1. DIFFERENTIATING INSTRUCTION
PRESENTATION
MTE/533-Curriculum Constructs & Assessment: Science
and Mathematics
Professor Sharon Stone
Team B: Kristin Stokien, Jamie Devriese, & Kendra Lewis

2. TEAM B DIFFERENTIATING PRESENTATION
AGENDA:
Define Differentiated Instruction
 Trends in differentiating instruction for math and
science
 Do these trends work in both math and science
classrooms?
 Instructional issues with using the identified trends
for diverse learners
 A lesson plan outline that implements one of the
trends
 Conclusion and Resources


3. DIFFERENTIATION INSTRUCTION,
WHAT IS IT?
Differentiated Instruction is defined as
“teachers tailoring instruction to meet individual
needs” (Tomlinson, 2013). Every student is
their own individual and are different in their
culture, skill level, language, gender, and ability
to learn. Not one student learns the same. With
that being said, teachers need to accommodate
the needs of each student and provide a variety
of learning strategies, activities, content, and
assessments.

4. TRENDS OF DIFFERENTIATED INSTRUCTION
The Use of
Manipulatives
Manipulatives work in
both math and science
settings
Cubes
Counters
Money
Rocks, sand, soil
Skeletons and bones
Planet models
Tiered Assignments
Tiered assignments allow
students to learn the
same objective, but at
different levels of
readiness.

5. Flexible Grouping
Flexible grouping could be
used in both math and science
classrooms
Groups “re-teaches an idea or
skill for struggling learners, or
to extends the thinking or skills
of advanced learners”
(Tomlinson, 2013).
whole group
teacher-led
Small group
Student-led small group,
Dyad
Individual
Learning Environment
Every class can be successful
in differentiated instruction by
modifying the learning
environment
Quiet spaces
Seating arrangements
Lighting
Daily routine
Group learning centers
Décor and materials of
various cultures and
languages

6. Instructional Issues with
Flexible Grouping
Intended for students to move to higher level, reality
is they remain fixed
 Teachers not grouping effectively, requires
assessment of strengths and weaknesses
 Teacher must be able to select activities that most
students can do without direct teacher support
 Have time to provide direct support and additional
instruction
 Students must be prepared to work in groups
 Teachers must have access to various texts at
different levels but still connect conversation


7. Instructional Issues with Modifying
Environment

Teacher must be able to observe the classroom

Teacher must be able to modify the classroom
properly to address issues

Teacher must ask:
Are they consistent?
 Are they correct?
 Are they being used as intended?
 Do they need changing?


8. Instructional Issues with Manipulatives
Teacher not knowing how to use correctly
 Need to be used regularly not as a last resort
 Teacher must use demonstrations not just place
them on the desk
 Make sure students can understand the concept
and not using them in a rote manner
 If not used properly students will not be able to
solve problems at an abstract level
 Not to be used as a motivational tool
 Can distract from the learning process


9. Instructional Issues with Tiered
Assessments

Requires highly qualified teachers

Requires teachers to have time to work with small
groups directly

Must be able to effectively assess students for fear
of false positives

10. Arizona Science Standard Concept 1: Structure of earth
PO1. Classify rocks and minerals by the following observable properties: grain, color,
texture, and hardness.

Objectives:
Students will be able to identify three types of rocks.
Students will be able compare and contrast rocks and minerals.
Students will be able to write the steps of the rock cycle.

• Rock cycle worksheet

Procedures:
1. Show students a wide variety of specimens of rocks and minerals.
2. Point out the difference in color, texture, grain, and hardness.
3. Pass out different rocks for each student to study closer.
4. Discuss where rocks are found.
5. Discuss the difference between rocks and minerals.
6. Show students the rock cycle using the SMART board presentation.
7. Show students examples of rocks and ask them to identify if they are metaphoric,
sedimentary, or igneous.
8. Hand out rock cycle worksheet.
9. Have students work in groups of four to complete the worksheet.

Instructional Approach:
In this lesson we will use cooperative learning.
In this lesson we will use rocks as manipulatives.

Assessment:
Students will show their understanding of the rock and mineral cycle by completing the
rock cycle worksheet. The worksheet will be graded for accuracy.
ROCKS AND MINERALS
Materials:
• Rock and mineral collections
• SMART board presentation to show the rock cycle

SAMPLE LESSON
PLAN:
Rocks and Minerals
GRADE: 7th
CONTENT AREA:
Science

11. REFERENCES
Chen, J. J., & Weiland, L. (2007). Helping young
children learn mathematics: Strategies for meeting
the needs of diverse learners. Exchange
(01648527), (174), 46.
Dahlman, A., Hoffman, P., & Brauhn, S. (2008).
Classroom Strategies and Tools for Differentiating
Instruction in the ESL Classroom. 25, 17. Retrieved
from http://www.minnetesol.org
Dickman, G.E. (2006). RTI and Reading: Response to
Intervention in a Nutshell. Retrieved from
www.readingrockets.org.

12. REFERENCES
Guardino, C.A., Fullerton, E. (2010). Changing
Behaviors by Changing the Classroom
Environment. Teaching Exceptional Children. 42(6).
Tomlinson, C.A. (2013). What Is Differentiated
Instruction?. Retrieved from
http://readingrockets.org
Van de Walle, J.A., Karp, K.S., Bay-Williams, J.M.
(2010). Elementary and Middle School
Mathematics: Teaching Developmentally (7th ed.).
Allyn & Bacon: Pearson Education.