can explicitly respond to students diverse needs by changing and adapting the content, process, product, and learning environment. As teachers, we instinctively address these concerns each day. My solution was to organize these strategies in a way that makes them accessible to my ever-changing classroom while being manageable on a daily basis. While developing my strategy, I investigated Layered Curriculum by Kathie F. Nunley (2004). I really loved her idea because it seems very manageable with large groups of students. Her method offers students a list of different activities that range from textbook questions to projects all of which teach the same information in different ways while allowing students to choose which activities to complete. The lessons are organized into three layers, roughly based on the grade the student wants to earn: A, B, or C. However, I didn t want students to have the option of stopping once they earned enough points for a C. I wanted all of my students to work toward their full potential, not what they were willing to settle for. Based upon the models of differentiated instruction (Tomlinson and Edison 2003) and Layered Curriculum (Nunley 2004), I created my current strategy, called Unit Pages. Just like Layered Curriculum, the pages can be handed directly to students, allowing them to take charge of their own learning rather than me having to individually monitor and adapt the content and acby Andrea Carver and Janelle M. Bailey I am always looking for new ways to inspire and encourage my students while maintaining high expectations. Through research, professional development, and trial and error within my own accelerated eighth-grade science classroom, I have started using differentiated instruction through Unit Pages, a strategy I developed. It is a great way to involve students in the learning process by giving them the opportunity to personalize how they learn and demonstrate their knowledge. It also increases students motivation to work hard and learn the required content. With nearly 200 students, I need to make differentiated instruction manageable. I want my students to learn self-discipline, responsibility, and content, and to personalize the information they learn so that it is meaningful and applicable to their lives. Also, I need something flexible enough to accommodate the frequently changing programs I am required to incorporate each year. Background The core idea of differentiated instruction is that teachers must take into account who they are teaching as well as what they are teaching (Tomlinson and Edison 2003). As we all know, our students enter the classroom with different skills, experiences, and interests, and yet somehow we must teach the same curriculum to everyone. Tomlinson and Edison describe how teachers 12 SCIENCE SCOPE
tivities for each student. Unit Pages are based on state standards and offer students opportunities to choose how they learn the material and how they demonstrate that learning. Unit Pages combine with flexible grouping (based upon students needs, interests, or choices, varying among activities) to serve as the basis for every activity that occurs in my classroom. Components of the Unit Page I separate my Unit Pages into three levels; each contains activities or assignments that students are required to complete. As they complete the first level, students gain the basic knowledge they need to understand and apply the content within the standard. In the second level, students are asked to investigate the topic further and produce an artifact (such as a paper or project) to demonstrate their ability to apply their knowledge to different situations. Level 3 includes assessments such as tests, quizzes, and portfolio pages, which are used as resources by my students throughout the remainder of the year as well as during high school in preparation for their exit or proficiency exams. Unit Pages can be very detailed and contain everything students need to complete the unit, or they can simply outline the unit. I have found that by including all of the directions on the Unit Page, students see it as a valuable resource and use it to organize and prioritize their time. However, the first few Unit Pages should be simple so that students can get used to finding information and planning their class time. As students become comfortable with making decisions about assignments and class time, I add choices and more in-depth activities. Making a Unit Page In order to make a Unit Page, I first break down the relevant state standard(s). What are students required to learn, how do they need to demonstrate it, and to what types of situations and questions should they be able to apply that information? At the beginning of the year, I use simple surveys and activities to get to know my students. As we continue to get to know each other, I include choices that reflect popular interests. I also gather information about students basic academic skills so that I can have appropriate materials available and set reasonable requirements. When beginning Unit Pages, I start small by offering choices for only one or two individual activities, while whole-group activities make up the rest of