Diffentiating Instruction using Video Clips in Science

Differentiating instruction in the classroom is based upon student readiness, student interest, and/or student learning profiles. Differentiation occurs in three areas:

• content = change in the material being learned by a student but not the objectives
• process = the way in which a student accesses material
• product = the way in which a student shows what he or she has learned

Sometimes the material in a science textbook is not at the reading level of the student and alternative texts cannot be found that covers the content that a student is expected to learn. However, many video clips are available online that when incorporated with reading strategies in the text can provide the differentiation of content necessary for the student to be successful.

One such site is PBS. In the PBS site, teachers can search for specific video clips based on subject, topic and grade level. As I was going over a unit on evolution, a very controversial issue with lots of new vocabulary (homologous, vestigial) and concepts (natural selection, descent with modification), I found a series of online video clips that previously had only been available on VHS or DVD. Each clip is 5 to 8 minutes long and has a specific purpose. For example, one clip discusses the time period in which Charles Darwin lived and how this made it very difficult for him to speak about and publish his ideas on the theory of evolution. Another video clip really hit home with my students, "Why Does Evolution Matter Now?" Students were shocked about the threat of resistant strains of Tuberculosis which is becoming a serious problem in Russia and has the potential of becoming a global epidemic. By watching these videos in concert with their textbook readings, students not only understand the material better, but they also have a frame of reference to say why learning the material matters to them.

Camtasia Studios and Differentiated Instruction

Camtasia Studios is a program that allows for video-based screen capture, showing all mouse clicks when navigating through a software application or a web site. I can see immense use of Camtasia Studios in the my classroom.

Although I have 19 computers in my classroom, they all face the exterior walls. Students cannot see the projection screen without turning around which makes following along on software applications or web tours difficult. Also, the readiness levels of my students in any given class, ranges from novice to experienced with every level in between. It makes it very difficult for some students to keep up and makes other students frustrated waiting.

Using Camtasia Studios will allow me to create tutorials for web site tours and specific software-based applications like creating graphs in Excel or making a concept map with Inspiration. I can also use Camtasia to narrate PowerPoint presentations, lecture notes and homework problem solutions.

One way to differentiate is to change the process in which students get the information. Using tutorials will allow students, particularly students whose learning preferences include sequential learning and are who are visual learners, another way to receive information that matches who they are as learners. Additionally, student readiness is one of the ways in which differentiation is based. Students who have little practice with technology applications other than what they receive in the classroom, will benefit from a tutorial that walks them through, step by step, a particular software application or web search. And, the tutorials can be repeated multiple times. For students who are absent from school, or who have accommodations in which they need a copy of teachers lecture notes, using Camtasia's application of narration in PowerPoint presentations and lecture notes will be extremely beneficial for both the student and the teacher.

I have applied for a mini-grant to get a copy of Camtasia Studio for use in making tutorials. I am excited to add this to the ways in which I can differentiate instruction in my classroom.

Technology that Enhances Naturalist Intelligence

After looking closely at learning styles' inventories and multiple intelligences' questionnaires, I wondered how technology could be used to address different multiple intelligences. I found an interesting site called "How Technology Enhances Howard Gardner's Eight Intelligences". In this site, Dee Dickinson discusses each of Howard Gardner's eight intelligences and ways that teachers are using technology to enhance student strengths. Of particular interest to me was the "Technology that Enhances Naturalist Intelligence" discussion.

Ms. Dickinson writes, "As electronic technologies become increasingly available and part of our lives, it is essential to recognize that they do not replace human interaction and experience in the natural world. They are, however, excellent tools that facilitate scientific investigation, exploration, and other naturalist activities. Telecommunications technologies help students to understand the world beyond their own environments, and help them to see how their actions can actually affect their world."

Again, technology is just another tool in a teacher's repertoire of tools to engage students in authentic science learning. Technology allows students the opportunity:

• to "experience" different environments such as the Galapagos Islands
• to communicate with experts in the field
• to collect and input real-time data through such sites as the Globe Project and the Jason Project

For students who have a strength in the Naturalistic Intelligence, such online activities make science real world, is authentic with students asking questions, collecting, inputting and analyzing data and becomes cross-curricular and incorporates other intelligences (i.e. math/logical, linguistic, and interpersonal.

By using one of these online resources, teachers really can "break down the walls of the classroom" and differentiate content, process and product.

