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Differentiating Instruction
Current trends in differentiating instruction for math and science

Grouping Students by Ability

Grouping by ability is combination of instructional options which includes whole class, small group, and independent work. Effective instruction includes a balance of these options throughout the day to address the needs of all students, it is teaching all groups the same material but tailoring activities and assignments for each group. Grouping by ability easily implicated for math and science classes. Working in groups by ability students will gain different views on problem solutions. Students also will have a chance to interact with others and be able to help peers.

 Choice Boards

Choice board is a form of differentiated instruction that could be used in almost every content areas including math and science. with the help of Choice boards teachers are able to accommodate every students learning style, since choice boards are organizers that contain a variety of activities. As they learn a skill or develop a product students can choose one or several activities to complete. When students have a chance to learn in their most comfortable learning style, it helps to better engage them in active learning which contributes to their knowledge of the material. For example for math they can have choices of writing a song about the formulas they are learning or make flashcards and quizzing their partners. And for science they can make journal entries about living through a natural disaster or act out a weather forecast.

Tiering A tiering is a differentiation strategy that addresses a particular standard or concept  but allows several pathways for students to arrive at an understanding of these components based on their interests, readiness, or learning profiles. For example, a lesson tiered by readiness level implies that the teacher has a good understanding of the students’ ability levels with respect to the lesson and has designed the tiers to meet those needs. A teacher can choose to differentiate the lesson based on readiness, interest, or learning profile, and the number of groups per tier will vary, as will the number of students per tier. For science classroom for example tiered instruction may include students using the internet or textbook to research certain plants. Other students may listen to a teacher lecture on plants. Further, additional students may walk around the school grounds to see what kind of plants are on campus. In a math classroom, tiered instruction can include having several different worksheets with varying levels of difficulty. Some students may work in small groups with an instructional assistant to master math concepts and others may work individually or listen to a lecture/explanation.

Centers Based Learning or Learning Centers

Center Based Learning takes place in the classroom when students move through areas set up that are designed to stimulate students' learning as they explore and investigate. Learning centers are self contained areas in the classroom that have recourses and learning materials for students to work with to enhance topics they are studying. Children learn through a multi- sensory approach, using sights, sounds, feeling, gross motor, fine motor skills and more to address all learning styles. It is important for learning centers to incorporate a variety activities designed to stimulate all of the senses. Learning centers provide students with an opportunity to learn and explore independently, as well as interact with their peers. Interest centers are geared so that learning occurrences are guided toward a specific topic of learning. This trend is also can be used for both math and science lessons. An example can include adding numbers with the use of popsicle sticks, this tool gives students actual examples that can help in adding numbers, or doing some science project. This tool can help increase student understanding as well as increase student engagement.

Instructional issues regarding using the identified trends for diverse learners Grouping students by ability

Instructional issue to consider when grouping students by ability is when you have students that do not have the ability to break down the contexts of the language. Some diverse learners do not have the ability to apprehend concrete information and materials from the given group assignment. Not all students are in the same level, some students may need direct instruction from instructor. As a result, students in the group have difficulty with group work and become disengage from the group. Some students may have conflict with group distribution so group work may not be completed As for grouping math by students ability, not all students have the capability to instruct directions and comprehend concrete passage of math. As for science, not all students have background knowledge of science word vocabulary so making the group assignment difficult for students to engage.

Choice boards

Instructional issue to consider when apply choice boards for differentiating math and science. In math, some students do not have the ability to break down the materials into simplified math procedures. Students may not have the concept of judging the value of materials and categorize related math computation, terms, formulas. Thus, given that they have accommodation for the assignments, how about when they are given a formal state test. In science, student may experience an overload of science vocabulary words, students may not have the capability to connect science terms consistently with previous information given to them from the instructor. As a result, students have difficulty connecting information from the given visual choice boards.

Tiering

Instructional issue to consider when apply tiering for differentiating for diverse learners in math and science. In math, students may not feel comfortable with the group they are assign and frustrated level of commuting with tiering community may not work. Student level of math concept may not be best with the group. In science, reading science textbook is not at their level. Students may need extra accommodation of the chapter, informal questions and answers is not consistent with the group or textbook The student may be an English Language Learner so the context of the science book is difficult for the student to comprehend.

''Centers Based Learning or Learning Centers ''

Instructional issue to consider when apply center based learning or learning center for differentiating for diverse learners in math and science. In math and science, information is not transferable when technology base school is apply in the classrooms. Changes in education from the moment the students practice center base learning or learning center is not useful when differentiating instruction in education changes. Components of center base learning may not be transferable to diverse learners who may not be creative in the assignments. Projects may not cater to students needs with learning soft skills to math and science, students may not reach tangible problem base skills. Instructor may not adopt the methods of Center Based Learning or Learning Centers.

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Identify instructional issues regarding using differentiation for diverse learners'''

 Lesson Plan Outline

Lesson Plan Outline: Learning Centers 1.	Preparation a.	Determine focus and skill area b.	Determine how many centers you will need and create appropriate space in the classroom c.	Gather materials and supplies needed. Place materials at each learning center d.	Prepare sign/label for each center so that student know where to rotate

2.	Setting up the classroom a.	Groups should consist of a minimum of three students and maximum of five students. b.	Use all areas in the classroom for centers: Rugs, reading areas, outside the classroom door. c.	Assign each student to a group and center, then have them rotate through centers as scheduled d.	After each center is completed, allow time for the students to place the center materials back for the next group.

3.	Learning Center 1: Telling time a.	Students are presented with a time Ex. 5:45pm and they must demonstrate that time on a clock where they can easily adjust the time. b.	Time allotted: eight minutes, and then rotate (teacher will ring bell when time is up).

4.	Learning Center 2: Addition math center a.	Create flash cards with addition problems. Ex. 5+4= and then have answers on a separate flash card and have students match up the problem with the answer. b.	Time allotted: eight minutes, and then rotate (teacher will ring bell when time is up).

5.	Learning Center 3: Subtraction math center a.	Create flash cards with addition problems. Ex. 8-4= and then have answers on a separate flash card and have students match up the problem with the answer. b.	Time allotted: eight minutes, and then rotate (teacher will ring bell when time is up).

6.	Learning Center 4: Place Value (ones, tens. Hundreds) a.	Students are given a number, and must create the appropriate place number below, using Velcro pieces. b.	Time allotted: eight minutes, and then back to the carpet (teacher will ring bell when time is up).