Module+5


 * 5.1 Differentiated Instruction**

__**5.1.1 What is Differentiated Instruction?**__

 * Attached Files:**

** Differentiated instruction ** involves: It is the process of ensuring that what students learn, how they learn it, and how students demonstrate what they have learned is a match for their readiness level, interests, and preferred mode of learning. One of the leading experts on differentiated instruction is Carol Tomlinson. She has authored many books and articles on the topic and has excellent resources available online including a video presentation that you can view. Read the following articles (above and below) on differentiated instruction and reflect on the following: 1. Why is differentiated instruction important in the science classroom? 2. Summarize how it is implemented. 3. Why is differentiated instruction not considered a single strategy? 4. Provide a specific example of how a topic in the course you will teach can be differentiated. ** Articles: ** Hall, T., Strangman, N., & Meyer, A. (2003). [|Differentiated instruction and implications for UDL implementation] //. // National Center on Accessing the General Curriculum. //(for this article read pgs. 2 - 6) // Jansen, B A. (2009). [|Differentiating Instruction in the Primary Grades with the Big6[TM] ]. Library media connection, 27(4), 32-33.
 * providing students with different avenues to learning content including different ways of processing, constructing and making sense of ideas.
 * developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability.

__**5.1.2 Strategies**__

 * Attached Files:**

Read the articles attached above and linked below and reflect on the following: 1. Which strategies do you think you will use most/least often and why? 2. Which strategies do you think are the most/least powerful for helping students gain an enduring understanding of the concepts in the course? 3. How do these strategies help facilitate differentiated instruction? 4. What other techniques might you use to incorporate differentiated instruction? 5. Do you think using differentiated instruction is important for every lesson? Why or why not? 6. What are some of the challenges teachers face in using differentiated instruction? 7. How does using differentiated instruction affect the teacher's experience while teaching and the student's experience while learning? ** Article: ** Levy, H M. (2008). Meeting the Needs of All Students through Differentiated Instruction: Helping Every Child Reach and Exceed Standards. The Clearing House, 81(4), 161-164.

= 5.2 Lab Design: Using Stations =

__5.2.1 Stations in the Science Laboratory__
Typically, stations are used in the science classroom as a way to allow students to experiment and investigate several different concepts within a limited amount of time. Frequently, students will spend some time performing each activity and answering questions which allows the teacher to check for understanding. It is this use of stations that we will focus on in this section. A teacher may wish to make use of stations for a variety of reasons. Sometimes too much time is lost in the transition to a single activity or investigation and back, and the teacher would rather combine several of those activities into a full classroom period. In other circumstances, limited availability of equipment may dictate that only few students can do an investigation at a time, and the use of stations will allow all students the opportunity to experience several shorter labs within the constraints of a classroom period. The first and second articles provide examples and details on how to implement the idea of inquiry stations into the science classroom. Both examples are from middle-school classrooms, but can easily be applied to intermediate and senior science courses. After reading the articles, create a lesson plan for a single (75 minute) period that involves the use of stations. Your lesson should have 5 or 6 stations that are different but address related topics or concepts. Each station should involve an activity in which the student is asked to DO something - the focus is on engaging the student. However, not each station needs to be an experiment. For each station, provide a lab handout including materials required, procedure, and questions to be answered. In your submission, please indicate which curriculum expectation(s) within the senior science curriculum you are covering. Post your lesson plan to the discussion forum. In two separate posts, comment on the lesson plans of two colleagues. Provide constructive criticism, specifically with respect to timing (do you feel all stations would take approximately the same time?), the quality of instructions and follow-up questions, the fun aspect of the stations, and so on. In // Atomic Activities //, the author describes a very different use of stations. This article is an excellent read and it will provide many ideas on how to differentiate the classroom based on the theory of multiple intelligences. After reading this article, reflect on the different ways stations can be used. Do you see yourself using both? Under which circumstances would you use one versus the other? What are some of the benefits and pitfalls of each? Submit your reflection (about one page) in the submission box below. ** Articles: ** Vincent, Dan. (2008). Will It Float?: A Learning Cycle Investigation of Mass and Volume. Science and Children, 45(6), 36-39. Veal, W R. (2008). Science Sampler: The Use of Stations to Develop Inquiry Skills and Content for Rock Hounds. Science Scope, 32(1), 54-57. Daniel, T K. (1997). Atomic Activities. The Science Teacher, 64(3), 34-37

= 5.3 Effective Demonstrations =

__5.3.1 Classroom Demonstrations__
Students love fire, excitement and explosions. Classroom demonstrations can be quick effective ways to However, demonstrations can also be used in ways that do not really enhance student learning, nor help them make connections to practical situations. Sometimes demonstrations might seem more like magic to students. Ideally, teachers will structure demonstrations so that they are memorable, students can explain how what they see really puts theory into practice, and students are encouraged to think in depth about the science behind the demonstration. Read the articles below on effective demonstrations. ** Articles: ** Shmaefsky, B R. (2005). MOS: The Critical Elements of Doing Effective Classroom Demonstrations. Journal of College Science Teaching, 35(3), 44. Black, R. (2005). Why Demonstrations Matter. Science and Children, 42(2), 52-55. Milne, C. (2007). Understanding Engagement: Science Demonstrations and Emotional Energy. Science education, 91(4), 523-553.
 * hook students into wanting to learn more about how science works
 * show students how science applies to everyday life
 * wake up sleepy students and get them focused on learning science
 * show students how the theory they are learning really works



__ 5.3.2 Case study on presenting demonstrations __
 Please read the following case study on demonstrations and then complete a post in the discussion board below. Baddock, M. (2008). Effectiveness of a Classroom Chemistry Demonstration Using the Cognitive Conflict Strategy. International Journal of Science Education, 30(8), 1115-1128.

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