https://padlet.com/learningbyexample/4mvxkn3nt6oy Made with Science in Mind en-us 2017-02-18 23:17:10 UTC 2025-09-28 06:46:00 UTC hello@padlet.com learningbyexample https://padlet.com/learningbyexample/4mvxkn3nt6oy/wish/154765720 3 Take Aways for the article:
Because the 5E model has so much room for flexibility when it comes to creating and instructing science lessons it is a natural fit for creating lessons with differentiated instruction in mind.
1. The initial key from all lessons should not be lost when we are deciding instructional goals for our students. Namely, that we "identify the concept" that we are hoping to instruct to all of our students. When we are creating the DI plans for our students we cannot lose sight of our goal to instruct on they key concepts of the lesson.
2. Sentence frames are our friends. The article outlines the importance of phrasing when it comes to creating strong lessons and assignments for our ELL students. This allows us to create the best sentence scaffolding for our students so that they may focus more on the science and less on the English to pick through before the science.
3. Visual learning can be concrete learning. The use of visual tools such as graphic organizers or bubble maps can help facilitate the bridge between a cursory and deep understanding for our students. Instead of getting a student caught up on creating full sentences we can ask for bullets or visual models like the example in figure 1 from the article.

Co-Teaching & You
Co-teaching and communication between colleagues can be a great way to level the field for ELL students when it comes to a denser topic within science. Because science can introduce many new words to the academic conversation, collaborating with another educator can create a smoother transition for our ELL students. One teach one assist can be a teaching strategy during which one teacher will teach a full class lesson while the other works with a small group immediately after full class instruction to fill in any gaps that were missed during the initial lesson. Another option is supplemental teaching during which one teacher takes all non struggling students and instructs, while the other teacher takes the struggling students and gives them similar objectives but different assessments or strategies to work with. Examples include the second teacher asking for bullet point facts instead of paragraphs about a topic, or using graphic organizers as visual aids for the smaller group. A break down of co-teaching positives and cautionary examples of where it can go wrong can be found here at teach hub below.

Multiple Strategies for Multiple Intelligences
As mentioned previously graphic organizers are great tools for students who could use an extra hand in organizer their thoughts in a structured way. When it comes to science instruction I love the idea of using audio as a way to bridge the gap for ELL students as it models the proper pronunciation and context for our students and can be listened to multiple times for further clarity. The educator can find student friendly audio clips or videos which may also add further clarity for the student, technology is a great resource and we should use it to fill in the gaps in prior knowledge. I liked looking through Teachertube.com and sifting through some of the videos, there they have a lot of great student friendly educational videos you can use in the classroom. Also, they have some episodes of the magic school bus, which is awesome.
http://www.teachertube.com/search/google-search?query=+magic+school+bus&safe=high&search-type=all&head_curriculum=0&head_content_area=0&head_subject=0&head_category=0&head_skill=0#gsc.tab=0&gsc.q=%20magic%20school%20bus&gsc.page=1]]> 2017-02-18 23:20:27 UTC https://padlet.com/learningbyexample/4mvxkn3nt6oy/wish/154765720