DIFFERENTIATION IN A SCIENCE CLASSROOM Abigail Sewall & Hillary Mills Metropolitan Expeditionary Learning School Middle School Science

Welcome Scientists Tuesday, June 19, 2012 Thinking: Warm Up Based on the criteria on your desk, what type of learner are you tonight: ANALYTICAL or PRACTICAL? When You’re Done: 1.) On green post it: Draw or write anything that you know about genetic mutations 2.) On purple post it: Write down anything you know about differentiation in a science classroom. If you’re stuck, ask questions!

Warm Up Share Out Turn and Talk: 2 minutes – What type of learner are you today? – Share the air – Volume 2: collaboration Whole Class Share Out – Be ready! – Volume 3: projection

Roles Tonight TEACHER HATSTUDENT HAT

Agenda Warm Up Intro to Genetics: Student Hat Debrief Lesson: Teacher Hat Put New Learning Into Action: Teacher Hat Share Out Exit Ticket Debrief

Introduction to Genetics Choose an article: – Analytical or Practical Text Code for: ? = Questions L = New Learning

Nerd Quad Conversation Interpersonal Learns best by working and processing with others Find a group of 2-3 people Make sure both Analytical and Practical are represented Answer the questions on the half sheet Intrapersonal Learns best by working and processing alone Find an independent space to work Answer the questions on the half sheet INTERPERSONAL LEARNERS: **Use the Nerd Quad Conversation Card as a tool if you need help keeping conversation going!

Debrief Lesson: Teacher Hat Concrete Straight forward, specific questions Debrief questions Respond on back of ½ sheet Abstract Big ideas, open-ended questions Debrief questions Respond on back of ½ sheet

Put Your Knowledge Into Action Choose Based on Readiness: – Erlenmeyer Flask : Would like some specific support in how to approach this task – Graduation Cylinder: Feel pretty comfortable, could just use a few tips – Test Tube: Feel ready to try it!

Share Out: What Did You Use?

Exit Ticket: Go back to the beginning On a new post it note: Write down what you NOW know about differentiation that you didn’t know before

Debrief : Next Steps… What ? – What did you learn? So What ? – What does this mean about classroom instruction? Now What? – How would this change the instructional decisions you make in a classroom?