POSSIBILITIES AND POTENTIAL BARRIERS: LEARNING TO PLAN FOR DIFFERENTIATED INSTRUCTION IN ELEMENTARY SCIENCE |
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| Authors: | Ruthanne Tobin Christine D Tippett |
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| Institution: | 1. Department of Curriculum and Instruction, Faculty of Education, University of Victoria, PO Box 3010, STN CSC, Victoria, BC, V8W 3N4, Canada
2. Faculty of Education, University of Ottawa, 145 Jean-Jacques Lussier Private, Ottawa, ON, KIN 6N5, Canada
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| Abstract: | Research indicates that differentiated practices enhance the likelihood of meeting the needs of students who find literacy learning challenging (Tobin & McInnes, 2008; Tomlinson, 2003). The aim of the professional development project described here was to leverage these findings and to build the foundation for future research exploring if similar outcomes occurred in science. We wanted to examine teachers’ perceptions regarding planning and implementing Differentiated Instruction (DI) in science. Our workshops emphasized multimodal possibilities, so the project draws on research indicating that elementary students are able to demonstrate their understanding of science concepts in a variety of ways (Tippett, 2003) as well as research on DI in the context of language and literacy instruction. The study yielded insights about in-service teachers’ perceptions of the possibilities and potential barriers presented by DI in science. |
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