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.”

ê

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.