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Tic tac Toe Board for multiple intelligences

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4) Differentiating For Students Identified As Gifted And Talented
To challenge our gifted students we must not give them more work, but rather make their activities include more tactics to challenge their apparent leadership skills and self-starting tendencies, and ignite their critical thinking. A few ways to do this are:

incorporate student initiated projects based around questions they have made themselves

incorporate research into all projects, whether it is to increase background knowledge, dive deeper into a topic that interests them, or create solutions to real world scientific problems

encourage students to connect scientific concepts through relationships and generalizations across all types of sciences , rather than information specific to a certain chapter in a text

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3) Differentiating For Students With Visual/ Hearing Impairments
The key to making science accessible to these students is making information tangible! If one is learning about rocks, get samples students can get their hands on! Learning about phases of matter? They may hold ice and as it melts to experience a phase change! Specific adaptations for those who are hearing impaired include emphasizing vocabulary (through braille or text) during hands on activities to enhance their language development/knowledge of challenging scientific concepts.

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2) Differentiating For Students With Emotional Disturbances
Many behaviors that scare science teachers away from hands on approaches are exhibited in children diagnosed with emotional disturbances, such as acting out aggressively, and seeking attention in ways that will abuse science tools.  The key to inclusion with this population is behavior management and close monitoring if they must handle dangerous tools during class. In addition, tuning into what type of learner they are (kinesthetic , auditory, visual, etc.) and organizing activities around that will help keep their problem behaviors at bay since they will feel comfortable with the assignment. For example, if they like to draw, during an experiment have them both record their observations and draw!

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1) Differentiating For Students With Intellectual Disabilities:
Often, many students with intellectual disabilities have trouble comprehending expository science texts, and therefore, understanding what to observe during experiments. A few ways to bolster their success in science are:

provide graphic organizers or interactive notebooks with prompts included that describe what to find,

find content area texts at their grade level, model ALL activities,

utilize tech resources (fun songs, videos, interactive science apps) to deliver content instead of through difficult texts),

emphasize delivering concepts through DISCOVERY and QUESTIONING.

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How this Reading will Impact My Future As a Teacher

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How this Reading will Impact My Future As a Teacher

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1) Due to research showing that minorities and females have lower expectations set by their educators and those in STEM fields that cause achievement gaps in these populations, , I hope to encourage ALL students that they ARE scientists, regardless of the majorities who work in STEM fields today. The text does say encourage girls and economically disadvantaged students in the following ways, but I will do this for all my students: remind students they are capable in STEM goals/activities, skills needed for STEM are learned and achievable if one practices, and provide examples of successful scientists of all types of genders and races.

2)  After reading chapter 10 and learning about differentiating for special populations, I feel ALL the instructional methods would benefit ALL students. Having a well-rounded unit with many opportunities for hands on activities, observations, research opportunities, activities where students voice their own questions to drive scientific activities in the classroom, and methods of recording these findings (through art, oral presentations, written work, graphic organizers, songs, role-playing, etc.) will not only access all students, but also spark their imaginations and inquiry! In addition, challenging the artists to act or write, and challenging the quiet writers to create a song about a scientific process would be a great way for students to practice different styles of learning to see what method/methods they like best. That in itself could be a wonderful wrap up observation for the end of the year!

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1) Things That Surprised Me: I was very surprised to learn that achievement gaps exist on standardized science tests with economically disadvantaged, minority, and female students. While some of the gap could be explained by lack proper science support and material at schools, a large portion of it is contributed by lower expectations and stereotypes of these populations in the science field. After a study was conducted in 2010 by the Bayer Corporation, in which it surveyed both female and minority chemists and engineers on their science experience in grades K-8, it was found that this under representation of these populations is due to “lack of quality science and math education programs in poorer school districts (75 percent) and persistent stereotypes that say STEM isn’t for women or minorities” (Contant et. al, 244).

2) Things That Interested Me:  In the ERIC article summarizing Tomlinson’s work on differentiating instruction, I was very interested in the characteristics of a differentiated classroom. Tomlinson outlined the 4 characteristics of an EFFECTIVE differentiated classroom as: fostering concept focused and principle driven instruction, utilizing on-going assessment to either provide more support or extend student exploration in a topic, grouping flexibly, and ensuring students were “active explorers” (Instruction for Advanced Learners in the Mixed-Ability Middle School Classroom, 3). Keeping the thought that students are explorers in mind can help teachers let students become the main inquirers, allowing teachers to facilitate rather than direct teach. In this way, students will gain confidence tackling scientific investigations, while the perseverance through the activities will foster more critical thinking.

3) Things I  Am Excited to Try: After researching multiple intelligences, I discovered I am very excited to incorporate multiple intelligence activities into my science classroom. One idea I really want to use in my classroom, found in the On Target: Strategies That Differentiate Instruction article, is the “Tic-Tac-Toe” choice board, in which students are given 9 activities based on multiple intelligences, such as: interpersonal, kinesthetic, logical, or musical. Students must complete one item chosen by the teacher, which will be listed in the middle of the board, and two additional items to accomplish 3 activities in a row. This keeps students engaged since they have choice in their activity, while also introducing them to styles of learning that are outside of their comfort zone. An example of the board, taken from the article is found to the right.

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While some teachers may view teaching science to an English Language learner as a great challenge, science actually offers the perfect platform for SDAIE strategies! Inquiry based activities do not depend on a student’s ability to comprehend a textbook, but rather observe and hypothesize why that observation occurs. With support in vocabulary, ELLs can successfully develop their language through immediate experience during a lab. During science activities, an ELL student will practice all necessary language skills by verbalizing their thoughts, recording observations, and summarizing what they saw either orally or through writing/drawing. The following are effective SDAIE strategies to support ELLs in the science classroom:

Using realia, and introducing vocabulary with it (Ex: boil water to show “steam”, pointing to the steam and having the class identify it as “steam” or “evaporation” verbally. Repeat!)

Conducting hands on activities

Gesturing

Providing visuals with vocabulary

Modeling

Providing organizational tools for observations/textual comprehension such as graphic organizers or foldables

Drawing pictorial observations

Sample Activities:
1) Phases of Matter – Gesturing Game (Whole Class)

Students are front loaded with information on the phases of matter, learning vocabulary of solid, liquid, gas, and molecules. Teacher will show visuals of each on a molecular level, asking students to share differences they observe, facilitating them to eventually see that molecules grow more spaced out as they change from a solid, to a liquid, and then gaseous phase. Next, students go outside to act this out as if THEY were the molecules. If the teacher says “solid”, the whole class gathers together tightly. If the teacher says “liquid”, the class spreads out arms width apart. If the teacher says “gas”, the class spreads out as far as possible within the parameter set. The game continues after each is phase is modeled three times, ensuing the vocabulary is understood and modeled accurately. *Note: This activity also caters to kinesthetic learners.
2)  Comic Book - Path of A Red Blood Cell
After learning about the path of a red blood cell through the human body, students outline the path by drawing it in a comic book. Vocabulary, such as oxygenated and vein, must be labeled throughout the story. In this way, ELL students can communicate the process visually before tackling it just orally or written. *Note: This activity also caters to artistic learners. (Example Below)

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Effective Practices For Differentiating Instruction: Key Ideas for Special Populations

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Effective Practices For Differentiating Instruction: Key Ideas for Special Populations

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Differentiated Instruction In the Science Classroom

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Differentiated Instruction In the Science Classroom

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by Natalie Gass