the Unit Page. This is one example of how the learning environment can be differentiated. I also limit the number of choices offered; even giving two choices helps students feel more in charge of their learning. Keeping a limit on the time allowed for a unit gives everyone a chance to reflect upon and evaluate what can be adapted for the next unit. For example, students may find that they did not spend enough time in class on certain assignments because of whom they chose to work with, so for the next unit, they may decide to work with someone else or to work alone for those portions. I also think about supplies and pacing so that I can assist students who are not sure what they should do next or where they can find helpful resources. Flexibility is also really important when starting Unit Pages, because the amount of work, allotted time, and requirements for the assignments may need to be adjusted based on individual class needs; I have a master copy I make notes on as different questions and situations arise. Teaching students to use Unit Pages Figure 1 is a sample Unit Page I use at the beginning of the school year. It focuses on topics that students have been covered during the previous year, allowing students to become familiar with Unit Pages without feeling overwhelmed by new content. As students progress through the year, Unit Pages become more content oriented, and options for students to differentiate their process for learning and their products to show understanding increase. In order to teach my students how to use Unit Pages effectively, we first go through the Unit Page as a group. We highlight the key requirements of each section (looking for phrases such as choose one or complete all ), what options each section has, and important materials and timeline information. On a daily basis, I model effective pacing through reminders such as, If I were working on my unit, I would make sure I had Level 1 done by the end of the period today. Constant monitoring of progress helps me know which students need additional help or to ensure that they have fully met the requirements. Samples from science Unit Pages The first section of Figure 1 (Level 1, Part 1) shows the four choices I ve given students to review lab safety rules. The options include identifying safety infractions in stories and pictures, watching PowerPoints, and playing Safety Jeopardy. Individual students are then able to decide which process they will use to F e b r u a r y 2010 13
learn the science safety rules. Most students tend to choose the Jeopardy game, despite it having the most difficult questions, because of the format and social interactions with peers. Figure 2 shows an example of Level 1, Part 2, from a Unit Page on waves and light. In this case, students are able to choose the resource they use to answer a series of content questions, therefore differentiating their learning process. Because I have multiple computers in my classroom, students can use video clips, PowerPoints, and other computer-based options to answer the questions. I do not allow students to go online to search for answers to the questions because I have found that they tend to simply type the question into a search engine and copy down the answer without attempting to comprehend the information. Students can also choose from traditional options such as books or teacher lecture. Having a variety of textbooks ranging from mostly pictures with some words to in-depth textbooks that extend the learning is also great for differentiating student learning. The teacher-lecture option is something I was not sure my students would choose, but many do because it is a format they are comfortable with. Sometimes I set up a date for the lecture and put it on the Unit Page. Other times, I wait for students to ask and then extend an invitation to the entire class; it depends on the pace of the unit. Figure 3 shows a sample of Level 2 from my states of matter Unit Page. The activities here include a classwide lab and follow-up report plus two additional required as- FIGURE 1 Sample Unit Page Before beginning this unit, be sure you have a copy of the lab safety rules attached to the inside, back cover of your science journal. You will need to refer to these rules to complete this unit. Level 1, Part 1 Due: Tuesday, September 1 (place in the clear basket). You may work alone or in pairs, but you must each complete and turn in your own follow-up activity. Choose one of the following activities to complete: A. Read the Sponge Bob story and answer the followup questions. B. Use the silly lab picture to complete the activity. C. Watch the safety PowerPoint show and answer the follow-up questions. D. Play the safety Jeopardy game and complete the quiz afterward. Level 1, Part 2 Due: Wednesday, September 2 You may work alone or in pairs, but you must each complete and turn in your own answers. Pick a tool below and record the answers for questions A H on pages 10 and 11 in your journal. A. What is the standard unit of length in the metric system? What tool(s) are used to measure length? B. Measure the length of your pencil, the width of your textbook, and one other item of your choice using the correct