Abstract
In today’s increasingly diverse classrooms, instructors must be prepared to use a variety of teaching methods in an attempt at reaching all students. Students enter the classroom with a vast array of experiences, backgrounds, and other diversity markers that can impact their perceptions and skill level in science courses. This is of particular importance in the field of teacher training, where students need to not only study innovative teaching techniques but authentically experience these techniques that are varied. The purpose of this paper is to demystify differentiated instruction in the science methods classroom and provide strategies for assessment, materials access, and activities. Throughout instruction and assessment, students are given voice, the opportunity to provide input regarding what and how they learn, and choice, the opportunity to opt for activities/assessments they find interesting, stimulating, or match their learning preferences. Finally, differentiation is a philosophy of education that not only acknowledges but celebrates diversity and differences in students. As we prepare these students to become teachers, it is imperative that students not only discuss instructional strategies but authentically experience them as well. Differentiation gives the professor the ability to be the “guide on the side” and provide the students a wider range of discussion and demonstration of common goals.
Highlights
In today’s increasingly diverse classrooms, instructors must be prepared to use a variety of teaching methods in an attempt at reaching all students
Differentiated instruction (DI), an approach in which teachers plan lessons strategically to address the needs of individual students is rooted in the belief that any group of learners is full of diversity and that effective teachers prepare for individual differences [2]
This paper looks to simplify the process of differentiation for instructors of the sciences, those whose students may be preservice teachers, by providing simplified instructions on identifying when to differentiate, offering guidelines for how to differentiate and supplying a variety of examples showing how other instructors have used DI in their courses
Summary
In today’s increasingly diverse classrooms, instructors must be prepared to use a variety of teaching methods in an attempt at reaching all students. This is of particular importance in the field of teacher training, where students must witness innovation in their core classes, and engage in educational experiences that are varied, stimulating, and hands on. Differentiation is a philosophy of education that acknowledges but celebrates diversity and differences in the students we teach [3]; and, “given the changing demographics of United States schools, by ignoring issues of diversity, teachers only serve to perpetuate injustice” [4, p. Differentiation is a philosophy of education that acknowledges but celebrates diversity and differences in the students we teach [3]; and, “given the changing demographics of United States schools, by ignoring issues of diversity, teachers only serve to perpetuate injustice” [4, p. 173]
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
