Differentiation Strategy: Students with Three different sets of needs in learning about Constant Velocity in a High School physics classroom

Differentiation Strategy:

Students with Three different sets of needs in learning about Constant Velocity in a High School physics classroom

In this example students were asked to create a model (a written/drawn simulation) of the physics phenomena of “constant velocity”(CV) at the beginning of a unit. In this mind map the three different types of students (5 who were able to describe a complete model for CV, 12 who had only partial models with important missing concepts and the 5 who did not understand CV at all) were then put in differentiated work stations where they could get the scaffolding they needed to come to a deeper or more complete understanding of CV. Each station is geared to meet their specific needs. Station 1 is a computer lab where the 5 students who understood CV are able to further their understanding by applying CV in computerized simulations. Station 2 is a paired worksheet activity where the 12 students who had some understanding of CV are pushed to fill in the gaps of their understanding about CV. Station 3 is a modeling lab where the 5 students who did not understand CV at all work with me one on 5 to go over the basics of CV and create an accurate model of the phenomena. *This small group tutoring approach allows me to especially help and differentiate for ELL and LD students in my classroom For example the ELL students might get pictures of the CV phenomena happening and I will allow them to use their every day language to describe the phenomena before they turn that thinking into part of their model (their graphic representation). Similarly with LD students I am able to scaffold for their needs such as with NVLD (Non-verbal learning disorder) students I will allow them to work on their own to create the stimulation free environment where they work best.[See this link to a comprehensive description of this modeling approach.]

1. Student’s create initial models of Constant Velocity on small individual what boards. They are asked the following prompt “Draw what you know about the Constant Velocity principal. Include text, diagrams and formulas in your drawings. Please include a specific example for how it works in the real world.”

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2. I evaluate each model and then differentiate instruction based on their understanding.

                 

3. Assessment to track student learning throughout the CV unit (drawn from Jackson, et.al., (2008)). [Note: All ELLs and LD students are scaffolded for in each assessment. For example, LD and ELL students receive more time to complete mini-quizzes when needed.]

a. Initial models- evaluated and pictures taken of them to refer to later. 

b. Lab Investigations- after a baseline of understanding is established students do labs and present their findings (presentations are formatively assessed). 

c. Science Talk- students talk about what worked and what did not in their CV labs. Teacher takes notes of discussion as formative assessment.

d. Targeted worksheets- students work in teams to complete worksheets selected to fill in gaps in understanding. These are corrected to measure progress.

e. Mini Quizzes

f. Lab Practicum- students complete a lab where they apply the Constant Velocity lab to solve real world problems.

g. Unit Test- this is the final check for student understanding of their CV models. 

Works Cited:

Jackson, J., Dukerich, L., Hestens, D. (2008). Modeling Instruction: An effective Model for science education. Journal of Science Education, 17 (1), 10-17.

Activity 1: Assessing Project Based Learning

Assessing a Project Based Learning lesson for an entire upper school in Science (grades 9-12) is difficult but rewarding. One of the main PBL activities I do each year are STEAM (Science Technology Engineering and Math) Fair Projects. These projects are like 'Science Fair' projects but different in significant ways. Primarily the Project Objective is that every student in the upper school participates and that everyone includes a hands-on section that will help STEAM Fair participants experience the science topic being covered and demonstrates the students have gained a deeper understanding of their chosen science phenomenon.

Project Description: All upper students participate in creating a hands on science exhibit (much like at a science center/museum) that they will share with the community at large during a STEAM Fair in the spring. All student are expected to go through the steps required to prepare then present a scientific investigation based on a science phenomenon (coming up with an initial idea, planning an investigation, investigating, writing up results and preparing their STEAM Fair Station presentation package (a table layout, posters, hands-on exhibit etc.).

Below I describe the ways I use formative assessment and summative assessment to help students get the most out of their STEAM Fair Projects experience both during and at the end of the process.

The best way that I have come up with to overcome the difficulties of evaluating performance on PBL projects is to do weekly 'check-ins' of student progress. I do these check ins in three ways. First, I have students do an Exit Ticket each week that allows them to (1) explain which stage of the STEAM Fair Project they are currently working on (initial idea, planning investigation, investigating, writing up results and/or preparing their STEAM Fair Station presentation package). (2) I ask them to share "What is challenging and what is working" in the particular phase they are engaged in (3) I ask them to provide a date they plan on being done with the current phase and to  explain what their next steps will be once they are done. I recored the results of their exit tickets into my Schoology Data base under the heading of STEAM Fair progress. This allows me to know they are on task with their projects and also allows me to understand where any 'red flags' might be and who needs help to keep moving forward in their projects. Second, I have students sign up for a one on one STEAM Fair Clinic with me once a week. The clinic is set up so that there is time for me to help every student at least once a week on their projects (to give advice, help with practical material and process issues and in general to get a sense as to whether they are moving forward with the project or not. At the end of the day I enter notes into my grade book about how the student affective and practical work was going on the project (my main goal here is to help students move forward but I also am able to get a sense for who is getting off course or 'drifting' through their project. Third, at the start of the week I have students fill out a quick self evaluation of their STEAM Fair Project progress (see Example 1 below). This allows me to get some numbers for how "they" believe they are doing on the STEAM project. I find doing all three of these things weekly during the planning, implementation and results phase of their STEAM projects is critical for getting formative assessments about the work they are doing and to create on ongoing record of their progress.

