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Trends in Differentiated Instruction Differentiating Instruction has become a big topic of discussion in classrooms recently. Differentiated instruction, also known as differentiated learning, is all about teachers providing students with different options for learning. There are four instructional trends in differentiated instruction that are discussed below. They are Authentic Instruction, Cooperative Learning, Enriched Curriculum, and Focused Grouping.

Four Instructional Trends in Math and Science

Authentic Instruction The first instructional trend to be discussed is called Authentic Instruction. Authentic instruction is the setting of additional goals for students with severe disabilities (Lawrence-Brown, 2004). This is addressed with minor changes in presentation of large-group lessons, focusing on real-life applications of general curriculum (Lawrence-Brown, 2004). This strategy benefits the class as a whole. It is not an add- on but a method of teaching the general curriculum in a way that teaches skills through the lesson. For students with IEPs, authentic instruction provides opportunities for them to work on skills on their Individualized Education Programs (IEP). An example of authentic instruction is a science lesson that includes a partnership with a local garden. Students create ecosystems, create maps, and brochures for the garden. This project based learning provides a motivating, real life context for all students to learn the academic content and to apply interdisciplinary connections. This form of differentiated instruction can be used in math and science lessons. Authentic instruction can prove to be time consuming and challenging for the teacher in the planning stage because she has to research ways to include real life application in the lesson. They also have to research and develop organizations to form a cooperative relationship.

Cooperative Learning Another instructional strategies related to science and math delivery is Cooperative Learning. Cooperative learning is defined as a “successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject,” (Cooperative Learning, n.d.). This trend can be used in instruction to help students, to develop and use critical thinking skills and teamwork, to encourage favorable relationships among different ethnic groups, students with IEP’s learning disabilities, gifted and students who are English Language Learners (ELL) to establish environments in which academic accomplishments are valued. Cooperative learning can be used for math and science to promote five basic components: Positive interdependence; face-to-face pro-motive interaction; individual and group accountability; interpersonal and small group skills; and group processing. When concerning instructional issues regarding the use of cooperative learning for diverse learners teachers need to make sure that they are using a variety of criteria for grouping students together, they need to ensure that cooperative learning is not a trend that is misused or overused and that most diverse learning needs can be met in the classroom if, the teacher keeps in mind that student performance is a result of interaction between student and the instructional environment and teachers can accommodate the reasonable needs of students after analyzing the students learning needs and the demands of the instructional environment.

Enriched Curriculum A third instructional trend is Enriched Curriculum. Enriched curriculum is for students with special gifts or talents. This curriculum provides opportunities for more challenging and/or creative work above grade level for these students. It includes academically gifted students as well as students gifted in other ways such as mechanically or artistically. An example of providing this differentiated instruction is the use of cooperative grouping with individualized roles (Lawrence-Brown, 2004). This includes grouping students in small groups for a math game, having the advanced student responsible for the advanced problems. For the student who is artistically gifted, the teacher can utilize goal adaptations to provide additional opportunities for creative work (Lawrence-Brown, 2004). Independent study is another method of the enriched curriculum. It allows the gifted student to use higher level concepts and skills. However, caution should be used to ensure that it does not isolate the student from the community of the classroom. It does require additional planning for the teacher. The teacher must make sure that it does not single out those gifted students and make them feel different. The instructor should make it part of the class routine.

Flexible Grouping Flexible Grouping is a fourth instructional trend. It can be used for math or science. Depending on the task that is assigned, students will be working in flexible groups. As a teacher gets to know their students, the student will then be placed in a group based on readiness or their interests. Being that they are flexible, a student is able to move from group to group based on those ideas. Groups can be created by the teacher for more classroom management or by the students to showcase responsibility. For example, in math, a flexible group can be assigned to work on specific math problems or find out who created the right angle and in science, students are able to work in flexible groups during chemistry experiments or research on different scientists. Instructional issues that may come in play with this trend will differ based on the type of learner. Gifted students need instruction at a different pace than average students while English Language Learners may require more help but can benefit by working closely in a flexible group. If grouping students based on their learning abilities to avoid instructional issues, group the students together to keep learning styles together.

Lesson Plan Example Here is an example of a lesson plan for 4th grade students using the instructional strategy Cooperative Learning:

Activity Title: Levers (part of Simple Machines unit)

Objectives - The students will comprehend the use and purpose of levers. - The students will understand the dynamics of force and mass in the use of levers. - The students will acknowledge the importance of levers, and see their uses in everyday life.

Lesson Overview - This lesson is over the strength and use of levers as part of a simple machines unit in science. The students are in groups of four and at first are each asked to open an empty paint can using only their hands. Next they are given a small wooden lever (paint can opener) and shown how much easier it is to open. Then the group is given a lever (ruler), fulcrum (flat pencil), and mass (35 pennies). With the fulcrum under the lever, they stack 10 pennies on one end of the ruler and place the fulcrum at different lengths. At each length they balance the 10 pennies with a specific amount of pennies on the opposite end. They examine the different lengths of the lever and the amount of force taken to balance the 10 pennies. The experiment is to involve all members of the group, and the teacher is to be going to each group, making sure that the students are involved, working and learning together.

Materials Required - One empty paint can per group of four. - One paint can opener per group of four. - One ruler (lever) and flat pencil (fulcrum) per unit of four. - 35 pennies per group of four.

Attention-getting Activity While separated into groups of four, each group will be given an empty paint can and asked for each student to try to open it using only their hands. Next each group is given a small piece of wood (paint can opener) and asked to pry the lid using this lever. Each student will have the chance to utilize the lever to begin understanding the significance of this simple machine.

Sequence of Lesson (1) After the attention getting exercise, each group of four is given a ruler (lever), flat pencil (fulcrum), and 35 pennies. The pencil is to be placed underneath the ruler at 6 inches and 10 pennies stacked at the opposite ends of the ruler. (2) Next, the students are to place the fulcrum at 7 inches and to keep 10 pennies at one end of the ruler, and to record the amount of pennies required on the opposite end to balance the ruler. (3) The same procedure is to be followed for 8, 9, 10 and 11 inches.

Evaluation Each group of students is required to turn in their record sheet to show the correct amount of pennies required to balance the ruler at varying lengths.

Conclusion This experiment is meant to be an example of cooperative learning in the classroom. The groups of four are to be working together to conduct the experiment properly and the teacher will be ensuring this throughout the experiment by watching over each group as they perform their tasks, as well as asking questions and continuing the discussion with the use of effective questioning. The teacher needs to make sure that the members of the group are involved with each other and learning together.

References

Cooperative Learning (n.d.) Retrieved on June 6, 2011 from http://edtech.kennesaw.edu/intech/cooperativelearning.htm Lawrence-Brown, D. (2004). Differentiated Instruction: Inclusive Strategies for Standards-based Learning that Benefit the Whole Class. American Secondary Education .