Differentiated instruction and student achievement in science classes

Differentiated Instruction in the Classroom

Students in the classroom have varied abilities and learn at varying rates which makes differentiation of instruction a practice that supports the learning of all students. This work explores what differentiation of instruction is and what it is not with a particular focus on differentiated instruction in the science classroom.

Most teachers currently use the direct instruction approach and not all students are on the same level so achievement is not up to standards for all students.

The use of direct instruction in science classes doesn't allow adequate learning for all students.

The purpose of this project is to....determine the relationship between measures of student achievements in science classes in grades 9-12 and implementation of differentiated instruction over a period of 1 semester.

SIGNIFICANCE of the STUDY

The significance of this study is to determine the relationship between measures of student achievements in science classes in grades 9-12 and implementation of differentiated instruction over a period of 1 semester.

TERMS & DEFINITIONS

1) Differentiated Instruction: This is a "broad term that refers to a variety of classroom practices that accommodate differences in students' learning styles, interests, prior knowledge, socialization needs, and comfort zones. On the secondary level, it involves a balance between the content and competencies expected on the mandated assessments and various pedagogical options to maximize durable learning." (Benjamin, 2002)

CHAPTER TWO

Description; and Evaluating against criteria. (Benjamin, 2002)

The work of Mary Doran Brown (nd) entitled: "Differentiated Elementary Science Instruction" states that there are "three modes of differentiation: (1) content; (2) process; and (3) product. Brown additionally states that "whole class instruction is not part of a differentiated classroom." (nd) Brown states that the two factors of assessment and instruction "are inseparable in a differentiated classroom." (nd)

Differentiation is also stated to by synonymous with "individualized instruction."

Also factors in planning differentiated instruction are:

1) Readiness;

2) Interest; and 3) Learning profile. (Brown, nd)

Differentiated instruction acknowledges the fact that children "come in different shapes and sizes. They also differ in interest, readiness levels, and learning profiles." (Brown, nd) Brown notes the work of Carol Ann Tomlinson (1995) who states that differentiation of instruction in mixed ability classrooms requires that the teacher:

Be clear on the key concepts and generalization that give meaning and structure to the topic;

Ensure that lessons for all students emphasize critical thinking;

Ensure that lessons for all students are engaging;

Ensures that a there is a balance between students selected and teacher assigned tasks and working arrangements. (Brown, nd)

Brown (nd) states drivers of instruction are those as follows:

products and work samples;

Standardized tests;

Questioning;

Every pupil response;

Writing prompts;

Exit cards;

KWL;

Paper/Pencil tests; and Drawings related to the topic. (Brown, nd)

Students are able in the differentiated learning process to make sense of content through the following inputs:

interactive journals;

tiered assignments;

Learning centers;

Cubing;

Anchor activities. (Brown, nd)

Brown states that the input of differentiated learning or how the students demonstrate their learning and their abilities are through the following:

Product presentation uses varied modes of expression, materials, technologies;

Advanced assignments that require higher order thinking skills;

Evaluation by self and others; and Authentic assessment. (Brown, nd)

Three levels of structure science inquiry are stated by Brown (nd) to include the following:

1) Structured;

2) Guided; and 3) Open. (Brown, nd)

Guided science inquiry is stated by Brown (nd) to include:

1) Students provided materials and problem to investigate, and students compose their own procedures; and 2) Teacher facilitates and encourages student generated questions. (Brown, nd)

The following sample differentiated science lessons are stated by Brown (nd):

1) Structured Inquiry: Students are given testable question and verbal procedures -a re fingerprint and toe print formulas the same?

2) Guided Inquiry - Students select a testable question from teacher list then plan and conduct investigation; and 3) Open Inquiry - Students develop a testable question and investigation. (Brown, nd)

Brown lists 'labor intensive' strategies for differentiation to include those as follows:

Assessment, data analysis, and diagnosis;

Flexible grouping;

Tiered tasks;

Anchor activities;

Differentiated learning encounters;

Learning contracts;

Independent study. (Brown, nd)

