.Atomic Theory.Pg. 35.
Sunshine State Standards/Benchmarks/CBC’s (Alignment) addressed
Standard 2: The student understands the basic principles of atomic theory.
SC.A.2.4.5 Knows that elements are arranged into groups and families based on
similarities in electron structure and that their physical and chemical properties can be predicted. AA
Teaching:
1. Explain the Basic Principles of the Atomic Theory. BrainPop Movies “
• Atoms at http://www.brainpop.com/science/matterandchemistry/atoms/
Reflection:
1st.Once explained the development of atomic theory and the development of different models of the atom and the contribution of different scientists over time, students will be prepared to answer different types of activities of different complexity.
One of them, the less complex or primary is to complete the following paper work where they will reproduce what they have learned about the structure of the atom according to the theory of a massive core.(Paper Work: subatomic particles,characteristics and where they can be found)
2nd. As a second more complex activity, the student will complete class work which also reproduce knowledge as well they will explain, describe and identify as shown below.
In addition, students must complete the following chart for which they apply what they learned about the structure of the atom.
Ex: The following chart represents some characteristics of different atoms. Analyze it and complete the cells. Then answer the questions 1 through 8.(Chart and questions)
3rd. Finally the student will create models about the atomic structures where they can apply all they have learned in a creative and independent manner. Below there some models created by the students. (Project: Model of the atoms)
In summary we have learned in the professional practice that students learn at different pace and with different styles. Planning tasks with different complexities we can ensure that students can participate in all of them at their own pace of learning.
Summary: This lesson introduces the concepts of human population growth by providing some key statistics using patterns of exponential growth. Comparing US age structure demographics to Kenya and Rwanda.
ReplyDeleteSC.912.L.17.1
Learning Objective:
Students will describe the patterns of exponential growth. Describe the history of human population growth. Explain how a nations age struture affects population growth.
For ESOL students the lesson will be translated in spanish by teacher.
There are many ESOL level 1 and 2 in my regular Biology class and being that I am bi-lingual my lecture is translated in Spanish for these students to help them get a thorough understanding of the concepts being taught. My students are also encouraged to use the english-spanish dictionary that I provide to them.
Some students are visual learners and drawing out concept maps helps them further understand the lesson. Having them draw out concept maps and explain it to a partner is another strategy used to reinforce the lesson taught. Some students grasp the concepts faster, while others require one-on-one help from me.
Not all students are alike. Based on this knowledge, differentiated instruction applies an approach to teaching and learning that gives students multiple options for taking in information and making sense of ideas. Differentiated instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms.
ReplyDeleteDifferentiated instruction allows teachers to reach all students in one classroom setting. We can use different methods of instructions such as visual, peer mentoring, hands on experience etc. while targeting the same objective. This will allows to be more versatile, while being conscious that not all students are alike and they can learn at the same rate just by applying different strategies.
ReplyDelete