metric unit. Be sure to be as precise as you can (i.e., don t round). C. What is volume? What is the standard unit in the metric system to measure it? What tool(s) are used? How is it different for regular solids (box) compared to irregular solids (rock)? What about liquids? D. Measure the volume of three liquids that are set up on the front counter in the classroom. E. What is mass? What is the standard unit of mass in the metric system? What tools can be used to measure mass? F. Find the mass of a glue bottle, one cup of water (without the mass of the container), and one other item of your choice. Be sure to use the proper labels. G. What is the standard unit of temperature in the metric system? What tool is used? What other scale(s) do you know of that measure temperature? H. At what temperature does water boil on each of the scales? At what temperature does water freeze? What is the average human body temperature in each scale? Tools: Teacher lecture, textbook search, Brain Pop video (sign in online), movie file (in pickup folder on computer), or PowerPoint: Metric Measurement. 14 SCIENCE SCOPE
signments. Because a lab requires a lot of setup, I notify students on the Unit Page that it will only be available to them on one day, so that they can plan their time accordingly. Level 2 ends with a project where students can choose the final product. I also allow students to propose alternative project ideas for my approval; in the past these have included sock puppet shows and web pages. Figure 4 shows some examples of student projects from my light and sound Unit Page. Level 3 is where I notify students about assessment dates and formats (see Figure 1). For a larger Unit Page, I sometimes give study hints or review questions. The state standard is also included in this section, so that students can use it to create their portfolio page. Unit Pages in action If you visited my classroom, you would see small groups of students actively engaged in a mini-lab, individuals creating 3-D projects, teams researching and developing ideas on computers, and students working in pairs with their science journals. The beauty of using Unit Pages is that they give students ownership of their process, environment, and products while allowing the teacher to guide the content and monitor the learning through both formal and informal assessments. When visitors ask my students about their Unit Pages, their responses are enthusiastic. For example, in the past one student stated, I love being able to decide how to learn the information. Others have excitedly said, We Level 2, Part 1 Due: Friday, September 4 Choose one of the following activities to complete. You must complete A, B, or C on your own. You may work alone or in pairs for D and E, but you must double the requirements if you are working in pairs. A. Create your own story to highlight all 15 of the safety rules and highlight each rule within the story (one page typed or two pages written). B. Create your own illustration to highlight all 15 of the safety rules and number their location on the picture (one full page). C. Create your own PowerPoint that teaches all 15 of the safety rules using examples and pictures (15 slides minimum). D. Create your own Jeopardy game to test the knowledge of all 15 safety rules (four categories with four question/answer combos each). E. Create your own song to teach at least five of the safety rules. Create slides to go with the song that include the lyrics, pictures, and your recorded voice(s). If the activity chosen for Level 2, Part 1 is on paper, place it in the clear basket. If the activity is on the computer, put it in the Turn In Folder on the computer. Level 2, Part 2 Due: Thursday, September 10 Complete both of the following activities: 1. Complete the Metric Monster Project. 2. Complete the mini lab setup (available on Block Day only) Level 3 Due: Friday, September 11 Complete both of the following activities: 1. Create a portfolio page using the standard N.8.A.5: Students know how to use appropriate technology and laboratory procedures safely for observing, measuring, recording, and analyzing data. 2. Safety/Measurement test on Monday, September 15. Fifteen multiple-choice questions, six short answers. Monday, 8/31 Tuesday, 9/1 Wednesday, 9/2 Thursday, 9/3 Friday, 9/4 Introduce unit Level 1, Part 1 due Level 1, Part 2 due Work day Level 2, Part 1 due Monday, 9/7 Tuesday, 9/8 Wednesday, 9/9 Thursday, 9/10 Friday, 9/11 No school Work day Block Day: Level 2, Part 2 due Level 3 due F e b r u a r y 2010 15
