https://padlet.com/ebarreto/bdfdjpbiev97 Reflection #2 en-us 2016-09-07 02:57:58 UTC 2017-05-17 06:18:17 UTC hello@padlet.com ebarreto https://padlet.com/ebarreto/bdfdjpbiev97/wish/124517345
      The three take-aways from the 5L for ELL article on differentiated instruction that I found were that there are places in the 5E model where EL instruction can be easily integrated, there are three steps to support ELD that depend on the sequence of concepts and 5E lesson template, and there is a modified 5E learning sequence to incorporate ELD strategies.

       Differentiated instruction is not teaching directly from the teacher’s edition science book; doing so would only teach one type of learner. Differentiated instruction is teaching students at their instructional levels. Students, especially ELLs, need to be giving multiple options to take in information using different strategies. For example, in the article there are three steps that support students’ ELD when learning science, the second step is to consider using sentence frames to communicate during instruction. Sentence frames bridge the gap from students being able to express their own ideas while using the correct sentence structure. The downside to using sentence frames is that it may also limit them from expressing their own ideas. The third step says to use vocabulary in the appropriate tier for the ELL. It would confuse the student to hear a Tier 3 vocabulary word when they are only in Tier 1. One strategy to differentiate instruction would be to use graphic organizers that are most effective when used during the explore and explain phases. Graphic organizers help ELs hold on to new vocabulary and new conceptual understanding.

       One effective practice is to evaluate throughout the lesson instead of just at the end of the 5E sequence. Evaluation can involve different types of assessments to meet each student’s needs. In addition, ELs would benefit from being assessed using drawings, graphic organizers, or manipulatives as opposed to written responses. Written response are appropriate for students at a more proficient level.

       One co-teaching strategy that would be effective is Parallel Co-teaching. Both teachers would be working with different groups of students. For example, one teacher may be doing an enrichment lesson to proficient students while the other teacher is re-teaching or doing an activity that supports the lesson with another group of students.

This STEM website has links to different resources in developing strategies for differentiation in science. Some resources include using frames to support learning, enriching science for the gifted learner, examples of tiered assignments, etc.

-Esther Barreto

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