Differentiated Learning Cycles for the High School Classroom
Molly Bostic, Science Teacher, Wake County Schools
2015 Collaborative Conference for Student Achievement
Abstract: This session will share the impact of differentiated learning cycles in the high school
setting. It will provide an overview of how differentiated learning cycles affect student
competence beliefs. Additionally, attendees will see examples of the differentiated learning cycle
model and how they can incorporate it into their curriculum
Agenda:
● Explore differentiated learning cycles
● “KW”L differentiated learning cycles
● Report of the action research project
● KW”L” differentiated learning cycles
● Group brainstorming by subject area
● Questions and Answers
An electronic version of this packet can be located at: ​
http://goo.gl/mSHDZ2
or scan the QR code:
Explore Differentiated Learning Cycles
Part A: Differentiation
Answer ​
all​
of the following questions using ​
one​
of these resources:
● Read the words on this video, with music accompaniment: ​
http://youtu.be/8IjHGqOZEng
● Listen to examples of differentiation:
http://youtu.be/pb2-I3w1-dA?list=PLOXUrDMSVPHmL9NuANpvD64cShR74j9rA
● Read on the website:
http://www.scholastic.com/teachers/article/what-differentiated-instruction
1. What is a short definition of differentiation?
2. Provide two examples of how you can use differentiated lessons in your subject area.
3. List an example of a new differentiated activity you can use in your own classroom
involving students working independently.
Part B: Learning Cycles
Research learning cycles online at: ​
http://www.agpa.uakron.edu/p16/btp.php?id=learning-cycle
Report the meaning of learning cycles by completing any ​
three​
of the following:
1. Write a definition of learning cycles.
2. Draw a picture of what a learning cycle may look like.
3. Create an analogy of the learning cycle: a learning cycle is like a _______________ because
_________________.
4. Draw a cartoon of an experienced teacher sharing the information about how learning
cycles work with a beginning teacher.
5. Provide an example of a unit in which you could use the learning cycle model and write the
order of lessons you could use for the learning cycle.
6. Create a chart showing how you could use a learning cycle in a unit for a course you
currently teach.
Differentiated Learning Cycles
K
W
L
What I already know
What I would like to know
What I learned today
The Action Research Study
● Purpose​
: Increase student competence beliefs in chemistry through the use of
differentiated learning cycles
● Focus group​
: 50 students in basic level (non-Honors) Chemistry during Fall 2014 semester
● Differentiated learning cycles were utilized during the course of every unit
What does the Research Show?
● Student competence beliefs in math decrease during middle school and do not ever return
to elementary school levels
● Learning cycles increase student engagement
● When technology is utilized during learning cycles, engagement increases
Why is this the focus?
● Learning cycles are proven to increase student level of understanding
● Students often give up easily in chemistry, thinking it is too hard and they do not attempt to
complete the assignment
● Class discussions are more productive when all students have a level of background
knowledge that can be utilized during the discussion
What are Differentiated Learning Cycles?
