Investigating Pre-service Science Teachers’ Developing Professional Knowledge Through the Lens of Differentiated Instruction

Abstract

In this study, the author implemented a problem-based learning (PBL) experience that allowed students in an advanced science methodology course to explore differentiated instruction. Through working systematically in small, collaborative groups, students explored the nature of differentiated instruction. The objective of the study was to examine pre-service teachers’ developing conceptions of differentiated instruction (DI) as a way to teach for diversity. The author adopted action research as a strategy to explore students’ perceptions of DI in the context of science teaching and learning. Several data collection methods and sources were adopted in the study, including student-generated products, student interviews, classroom observation, and journal writing. Outcomes report on students’ perceptions of both the potential and challenges associated with adopting a DI approach to science teaching and learning.

Appendix

A. Problem Scenario

Janice, a second-year science teacher, is completing a grade 9 unit on Environmental Quality and will be starting a unit on Chemical Changes. She has a class of 25 students who are diverse in terms of academic ability, interests, and motivation. Six of her students find it very difficult to grasp scientific concepts, one student misses class regularly, and a couple of students are exceptionally bright (they can learn very quickly and are independent learners). Janice is not very pleased with how her students are responding to science classes. She gave them a short survey yesterday to find out what they think about science. At least 50% of the class reported that they did not like science and could not remember doing much science in elementary school. Other students said they liked science, but wanted to do more investigations. One student said, “My friend at Belfast Junior High does lots of exciting things in her class. They got to make ice-cream, made an invention, and go to the lab all the time. That sounds more exciting than reading books and talking in groups.”

Janice discusses her concerns with an experienced science teacher, Ms. Rice, on her staff. Ms. Rice received a teaching award last year for her innovation in teaching science. Ms. Rice explains to Janice that she may need to move away from a teaching approach that attempts to use “a one-size-fits-all” approach. Ms. Rice says, “I try to differentiate instruction when teaching science. It is not always easy. . .my classes seem to become more diverse with every passing year. There are four ways you can think about differentiating learning: through the content, your assessment tools, your performance tasks, or your instructional strategies. If I were you, I would start small and try one new thing at a time.”

Janice reflects on this advice and decides she needs to find out more about differentiated instruction. What does this mean? What are the benefits of differentiated instruction? How do you do this in a large science classroom? How should I start?

B. Approaches and Strategies for Differentiating Science Instruction Adopted by Pre-service Students during the Development of their PBL Products

 

Group	Topic	Content Goals/Outcomes targeted and Types of Product	Approaches and strategies adopted	Specific example
I	Interactions within Ecosystems	Set of lesson plans	B, L, O, T	Tiered Assignment (based on readiness):
		Students will propose and defend a course of action to protect the local habitat of a particular organism		Student Scenario: It has recently been discovered that a local pulp and paper mill has been releasing pollutants into the river (it is not known whether it is accidental or intentional). The discharge has seriously damaged the local river system, and has placed river life in jeopardy.
				Students complete one of the following projects:
				a) Choose a species found in or around the river system. Explain how this species might be affected by the pollutants, describe the habitats of the chosen species, and provide suggestions for how the river can be cleaned up so it may return to normal. b) Write a letter to the editor, explaining why people should care about the situation and what government and the general public may to address the problem. c) Complete an oral report to the New Brunswick government’s environmental committee outlining how the problem may be addressed.
II	Electrochemistry	Set of lesson plans	M, T	Students are placed in one of three groups, based on ability, for this assignment. All students complete the same laboratory activity; however, highly motivated students or able learners collate their own data and represent it graphically. It should be noted that the activity can be attempted by all students.
		Students will develop an understanding of electrochemical theories and how series and parallel circuits work, as well as developing the skills of collecting and interpreting data.		Within the activity, several multiple intelligences are targeted as well. The activity involves students recording current and voltage readings in series and parallel circuits.
III	Buoyancy and Density	Newsletter Students determine the relationship between density and buoyancy	F, T	All students complete an introductory brainstorming session on swimming and floatation devices, view am interactive video about the potential of household devices to float or not float, complete a reading about density, and record their understanding of buoyancy and density on file cards. Based on information, teachers place students in one of three groups (structured inquiry, guided inquiry, and open inquiry) to complete an activity involving mystery liquids.
IV	The Cell, DNA, and the Nucleus	Four Learning Centres (each has a different focus) Students examine the structure and function of DNA.	B, I, L, M	Each centre included questions at various levels of Bloom’s Taxonomy, several multiple intelligences are targeted across the centres, and one centre provides the option for highly motivated or high ability learners to complete an independent study. Example: At one centre, students extract DNA form onion cells, and answer core questions. Learners then have the option to create biological drawings of cells.
V	Mitosis	Core Lesson for all Four Learning Centres (differentiated)	F, M, T	Within each centre, activities vary according to complexity. Each student is assigned a colour, based on ability, prior to starting the activities. Students do not know that each colour is aligned with tasks of varying difficulty. For example, at one centre, students examine how cell structure changes during mitosis by viewing a video and examining prepared slides. Blue activity: Using a sketch provided, students label the stages of mitosis. Red activity: Students sketch stages of mitosis, and illustrate the stages using body positions. Green activity: Students answer short questions about mitosis, illustrating the stages with sketches.
		Students illustrate the process of mitosis and develop an understanding of how disease may impact mitosis.
VI	Atmospheric Pressure	Core lesson for all Set of lesson plans	B, T	Students complete a core set of learning activities and then complete a set of laboratory activities (three are completed by all students and others are optional). Heterogeneous teams of students of students are established (6–8 students). Within these teams, labs may be completed individually, by partners, or in small groups. Laboratory activities vary in terms of complexity and challenge.
		Students will explain how air pressure works (weight, presence, and how affected by temperature)		Example (optional laboratory activity): Students build a barometer using materials provided and record changes in water levels over a three-day period. Students record and interpret data and provide explanations for the changes observed.
VII	Not Applicable	Newsletter		This group did not provide specific examples of how science content could be integrated with instructional strategies and approaches, although their product did provide detailed explanation of a range of strategies that may be adopted to differentiate instruction.

1. Legend: Bloom’s Taxonomy (B), Flexible grouping (F), Independent Study (I), Learning Centres (L), Multiple intelligences theory (M), Open-ended Assignments (OA), Tiered Assignments (T)