Differentiated
Instruction ...
either you love the idea, or you hate it. Personally, I love it. Last year, at WGU, a professor introduced the
author Carol Tomlinson to me, which profoundly touched my teaching style.
I teach at a cooperative where multi-age group
classes are the norm. During my educational
research at WGU, I was surprised to discover that mixed-ability classrooms are
the norm regardless of the labels in the hallway or the educational model-- traditional or non-traditional.
The Tomlinson model—Content, Purpose, Process, Product, and Environment-- allows me to organize my approach
to my students, who vary in readiness levels and ages by
several years. Over
the summer, I vowed to create more homogeneous lessons and to differentiate my lesson
delivery and more importantly the assessments.
This week for our home-school science assessment, we did something completely
different and fun. We
used drama, cooperative learning, and videography to assess the students
understanding of our science unit on earth science and astronomy.
This task is a formative assessment building to
a summative assessment that will include math objectives of clocks, calendars,
time lapse and science objectives from astronomy.
Objectives
Level
1 (1st- 2nd)
Using props
and acting, students can demonstrate the meaning the orbit.
Using props
and acting, students can demonstrate the meaning of rotation.
Using props
and acting, students can demonstrate and orally explain what causes day and
night.
Level
2 (3rd Grade)
Using props and acting, students can explain and demonstrate the causes of Earth's seasons.
Using oral language, third grade students can explain and locate the northern and southern hemispheres.
Using a combination of oral language, acting, and props students can explain and demonstrate what cause day and night.
Overview
This
assessment followed two weeks of modeling the Earth’s rotation using a lit
candle in our science experiment place, the kitchen. We also modeled the seasons using a lit
candle. I used an infrared thermometer
to verify the changes in heat on the surface of the ball for change of seasons. Below is an info-graphics demonstrating the
tilt of the Earth, its rotation around the sun, and its effect on temperatures.
Materials
v Globe – or in our case a ball on a skewer
mounted to a coffee can.
v A model of the sun – or an unlit candle
v Video equipment (iPhone)
v Task card
Create a task card showing the objectives for each level. I wrote the assessment objectives on the whiteboard.
Rubric
Objective
|
Does
not meet the goal
(1)
|
Partially
meets the goal
(2)
|
Meets
the goal
(3)
|
Exceeds
the goal
(4)
|
Vocabulary
-Rotation
|
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Vocabulary-
Orbit
|
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Cause of
daytime
|
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Cause of
nighttime
|
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Cause of
seasons
|
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Vocabulary-
Northern Hemisphere
|
|
|
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Vocabulary-Southern
Hemisphere
|
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You
can observe the assessment video, here.
Sun heating the Southern Hemisphere
|
Temperature of the Northern Hemisphere.
|
Temperature of the Southern
Hemisphere
|