Differentiation with Students
The majority of questions asked by teachers during instruction and assessment are at the recall level. Basic knowledge of science content can only be moved into long-term memory if it is taught through higher-level thinking modalities. These are employed when teachers...
Differentiation with Students correct answersThe majority of questions asked by teachers during
instruction and assessment are at the recall level. Basic knowledge of science content can only be moved
into long-term memory if it is taught through higher-level thinking modalities. These are employed when
teachers incorporate a variety of strategies into the lesson. Varying questioning strategies, hands-on
experience, and application of information gathered are key ingredients to helping students move
scientific concepts from abstract to concrete. Teachers can use a variety of content delivery and
assessment strategies, known as differentiating instruction, to accomplish this.
Bloom Taxonomy correct answersBenjamin Bloom developed a hierarchy of thinking known as Bloom's
Taxonomy. Bloom compiled a list of verbs to use as question starters in order to bridge the gap between
basic questioning and higher level thinking and problem-solving. By using question starters from a
variety of levels in Bloom's Taxonomy, teachers can assess a depth of knowledge, rather than simply the
lower-level thinking that is assessed by recall questions.
Brain Based activities correct answersTeaching science content involves a vast array of strategies to
ensure the inclusion of both rigor and relevance. Practical application of knowledge acquired through
hands-on learning and active brain-based activities will lead to student achievement.
Teacher should incorporate pre assessment activities and include students in their instruction planning/
process correct answersstudents drive instruction!
The teacher must be aware of the needs of every learner and plan ahead to differentiate the delivery of
the content so that every child will reach maximum growth and potential. Teachers should incorporate
pre-assessment activities to help discover their students' depth of knowledge and ability to understand.
Instruction with differentiated focus on interests, ability levels, and learning styles will reach all students
including learning disabled, second language learners, and academically gifted or talented. Including an
anticipatory set to hook the learners' interest will ensure attention toward the topic. Teachers should
include other focus activities to engage the learner such as demonstrations, use of a model, a topic-
driven story, or an emotional tie between content and learner.
,Developing a curriculum & modifying instruction correct answersDeveloping curriculum and modifying
instruction is an ongoing process. Teachers should rely on consistent assessments in order to ensure
students receive the information they need. If students are struggling to understand a topic, it is
important for the teacher to adjust their teaching style in response.
ELL Students correct answersSince an increasing number of American students are English-Language
Learners (ELL), it is important for science teachers to adapt the curriculum to ensure they are learning
just as much as their native English-speaking peers.
Since science classes typically have a large list of complex vocabulary terms, it can be a challenge for the
teacher to make these terms more accessible.
A few examples of ways to make the science classroom more inclusive for ELL students are listed below.
Give ELL students a list of key terms they will encounter in the unit.
Use diagrams, graphic organizers, charts, graphs, and other aids to help ELL students visualize concepts.
Use closed captioning and frequent pauses when showing videos.
Use group projects and collaborative learning activities to allow ELL students to exchange ideas with
other students.
Give ELL students study guides and outlines of course work.
Use hands-on activities and clear procedures.
Establish a strong classroom routine.
Use pictures alongside new vocabulary terms when possible.
Deconstruct scientific words into their roots, which might be shared with the ELL students' native
languages
Create a "Word Wall" that has frequently used terms. Use images beside the term whenever possible.
Offer sentence stems to help start the thinking process.
Engaging Students correct answersScience standards require lessons that are developmentally
appropriate and student-focused. Hands-on learning allows students to experience and apply knowledge
gained through a scientific inquiry process. Brain-based learningstrategies, which develop lessons around
the cognitive development of the students, as well as incorporating the use of technology to gather and
record data can increase student engagement. Using educational research to design lessons is called
evidence-based science instruction.
, It is important for teachers to make the content accessible to their students and increase student
engagement. Teachers must show students how to draw connections between their past experiences
and the course material. This can be done through hands-on learning, inquiry-based activities (activities
based on students' questions and ideas) and the application of the scientific method to real-world
scenarios.
Concept maps are another way to help students engage with material. They often require students to
think about a concept from a variety of angels.
Engaging Students - 5E correct answersThe 5E Model is an instructional model based on the
constructivist approach to learning. Each phase of learning is used to help students build upon their own
learning and continue to grow in science knowledge.
Engage: students become mentally engaged, make connections to previous learning, and think about
their own learning outcomes.
Explore: students work with the material, developing their knowledge, and usually actively manipulating
materials or interactive content.
Explain: students explain what they know and verbalize their understanding. Teachers use this phase to
formally define terms and explain processes.
Elaborate: students extend their thinking and practice new skills.
Evaluate: students are assessed on their understanding and teachers evaluate learning to inform their
next lesson.
active learning correct answersStudents come to science class with a wide variety of learning styles.
What works for one student may not work for another. One commonality students have, however, is that
they all need to be active participants in the learning process. The use of collaborative learning groups
and active learning activities can address a variety of learning styles and allow students to take
ownership of their learning.
Since scientific inquiry is an active process, participating in student-driven activities can give students
confidence in their abilities and help them address each other's misconceptions. Examples of active
learning activities are listed below:
Think-pair-share - The teacher provides a prompt, the students consider it individually, then pair up and
brainstorm responses or solutions. The students then share their results with the class.
Structured debates - The teacher assigns students to a role as either a "pro" debater, a "con" debater, or
a judge. The students then debate about a prompt provided by the teacher.
POGIL activities (Process Oriented Guided Inquiry Learning) - the teacher acts as a facilitator, and the
students work in small groups to solve a problem or answer a question.
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