● Exploration:​
A full class period devoted to reviewing content knowledge and connecting to
​
new content knowledge through differentiated activities
● Concept development: Class discussions and activities to build new content knowledge
● Expansion: Labs, projects, and tests
The Data: A look at the results of the study
● Students work well during Explore work time: they must work independently, but they
must be trained to do this
● Students choose a variety of activities to complete: some use textbooks while some use
phones
● Students do not always complete Explore for homework
● When students see the utility of completing the Explore, completion rates are higher
● Survey Data: EXPLORE: Students responding that the EXPLORE activities help them to
understand the content in the unit:
○ Midterm survey: 63%
○ End-of-year survey: 57%
● Survey Data: Difficulty: Students reporting difficulty of ​
MATH​
assignments (1 very hard to
7 very easy). Mean response:
○ Beginning survey: 4.12
○ Midterm survey: 4.05
○ End-of-year survey: 3.94
● Survey Data: Difficulty: Students reporting difficulty of ​
SCIENCE​
assignments (1 very hard
to 7 very easy). Mean Response:
○ Beginning survey: 4.33
○ Midterm survey: 4.49
○ End-of-year survey: 4.46
● Survey Data: Skill Perception: How good at ​
MATH​
are you (1 not good at all to 7 very
good)? Mean Response:
○ Beginning survey: 4.23
○ Midterm survey: 4.48
○ End-of-year survey: 4.34
● Survey Data: Skill Perception: How good at ​
SCIENCE​
are you (1 not good at all to 7 very
good)? Mean Response:
○ Beginning survey: 4.37
○ Midterm survey: 4.51
○ End-of-year survey: 4.4
● Survey Data: Homework Completion: When you do not complete your homework, what is
usually the reason? Students responding that they tried, but it was too hard
○ Beginning survey: 56%
○ Midterm survey: 37%
○ End-of-year survey: 34%
Conclusions and Questions
● Homework completion depends on many factors, including the difficulty of the assignment
and what students must balance at home
● Even though students reported an increase in the difficulty of the subject, overall
homework completion did not decline
● Collecting data on homework completion was very telling, for both the instructor and the
student and allowed for adjusted instruction. All incomplete homework was coded:
○ Tried to complete it, but it was too hard
○ Forgot to complete it
○ Too busy to complete it
○ Didn’t want to complete it
● When an increased number of “Tried, but too hard” responses was observed, changes were
made to homework assignment:
○ More support in the classroom
○ Fewer problems to complete at home
○ Flexible pacing with the unit
● The differentiation in the EXPLOREs provide a niche for the students to seek out
opportunities to showcase their own interests and learn at their own pace.
● The literacy component provided application for the course to show its relevance.
● The number of students reporting they were more likely to “give up and wait to get help”
increased from 7% to 31% throughout the study. Why did this number increase?
● Go to the teacher for help increased through the study, as well. Measuring 19% to 9% then
to 20%
● Options that showed a decline were: find the answers online, ask a friend, or find the
answers in a book
● It does appear as though students did increase in resilience to some degree, but is it
because of the EXPLORE activities, or something else?
NOTES Examples of the EXPLORE activities from chemistry:
A: Unit 3 – Light and Nuclear Energy Vocabulary
Complete ​
all​
of the following:
1. Define each of the following terms using your textbook or the online glossary http://antoine.frostburg.edu/chem/senese/101/glossary.shtml​
. ELECTRONS:
Light and the Electromagnetic Spectrum (Chapter 5)
● Amplitude
● Atomic orbital
● Electromagnetic spectrum
● Frequency
● Ground state
● Photon
● Principal quantum number
● Quantum
● Wavelength
NUCLEUS:
Nuclear Chemistry (Chapter 25)
● Radioisotope
● Alpha particle
● Beta particle
● Gamma rays
● Transmutation* (not in online glossary)
● Nuclear fission
● Nuclear fusion
2. Choose ​
two words from each list ​
and create an illustration of each. B: Unit 3 – Properties of Waves
1. Complete​
the Properties of Waves worksheet provided using one of the following methods:
● Choice 1​
: Read in the textbook, p. 117­121 ● Choice 2​
: Read the website http://imagine.gsfc.nasa.gov/docs/science/know_l1/emspectrum.html ● Choice 3​
: Watch the videos​
​
http://youtu.be/01Jcz6t9UQg​
and​
​
http://youtu.be/m4t7gTmBK3g C: Unit 3 – Electromagnetic spectrum
Complete ​
three​
of the following in reference to the electromagnetic spectrum. These are all of the types of electromagnetic waves to include: ​
Gamma, Infrared, Microwave, Radio, Ultraviolet, Visible, X-ray
1. List all of the types of electromagnetic waves from highest frequency to lowest frequency. Be sure to label which end is the Highest Frequency and which end is the Lowest Frequency. 2. List all of the types of electromagnetic waves from highest energy to lowest energy. Be sure to label which end is the Highest Energy and which end is the Lowest Energy. 3. Using markers or colored pencils, list the colors of visible light in order from highest energy to lowest energy. Be sure to label which end is the Highest Energy and which end is the Lowest Energy. Include blue, green, red, orange, indigo, violet, yellow. 4. List examples of the uses for each of the types of electromagnetic waves. You may need to do some research online or in the textbook. 5. Create a diagram demonstrating the relationships between: frequency and energy; wavelength and energy; frequency and wavelength. Make sure to indicate which ones are direct relationships and which ones are inverse relationships. D: Unit 3: How can we use Nuclear Energy?
