Differentiated Instruction in
Science
By Tina Waddy
What is it?
• Approach to instruction that encompasses several
strategies.
• Process of matching student characteristics to
instruction.
• Takes into consideration student needs.
• Process that allows all students to access the
curriculum.
Implementation
• Teachers can differentiate…
– Content
– Process
– Student Products
Differentiated Content
• Change in the material
being learned by a
student.
Example
Objective - Label five
major parts of a cell.
– Student A learn to label
five major parts.
– Student B learn to label
more parts and define the
function of each part.
Differentiated Process
• Change in the way
students access
materials.
Example
– Student A may access
information through a
learning center.
– Student B may access
information through a
website.
Differentiated Products
• Change in the way
students show what
they’ve learned.
Example
Objective – Demonstrate
understanding of the food
chain.
– Student A may create a
three dimensional
diagram.
– Student B may create
PowerPoint presentation.
Responding to Students Needs
• Teachers differentiate in
response to student
needs.
Student needs include:
– Reading Ability
– Skill Level
– Competency in
Mathematics
– Extent of Background
Knowledge
– English Language
Proficiency
– Learning disabilities
Differentiation Variables
Instructional Choice
Variables
Complexity of the Content
Students Needs and Abilities
Processes and Techniques used to
Communicate Content
Students Learning Preferences
Student Products and Assessments that
Demonstrate Learning
Student Interest, Ability, and Experience
Implementation
Beginning Instruction
• Use diagnostic assessments.
• Determine student interest.
• Identify student learning styles and
environmental preferences.
Diagnostic Assessments
• Can be informal or
formal.
• Determine student
readiness level.
Examples
• Pre-tests
• Survey Background
Knowledge
• KWL Charts
Student Interest
• Discover what students
like and don’t like.
Examples
• Interest Inventories
• Include Students in the
Planning Process.
• Incorporate students
specific interests for a
particular topic into
lesson plans.
Learning Style
• Find out how students
learn best.
Example
• Learning Style
Inventories
• Observing Student
Activities
– Look for environmental
factors that inhibit
student learning.
Strategies
Learning Style
Auditory, Visual, and
Kinesthetic Learners
Mix of Learning Styles
Strategy
•Demonstrations
•On-site Field Studies
•Audio-visual Presentations
•Small-group Discussion
•Problem Solving Activities
•Research, Hands-on
Experimentation
•Off Campus Field Trips
What does it look like?
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Tiered Assignments
Compacting
Interest Centers or Interest Groups
Flexible Grouping
Learning Contracts
Choice Boards
Orbital Studies
Tiered Assignments
• Focus of differentiation
is on student readiness.
• Designed to instruct
students on essential
skills at different levels
of complexity,
abstractness, and openendedness.
Example
Students study the
characteristics of living
vs. non-living things.
– Some students are
guided in identifying
things from both groups.
– Some students work in
groups to brainstorm
examples.
Compacting
• Focus of differentiation
is on student readiness.
• Adjust instruction to
account for student
mastery of certain
objectives.
• Compacting process
includes assessment,
and planning.
Example
Students study
photosynthesis.
– Students who already
know the process are
given a lab assignment.
– Students are given more
instruction on the
concept.
Interest Centers / Groups
• Focus of differentiation is
on student readiness and
interest.
• Interest centers are used
with younger students.
• Interest groups are used
with older students.
• Learning experience is
directed toward a specific
learner interest.
• Student choice can impact
motivation in a positive
way.
Example
• Interest Centers – Can focus
on specific topics in Earth
Science, like classifying
rocks, or carbon dating.
• Interest Groups – Can focus
on small groups that debate
issues surround the origin of
the universe.
Flexible Grouping
• Focus of differentiation is
on student readiness,
interest, and learning style.
• Students work in different
groups.
• Group placement is
determined by either
readiness, interest and/or
learning style.
• Groups can be assigned by
teacher, or student choice
can be given.
Example
Students take on a specific
role in groups to explore the
properties of an inanimate
object.
– A student who is a strong
writer might take notes.
– A student who enjoys public
speaking might present
group’s findings.
Learning Contracts
• Focus of differentiation is
on student readiness, and
learning profile.
• Agreement between the
teacher and the student.
• Teacher determines the
necessary skills to be
learned, and the required
components of the
assignment.
• Student identifies methods
for completing the
assignment.
Example
Student wants to trace
his/her family tree.
– Teacher guides student
through the process of
developing a plan.
– Student decides method for
completing the assignment.
Choice Boards
• Focus of differentiation is
on student readiness,
interest, and learning
profile.
• Organizers that contain a
variety of activities.
• Students are allowed to
chose an activity.
• Activities can be focused
around several different
skills.
Example
Students must complete two
of the following activities to
learn about density.
– Using a water table to explore
properties of various objects,
– Reading a chapter in their
textbook about density,
– Watching a video about
density.
Orbital Studies
• Focus of differentiation
is on student readiness,
interest, and learning
profile.
• Concept is based on
theme.
• Students are given
choice.
• Teacher provides
guidance and coaching.
Example
Students are learning about
the solar system. They are
allowed to choose from the
following topics.
– Satellites
– Habitable Planets
Strategies That Work
Materials
• Students should explore
concepts using a variety
of resources.
• Resources
– Textbooks
– Graphic Images
– Audio-visual
Representations
– Written Descriptions
(Internet)
Complex Instruction
• Create open-ended
questions and tasks for
instruction.
• Open-ended questions
push students to think
outside the box.
• Teach students to think
all the way around a
topic.
• Provide scaffolding for
support.
Role Play
• Create activities that
stimulate learning and
directly appeal to
student interest.
• Students enjoy watching
peers role play, or
debate about a current
science topic.
• Have students create
computer simulations.
Take It Slow
• Teachers can’t
differentiate 100% of
the Science content.
• Be realistic. Start
differentiating a little at
a time.
• Creativity comes in
waves, not steady
streams.
• Access information and
examples from the
Internet.
Summing it up!
Resources
http://teachingtoday.glencoe.com/howtoarticles/differentiating-science-instruction
Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL
implementation. National Center on Accessing the General Curriculum.
Retrieved July 9, 2004 from: http://www.k8accesscenter.org/training_resources/udl/diffinstruction.asp
Tomlinson , C.A. (1999). How to differentiate instruction in mixed-ability classrooms.
Alexandria , VA : ASCD.
http://www.cast.org/ncac/index.cfm?i=2876 – This site contains an article by Tracy Hall at the National Center
for Accessing the General Curriculum. The article discusses differentiation as it applies to the general
education classroom.
http://members.shaw.ca/priscillatheroux/differentiatingstrategies.html - The Enhancing Learning with
Technology site provides explanations for various differentiation strategies.
http://www.mcps.k12.md.us/curriculum/science/instr/differstrategies.htm - A Web site that lists instructional
strategies and techniques that teachers can use to differentiate in the science classroom.