Example 1:

Weekly Self Evaluation of STEAM (Science, Technology, Engineering, Art and Math) Fair Project

Name_____________________________________________              DATE_________________________

Scoring Key:

1 – Poor                      2 – Needs Improvement         3- Average

4- Good                       5 – Excellent

_____     I am spending adequate time preparing this project.

_____     At this point my project fits the guidelines given to me by my teacher.

_____     At this point my project shows that I understand the scientific process.

_____     At this point my project shows that I can use creativity to solve problems.

_____     At this point my project shows my ability to use critical thinking.

_____     At this point my project shows that I can do accurate background research.

_____     At this point I have gained new knowledge by working on this project.

_____     At this point I am proud of the effort I am putting into this project.

_____     So far I am proud of the way this project is turning out.

Moving forward I can improve my ability to complete this project by:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

 

Additionally, to correctly assess the STEAM Fair PBL projects I provide the final assessments to the students at the start of the project and explain to them exactly how they will be graded. Example 2 below is the final broad rubric I use to assess their work. I have found these categories to be useful in making a case for whose projects stood out and for whose projects needed more attention. Students also get a final "Self Assessment" which includes a few more questions then the weekely assessment, so that they can include their own voices in the final assessment process (see Example 3).

Example 2:

STEAM FAIR PROJECT GRADING RUBRIC

Name of Scientist: ________________________                                                           

Title of Project: _______________________________________________________

SECTION	DUE DATE	SCORE	COMMENTS
Topic	11-29
Purpose	12-06
Hypothesis	12-06
Materials	12-13
Procedure	12-13
Variables & Controls	01-08-13
Data/Results	01-08-13
Conclusion	01-15-13

Students begin with a score of 100% for each component.

Points may be deducted for random problems:

·       -10 for each day the assignment is late

·       -10 for messy/sloppy work

·       -10 for incomplete work

·       -10 for assignment not completed as directed

·       -10 for no name on the assignment

FINAL PROJECT GRADE

	1	2	3	4
Complete Project (Either board or packet)	Lacks detail and is messy.	Some attention to neatness.	Attention to detail and neatness shown.	Attractively presented with exceptional detail.
Effort	Did not attempt to do the assignment.	Did assignment but sloppy.	Project done well	Worked hard, took their time.
Skill and Thoroughness of content	Little or no content	Minimal content and description is present is various parts.	Project’s content is thorough and adequate.	Projects content exceeds expectations of basic content.
Scientific Thought	Does not show an understanding of the scientific process	Fails to include all the parts of the scientific process	Uses scientific process correctly in   investigating problem	Goes above and beyond in using the scientific process by taking extra steps for completeness.
STEAM Fair Presentation	Student was not able to describe the methods, goals, and findings of STEAM project during fair	Student was able to describe some aspect of the methods, goals, and/or findings of STEAM project during fair	Student was able to clearly describe to others the methods, goals, and findings of their STEAM project during fair	Student was exceptional in articulating to others the methods, goals, and findings of their STEAM project during fair

20 points = 100%                                                                                      

18 points = 90%                                                                                                                              Total Points: ___________

16 points = 80%

14 points = 70%                                                                                                                                                Score:_______________

Example 3:

Weekly Self Evaluation of STEAM (Science, Technology, Engineering, Art and Math) Fair Project

Name_____________________________________________              DATE_________________________

Scoring Key:

1 – Poor                      2 – Needs Improvement         3- Average

4- Good                       5 – Excellent

_____     I spent adequate time preparing this project.

_____     My project fits the guidelines given to me by my teacher.

_____     My project shows that I understand the scientific process.

_____     My project shows that I can use creativity to solve problems.

_____     My project shows my ability to use critical thinking.

_____     My project shows that I can do accurate background research.

_____     I gained new knowledge by working on this project.

_____     Completing this project helped me make connections to other courses (i.e. math, English)

_____     Completing this project helped me make connections to the “real world”.

_____     I am proud of the effort I put into this project.

_____     I am proud of the way this project turned out.

_____     I was able to share my findings with others during the STEAM Fair

I can improve my ability to complete a project by:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________