The Media Equation and Its Application to Secondary Science Teaching

Having read Chapter 1: The Media Equation by Reaves, Byron and Nass, the research suggests that the media equation exists: "media = real life" at least as far as our brains can tell. The authors suggest that the human brain has not evolved to distinguish media from real life. In the past, what we saw, both people and places, were real. Today what we see, people and places on screen (in media), are not real but our brains perceive such as real.

Okay, so we have emotional responses to media, whether it be a movie, a computer software program, or a person on an infomercial because we anthromorphosize objects in our lives. We have been having such responses probably throughout our entire evolution. As people read fiction and nonfiction, the responses can be equally strong as when watching a scary movie.

So what does this mean for me as a science teacher? Since the equation seems to be validated, media equates to real life, it is important that when I choose different technologies for my students to use or to view, I must be critical in my choices. I must choose accurate videos and simulations since students will believe what is shown. Again, this lends itself to the importance of teaching students how to determine if information they receive on line is legitimate, and hence, accurate, and ultimately "real".

Additionally, as the authors noted, "motion demands attention". Students will allocate more of their attention to media which is active, moving. Thus, my media choices need not only be high quality and accurate, I must attempt to find media that includes moving pictures that elicit student engagement.

So as I evaluate media, it is crucial to remember that media = real life, at least for the average evolved human brain.

Differentiated Instruction and Learning Styles

One way to differentiate instruction or assessment is by students' learning styles. I have been using an online questionnaire for my students to determine their preferred learning styles. The site, VARK - A Guide to Your Learning Preferences, contains a questionnaire for adults, for younger people (students), and for athletes. I have only used the version for younger people. Students take the questionnaire online and are provided with a score. For example, a score may be:

• V = 9 (visual)
• A = 7 (aural)
• R = 4 (read-write)
• K = 8 (kinesthetic)

In this case, the student's score indicates that he is multimodal and does not have a single preference for taking in or giving out information; rather, he adapts to the instructional style of his teacher, whether it be visual, aural or kinesthetic. Sometimes a student can be bimodal or even have a single mode of input and output of information. I have been using this inventory as a part of students' digital portfolios that they share with parents at Student Led Conferencing.

Recently I have come across another inventory, Index of Learning Styles Questionnaire, developed by Richard M. Felder, a Professor of Chemical Engineering at North Carolina State University and Barbara A. Soloman, Coordinator of Advising, First Year College, North Carolina State University. I really like this questionnaire. It is a 44 question inventory with a dichotomous choice. After taking the questionnaire, the student is given a result sheet in which he is provided a score in each of the following areas:

• ACTIVE AND REFLECTIVE LEARNERS
• SENSING AND INTUITIVE LEARNERS
• VISUAL AND VERBAL LEARNERS
• SEQUENTIAL AND GLOBAL LEARNERS

A student can score in the middle of an area, or have a strong preference for one end of the spectrum compared to the other. For eample, I took the inventory and scored a 9 under active and reflective. I have a strong preference for thinking about new information before doing anything with it; I like to work alone. See how a report scale is set up below.

Active X Reflective
11 9 7 5 3 1 1 3 5 7 9 11

Sensing X Intuitive
11 9 7 5 3 1 1 3 5 7 9 11

Visual X Verbal
11 9 7 5 3 1 1 3 5 7 9 11

Sequential X Global
11 9 7 5 3 1 1 3 5 7 9 11

Additional information is provided about the scores in each of the four spectra in terms of what can be done by the learner to help himself in a particular area. Also additional information on learning styles and the implications for instructors is provided. I plan to use this inventory with my students and see what it can tell me as I plan for differentiated instruction.

Predictions for 2020 and Implications for High School Science

After reading Barry's post from last week, "No Social Justice...No Peace", I cannot stop thinking about how to infuse technology in the curriculum in order to ensure that our students are technology fluent so that the U.S. remains economically competitive with other countries. I asked Barry what he thought "technology fluent" really means.

As a secondary science teacher, I tend to view technology fluent in terms of scientifically literacy: that students are able to critically examine what they read and evaluate such reading for accuracy, bias, and media hype; that students are able to collaborate to solve problems that are not readily apparent; that students attain the skills necessary to ensure that they are able to choose a career in the sciences if that is their field of interest.