Take the nuclear power quiz at:
http://environment.nationalgeographic.com/environment/energy/great-energy-challenge/nuclear-pow
er-quiz
Then, answer 3 of the following:
1. Explain how nuclear energy can be used to produce electricity.
2. What resources are needed in order to use nuclear energy to produce electricity?
3. What are the dangers in using nuclear energy?
4. Is nuclear energy a safe method of generating electricity? Why or why not?
5. Do you think we should continue to build new nuclear power plants? Why or why
not?
A: Unit 6 – Polymers
Complete the questions below one of the following methods:
● Choice 1: Visit​
http://pslc.ws/macrog/kidsmac/wiap.htm​
​
and do some remembering from biology class ☺ ● Choice 2: Read in the textbook, p. 761­765 and do some remembering from biology class ☺ ● Choice 3: Watch the video at​
​
http://youtu.be/UwRVj9rz2QQ 1. Polymers are long chains of many smaller molecules called _______________________________.
2. Review the following:
a. Carbohydrates are made of simple sugars. Examples of carbohydrates include:
____________________
b. Lipids are made of glycerol and fatty acids. Examples of lipids include: ___________________
c. Proteins are made of amino acids. Examples of proteins include: _____________________
d. Nucleic acids are made of nucleotides. Examples of nucleic acids include: _____________
3. Polymers are very, very long chains. They have three properties:
A. ______________________________________________________________________
B. ______________________________________________________________________
C. ______________________________________________________________________
1. Polymers can bend and stretch. Name 3 Examples: _____________________________________
2. Polymers can be tough and hard. Name 3 Examples: ____________________________________
3. List some synthetic polymers used in your house. _______________________________________
4. What material is used to create synthetic polymers? _________________________
B: Unit 6 – Chemical Reactions
Complete the Chemical Reactions Notes provided using one of the following methods.
● Choice 1: Use your textbook p. 277-299.
● Choice 2: Use the website:​
http://www.chem4kids.com/files/react_intro.html ​
● Choice 3: Watch the video:​
​
http://youtu.be/d58UcB_Yb2Q​
(stop at 7:22) C: Unit 6 – Balancing Reactions
Complete the ChemBalancer activity at the website:
http://funbasedlearning.com/chemistry/chemBalancer/default.htm​
Then, answer all of the
questions below.
1. When balancing equations, you can only add numbers ________________ the compound formulas, you
cannot change subscripts.
2. When balancing equations, the total number of atoms on the left, must ______________ the total
number of atoms on the right (this is the law of conservation of matter).
3. What does the arrow in a chemical equation represent?
4. Write down any three balanced chemical equations of your choice from the activity.
D: Unit 6: Graphene
Read the article​
http://www.geek.com/science/geek-answers-what-is-graphene-1575393/​
​
and watch
the video​
http://youtu.be/PifL8bAybyc​
​
. Then do ​
one ​
of the following.
1. Write a description of three new products that could be created from graphene. Be sure to ​
name​
your product and describe its special properties. 2. Draw an illustration of three new products that could be created from graphene. Be sure to ​
name​
your product and list its special properties. 3. Write a letter to your congressional representative encouraging him or her to fund further research to develop graphene. In your letter, describe three reasons why graphene is an important product and money should be invested in its development.