The work of Jahnine Blosser (2005) entitled: "Unit of Lessons: Safety in the Secondary Science Classroom" states that there is "a growing need to make all students understand science and the relevancy of science to their lives." Blosser notes that "many students learn differently from others and need a different instruction or enhanced instruction." (2005) Blosser states that a single classroom may contain "students who can read and comprehend at college level as well as those who have trouble simply decoding words." (citing Tomlinson, 1995) Because of this it is "paramount that teachers use different strategies to reach and challenge all learners. Differentiated instruction can help a teacher do this." (Blosser, 2005) Blosser states that differentiated instruction is supported "by many different instructional strategies" including "attention to real world experiences, emphasis on thinking skills, flexible grouping, group investigation and stations..." (2005) Through use of the differing methods of curriculum delivery all students "with their different abilities should be able to understand the concept of safety in the science classroom and transfer that knowledge to the real world events that might impact them in the future." (Blosser, 2005)

Blosser reports having put together a series of safety lessons, some of which she created and some that she borrowed from others. These lessons are stated to "incorporate differentiated instruction techniques as well as literacy techniques to help all students in a classroom to succeed." (2005) Blosser reports that the unit begins "...with a pre-assessment to check what students already know and to get them thinking of the topic of safety in science and in the world. The next lesson in the unit consists of a reading selection from a newspaper that students will read and discuss. The discussion questions consist of one question from each of Bloom's taxonomy levels. This allows for higher level thinking, but students are doing it as a flexible group so no one person feels intimidated by the higher level questions. The third lesson is a group investigation of substance identification and cleanup using MSDS sheets. In this lesson, students will use investigative skills to identify a spilled mystery substance and then "clean up" up the spill according to the MSDS specifications. The fourth lesson will be a video on safety that students will watch and then fill out exit slips to leave class on an overarching question that comes from the video. The fifth lesson will consist of an anticipation guide on a reading selection about how mistakes or accidents in the science lab lead to great discoveries. Finally, the culminating project will be to represent what the students have learned in some sort of media format. The project could be a poster, power point, dance, song, or skit; whatever the student might choose based on their specific type of intelligence. The project and its rubric would be introduced early on in the unit so students could be thinking about what they might want to do at the end." (2005)

The work of Sirinam S. Khalsa (2004) entitled: Differentiated Instruction: How to Reach and Teach all Students" states that differentiated instruction makes the assumption that "one size doesn't fit all." Khalsa states that classrooms that fail to employ differentiated instruction address only a segment of a student's potential as a learner. Teachers who use differentiated instruction embrace the inherent strengths of diversity, which is an integral part of all mixed-ability classrooms. These strengths include acknowledging the differences among students while recognizing their similarities. This acknowledgment eventually becomes an essential part of teaching and learning." (2004) Khalsa states: "In all classrooms, teachers have students who are inattentive and easily distracted, as well as those who are eager to learn and easily engaged. Ineffective teaching approaches each type of student with a broad stroke towards presentation and instruction." (2004) the example provided by Khalsa is: "...in traditional classrooms, teachers ask a question and then call on an individual student to respond, while the rest of the class, which includes the inattentive, easily distracted students and English Language Learners (ELL), are expected to sit quietly and listen to the interchange. Effective teachers differentiate their questioning strategies for today's classrooms. These differentiated strategies encourage high response opportunities for all students and active participation, with all students having a voice that is heard and respected." (2004)

Khalsa (2004) notes that another approach for differentiated of instruction is that which is termed "universal design" which is the adaptation of the means for a student's "...presentation, process and engagement." Differentiation of instruction is "thinking outside of the box." (Khalsa, 2004) According to Khalsa, differentiation of instruction "...challenges the teacher to approach the art of teaching from different perspectives while maintaining the goal of student achievement. In the differentiated classroom, the teacher comes to the understanding that learning is constant, but the time and way it is reached are changeable. The goal of differentiated instruction is to help all students make sense of the information presented so they can use the information in a meaningful way. Differentiated instruction offers a variety of ways to acquire, process, and apply the information being taught. In a differentiated classroom students engage in activities which provide a balance between skill building and purposeful tasks." (2004)

Khalsa writes that teachers in today's classroom are "...challenged to change old habits of "one size fits all," or undifferentiated, instruction, to offer a variety of instructional experiences that are focused on essential-to-know concepts and skills as identified in state and district standards. Differentiation requires the teacher to be knowledgeable of the content being taught, as well as skilled in the basics of pedagogy. The focus is on the orchestration of productive learning environments for all students." (2004)