I began wondering about what predictions have been made about what technology may look like 10, 20, even 30 years down the road and what this would imply for the way in which we educate our students. After doing a quick search, I found an intriguing site, Batelle Technology Forecasts, which includes a group of scientists and engineers who have made a "list of the ten most strategic technological trends that will shape business and our world over the next 20 years." The list includes:

1. Genetic-based Medical and Health Care
2. High-power energy packages
3. Green Integrated Technology
4. Omnipresent Computing
5. Nanomachines
6. Personalized Public Transportation
7. Designer Foods and Crops
8. Intelligent Goods and Appliances
9. Worldwide Inexpensive and Safe Water
10. Super Senses

Each area is described in detail. What pervades each area is not only technology but a significant understanding of science. As I read these predictions I am excited, worried and overwhelmed at the same time. I am excited because I value a strong understanding of science; I worry that our students are not receiving the foundation that they need in science; and I am overwhelmed as I am not sure how I can make enough of a difference for my students so that they can be competitive globally in these 10 predicted areas.

I know that my classroom, my school and most high schools are not structured so that students are experiencing education in a way that will prepare them for this predicted future. I know that differentiated instruction is one small piece that can play a significant role in how students "do school" in a way that is different from the norm. I also know that students must be immersed in the kinds of tasks that will prepare them for the dilemmas that they will face 10, 20 and 30 years into their future. Schools are not designed in this way; school is not done in this way.

Just conceptualizing what a school might look like that addresses learning in a way that allows students to be immersed in learning that is meaningful, preparing them for future dilemmas, is nearly out of the realm of my thinking. Yet, our school is contemplating this very idea as we plan for a new school where schooling is done differently, which has a science, math and technology focus, and that is a place where community involvement is the norm. The requirements of such a school will require that the planners have a strong technology and science background as well as a vision that will guide the design process. The ideas of what the future holds for our students is critical as designing takes place. Thinking about what my classroom needs to look like, not only physically but also what typical instructional periods will look like are extremely important for the design.

As my director said at our last faculty meeting, we are making this up. We need to conceptualize school in a totally different way than any of us have ever experienced and we need to do this together. Any ideas?

GSS Curriculum and Differentiated Instruction

One important component of differentiated instruction (DI) is differentiating the content. Deciding what is important to teach determines the content that will be taught. Certainly the state standards guide teachers, and the National Science Standards (NSS) provide a good path to follow. It is still up to the individual teacher to determine what content will allow the students to understand these broad objectives. For example, in the NSS, the 9-12 themes for earth science include:

• energy in the earth system
• geochemical cycles
• origin and evolution of the earth system
• origin and evolution of the universe

For a teacher teaching earth science, she would also need to implement the themes from Science and Technology, Science in Personal and Social Perspectives and History and Nature of Science. Then, she would cross reference these themes with the objectives from the Florida Sunshine State Standards for Earth and Space Science (or her state standards). This would allow her a framework to decide what content would be most beneficial in addressing the objectives and standards.

Often, as teachers, we allow the textbook to direct what our content and order of content will be, and use other resources to supplement the textbook. After all, for most teachers, this is how they were taught and humans generally model the behavior that they have experienced.

So, how do science educators take that leap and design their own curriculum? How will I know if the order and content that I choose will not only meet the standards my students are required to know, but also be developmentally appropriate for my students both in the reading level of materials and in the background knowledge required by the content? I am by no means an expert in writing content-rich, age appropriate curriculum - if I were, I probably would be a publisher or author of a textbook series. Yet, I am expected to leave the textbook behind ("doing old things in old ways"), and embark on a path, a direction in my teaching in which I develop the curriculum from multiple resources based on the state and national standards ("doing new things in new ways").

As I discussed in my earlier post, Differentiated Instruction: Redefining How I Think about How I Teach, I do feel like I am ready to take that path and try a year of "new things in new ways". I have not been successful this year in teaching this subject so my students are interested and see the value in knowing this subject. I have depended upon the textbook to be my path and I know this has not worked. I used a couple of the teaching boxes form the Digital Libraries of Earth Science Education and found more interest by my students as we studied earthquakes.

I have been doing a little research on other curricula for Earth and Space Science. One site that shows promise in providing some direction is the Global Systems Science site. "Global Systems Science (GSS) is an integrated, interdisciplinary course for high school, consisting of nine student books, teacher guides, and Interpreting Digital Images software. Each GSS book deals with a societal issue that requires science for full understanding." What I find encouraging about this site is the fact that they have taken important earth science content and applied it to real issues, issues that are and will continue to be important to my students. Additionally, they have included much digital imaging of satellite photos for students to "play with", and interpret. Also, embedded in the curriculum are many inquiry-based labs and authentic writing assignments that I think will interest my students.

Although this curriculum is not the answer to how I can become a better teacher who utilizes differentiated instruction, it is another excellent resource for my toolkit as I "redesign" who I am as a teacher and how I teach!