love that we can work with our friends and still create our own projects that work for us. Classes using Unit Pages truly take on personalities of their own. Some classes are quiet, with students working individually or in pairs, while in other classes students are actively FIGURE 2 Level 1, Part 2 Pick a tool below and answer all of the following questions on pages 29 and 31 in your journal. Tools: Teacher lecture, textbook search, Brain Pop videos (light, color, and diffraction), movie files, PowerPoint Questions 1. What kind of wave is light? 2. Draw and label the parts of a light wave. 3. How does light travel? Does it need a medium to travel through? 4. What does light do when it hits an object? 5. How do humans see objects? How do we see color? moving around the classroom and constantly interacting with one another to clarify directions and to ask for peer reviews. Students have also specifically requested Unit Pages even during weeks shortened for holidays or testing. Overall, students consistently say that they really like my science class because it is different; they like being able to use their talents, such as drawing, acting, or computer skills, to show off their learning. Final thoughts I have found that having computers available to students really increases their engagement and decreases paper use, because students are able to turn work in using the computer (within the school s network, as well as through e-mail). Also, through student surveys, I found that many of my students really appreciate the calendar on the Unit Page because it reminds them when assignments are due and helps them productively plan their class time. In addition to handing out a hard copy of the Unit Page to each student, I post a copy on my web page so that parents can see what their children are doing; this FIGURE 3 Level 2 Due February 6, States of Matter project Create a rap, poem, song, mobile, children s book, or comic strip to demonstrate your knowledge of the states of matter chart on page 3 of your journal. Below is the rubric that will be used to grade the project. A: 100% B: 85% C: 70% F: 55% Layout and design Science information Project is well-organized, creative, neatly done, eye-catching, and includes many pictures. Project correctly includes all parts of the states of matter chart and has examples that clearly demonstrate the scientific information. Project is well-organized, neatly done, and includes some pictures. Project correctly includes all parts of the states of matter chart and includes some examples. Project is wellorganized and includes some pictures. Project correctly includes all parts of the states of matter chart, but does not include relevant examples. Project is messy and not well-organized. Project does not correctly include all parts of the states of matter chart. Atoms Family Comic Strip Comic strip is illustrated neatly, creatively, colorfully, and matches the story. It shows a clear understanding of the scientific information included in the story. History of the Atomic Model Complete the flipbook with the class on February 4 and 5. Answer the out question for that day as homework and then attach it to your journal on Friday, February 6. Separation Lab Activity Lab Report Use the PowerPoint notes from Friday, January 30, to write a formal lab report for the Separation Lab Activity. 16 SCIENCE SCOPE
also provides a way for students to print another copy of the Unit Page if needed. As project options become more extensive, I include rubrics on the Unit Page so that students can continually grade themselves and parents can help monitor the progress, as well. Important information and dates from the Unit Pages are also posted around the classroom and verbally shared with the class as added reminders to help students pace themselves. The current format of the Unit Pages (see Figure 1) was designed to meet the diverse needs of my accelerated science students. However, Unit Pages can be adapted to meet the needs of any classroom, such as those with a high ELL population or for students with special needs. I might add illustrations to the directions or include samples of activities so that students with limited reading and vocabulary skills can be successful with the Unit Page. I would also limit the number of sections I give out at one time. For example, I would begin with offering choices for a one-day activity and then work toward a weeklong unit that includes two choice projects while keeping the rest of the assignments as whole-class activities. I believe that Unit Pages are a great way to use differentiated instruction with large, diverse student populations. Every type of science activity from journal writing to group projects to inquiry lessons can be incorporated into a Unit Page. Students are encouraged to take responsibility for their learning by making choices and deciding how to pace their learning. Unit Pages also support students in preparation for highstakes testing, because they not only give students science content, they also expose and encourage all students to engage in higher-level thinking skills as they advance through each level. References Nunley, K.F. 2004. Layered curriculum: The practical guide for teachers with more than one student in their classroom. Amherst, NH: Brains.Org. Tomlinson, C.A., and C.C. Edison. 2003. Differentiation in practice: A resource guide for differentiating curriculum, grades 5 9. Alexandria, VA: Association for Supervision and Curriculum Development. Andrea Carver (ALCarver@interact.ccsd.net) is an eighth-grade science teacher at Lied Middle School in Las Vegas, Nevada. Janelle M. Bailey (janelle.bailey@ unlv.edu) is an assistant professor of science education at the University of Nevada, Las Vegas. FIGURE 4 A collection of student projects created from a Unit Page on light and sound F e b r u a r y 2010 17