Khalsa states: "Putting students together according to their ability or disability (ability grouping) is not differentiated instruction. Homogenous grouping does not effectively offer the learning experiences necessary to promote the achievement of all students. Teacher-selected groupings can stigmatize students as "low" and "high" learners. If "tracking" students by ability were effective, we would still be advocating for its implementation. An important principle which guides differentiation is the flexible grouping of students. Students work individually, in small groups and in heterogeneous, whole class settings. Flexible grouping is based on a variety of factors, including readiness levels, interests, and behavioral needs." (2004)

Tomlinson (1995) states that there are many ways that the teacher can manage the classroom to create a "better fit for more learners, including those who are advanced. In general, "interest-based adjustments" allow students to have a voice in deciding whether they will apply key principles being studied to math-oriented, literature-based, hobby-related, science-oriented, or history-associated areas. For example, in studying the American Revolution, one student might opt to write a short story about the life of a teenager during the Revolutionary period. Another might elect to apply key ideas about the American Revolution to an investigation of heroes then and now. Yet another might prefer to study ways in which the revolution affected the development of science."

Tomlinson writes: "Adjustments based on learning profile encourage students to understand their own learning preferences. For example, some students need a longer period to reflect on ideas before beginning to apply them, while others prefer quick action. Some students need to talk with others as they learn, while others need a quiet work space. Some students learn best as they tell stories about ideas being explored, others as they create mind maps, and still others as they construct three-dimensional representations. Some students may learn best through a practical application of ideas, others through a more analytical approach." (1995) Additionally stated by Tomlinson is: "...Readiness-based adjustments can be created by teachers offering students a range of learning tasks developed along one or more of the following continua:

1) "Concrete to abstract." Learners advanced in a subject often benefit from tasks that involve more abstract materials, representations, ideas, or applications than less advanced peers;

2) "Simple to complex." Learners advanced in a subject often benefit from tasks that are more complex in resources, research, issues, problems, skills, or goals than less advanced peers;

3) "Basic to transformational." Learners advanced in a subject often benefit from tasks that require greater transformation or manipulation of information, ideas, materials, or applications than less advanced peers;

4) Fewer facets to multi-facets." Learners advanced in a subject often benefit from tasks that have more facets or parts of their directions, connections within or across subjects, or planning and execution than less advanced peers

5) Smaller leaps to greater leaps." Learners advanced in a subject often benefit from tasks that require greater mental leaps in insight, application, or transfers than less advanced peers;

6) More structured to more open." Learners advanced in a subject often benefit from tasks that are more open in regard to solutions, decisions, and approaches than less advanced peers.;

7) "Quicker to slower." Learners advanced in a subject will sometimes benefit from rapid movement through prescribed materials and tasks. At other times, they may require a greater amount of time with a given study than less advanced peers so that they may explore the topic in greater depth and/or breadth." (Tomlinson, 1995)

Tomlinson states that differentiation is "facilitated if the school adopts grouping strategies and states that grouping strategies worth considering include those as follows:

Classroom grouping for instruction. The whole classroom is grouped;

Clustering. Within the classroom, students are clustered into four or five groups. Differentiation proceeds with each cluster group proceeding at a differentiated pace;

Subject matter skipping. Some students are removed from the classroom and sent to a different grade level for mathematics.

High School Style Instruction. Students go to math room at math time. Math only is grouped; and Flexible math grouping. The longitudinal instruction is grouped; say three or four days a week. Students move through textbook materials on these days. Some days, however, students work together on cross-ability basis on problem solving or other activities. (Tomlinson, 1995)

The following table lists instructional and management strategies for differentiation as cited by Tomlinson (1995).

Instructional and Management Strategies for Differentiation

Strategy

Description of Strategy

COMPACTING

3-step process that (1) assesses what a student knows about material to be studied and what the student still needs to master, (2) plans for learning what is not known and excuses the student from what is known and (3) plans for freed-up time to be spent in enriched or accelerated study.

INDEPENDENT PROJECTS

Process through which student and teacher identify

Problems or topics of interest to the student. Both Student and teacher plan a method of investigating the problem or topic and identifying the type of product the student will develop. This product should address the problem and demonstrate the student's ability to apply skills and knowledge to the problem or topic.

INTEREST CENTERS or INTEREST GROUPS

Interest Centers (often used with younger students) and Interest Groups (often used with older students typically provide enrichment for students who can demonstrate mastery/competence with required work. They are sometimes a vehicle for providing students with meaningful study when basic assignments are completed.

TIERED ASSIGNMENTS

In a heterogeneous class, a teacher uses varied levels of activities to ensure that students explore ideas at a level that builds on their prior knowledge and prompts continued growth. Student groups use varied approaches for exploration of essential ideas.

FLEXIBLE SKILLS GROUPING

Students are matched to skills work by virtue of readiness, not with the assumption that all need the same spelling task, computation drill, writing assignment, etc. Movement among groups is common, based on readiness on a given skill and growth in that skill.

LEARNING CENTERS

Learning centers can be "stations" or collections of materials learners use to explore topics or practice skills. For gifted learners, learning centers should move beyond cursory exploration of topics and practice of basic skills, and should provide study in greater breadth and depth on interesting and important topics.

HIGH-LEVEL QUESTIONS

In class discussions and on tests, the teacher attempts to ensure that the highly able learner is presented with questions that draw on advanced level of information, require leaps of understanding, and challenge thinking.

MENTORSHIPS/APPRENTICESHIPS

The students works with a resource teacher, media specialist, parent volunteer, or community member to develop and carry out all or part of a project or task. This is also a useful way to help students develop skills of production in a particular field.

The work of Howard Gardner identifies eight intelligences and according to Gardner (1991) "we are able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, and the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves." The learning styles as stated by Gardner include those as follows with the accompanying descriptions of each:

Linguistic intelligence ("word smart"):

Logical-mathematical intelligence ("number/reasoning smart")

Spatial intelligence ("picture smart")

Bodily-Kinesthetic intelligence ("body smart")

Musical intelligence ("music smart")

Interpersonal intelligence ("people smart")

Intrapersonal intelligence ("self smart")

Naturalist intelligence ("nature smart")

The work of Heacox (2001) states: "You differentiate content when you preassess students' skills and knowledge, then match learners with appropriate activities related to readiness; when you give students choices about topics to explore in greater depth; and when you provide students with basic and advanced resources that match their current levels of understanding (p. 10)." Students, in the view of Heacox, should be matched with resources that match their existing knowledge of the topic.

CHAPTER THREE

ACTION RESEARCH PROPOSAL

The work of Terri Lynn Kirkey (2002) entitled: "Differentiated Instruction and Enrichment Opportunities: An Action Research Report" states that 'Action Research' is: "...the process of systematically reflecting on individual/group teaching practices using research methodologies." Kirkey states that the purpose of action research is "...to encourage professional development and to enhance student learning and achievement through reflective inquiry." (2002) There are stated to be five phases of effective action research which includes:

Problem identification;

The plan of action;

Data collection;

Analysis of data; and Plan for future action. (Kirkey, 2002)

As already stated in the beginning of this work, the purpose of this project is to determine the relationship between measures of student achievements in science classes in grades 9-12 and implementation of differentiated instruction over a period of one semester of the school year. Inquiry in this study will begin by first getting to know the students and attempting to understand how they differ from one another in terms of their interesting, learning preferences and readiness. Information will also be gathered and reviewed concerning the academic histories of the students. Next, a profile sheet will be created for each student. The profile sheets will be used to record past, current and ongoing academic progress for the students.

The students will be asked to fill out an Interest Inventory which will assist the researcher is knowing the students and their interests better. Additionally a survey will be used in which students will be asked to read a list of projects and to choose the projects that they prefer to complete as a method of showing what they have learned. This list will be compatible to Gardner's eight intelligences however, the list will not be identified in this manner. This will assist the researcher in understanding which students enjoy individual work and which students rather work in a group or with a partner.

Additionally, the researcher will speak with parents and family members of the students and will send a list home with the students so that parents and caretakers can provide responses concerning the interests and learning preferences of the students. Accompanying the list will be a letter which explains how the information will be used.

Ongoing assessment is critical in differentiation of instruction therefore, students will be observed by the researcher while engaged in learning and notes will be taken which will provide information as to how the researcher can better respond to the needs of differentiated instruction. Students will be asked to fill out attitude rating scales in regards to their thoughts about their self-efficacy in science and these attitude rating scales will be inclusive of statements in relation to differentiated instruction and grouping. The attitude rating scales will be analyzed and students will be interviewed to provide more insight into the responses given. The interviews with students will be tape recorded so that patterns may be identified in the student's ways of thinking regarding their self-efficacy in science instruction.