A Sample Lesson Combining Idea Circles and Differentiated Instruction
The motivation for combining the model of differentiated instruction with literature-based discussion groups stems from research I have recently done that supports literature-based discussion formats as an effective practice for varied levels of learners. The following is an example of how one might use one model of student discussion formats in combination with Differentiated Instruction to enhance concept understanding and higher level thinking skills.
Idea Circles and Differentiated Instruction
Gutherie, J. T., McCann, A.D. (1996). Idea Circles: peer collaborations for conceptual learning. In, L. B. Gambrell & J. F. Almas (Eds.). Lively Discussions! Fostering Engaged Reading (pp. 87-105). Newark Delaware: International Reading Associations.
Idea Circles are a method of discussion well suited for learning a concept. They are different than traditional formats of literature discussions since their aim is dialogue that unites children in conceptual understanding. Success of idea circles is contingent upon participants' ability to listen to one another, take turns, and listen to the leader. Each student brings information to the circle, which is then connected and constructed by groups that are heterogeneous and include 5-6 students. Idea circles help students with literacy strategies, conceptual understanding, and the collaborative process. Idea Circles provide intrinsic motivation for literacy development. In Idea Circles students explore a single concept using multiple texts to learn about it. Idea Circles are well suited to science and social studies concepts.
Differentiated Instruction comes into play in the use of leveled texts to promote different ability students' convergence and understanding of a concept, which is then differentiated with activities by interest and learning style and products differentiated by learning profile and modality preferences.
Grade Level: 3+
Subject Area: Science and Integrated Language Arts
Materials Needed:
· Varied leveled texts on the subject of the solar system that range from first to fifth grade reading levels. Some suggested trade books are: My First Book of Space by Rosanna Hansen and Robert A. Bell; Discovering the Stars by Laurence Santry; What is the Moon? A Just Ask Book by Chris Arvetis and Carole Palmer; The Solar System, Time Life Books by Nicholas Harris and Joanna Turner; Journey to the Planets (3rd ed. ) by Patricia Lauber; The Magic School Bus Lost in Space, by Joanna Cole.
· Internet Access to access Amazing Space, http://amazing-space.stsci.edu/ , Nasa Spacelinks http://spacelink.msfc.nasa.gov/home.index,htm , Ask A Scientist http://newton.dep.anl.gov/archive.htm , Encyclopedia Smithsonia , http://scrtec.org (TracStar, “Solar System Journey”) and related links.
· KWL chart paper
· Rubric for product assessment evaluation
Description:
A differentiated unit on learning about our solar system in an Idea Circle discussion format.
Content Objectives:
Students will demonstrate learning in the following ways:
· Students will display a basic understanding of our solar systems attributes and its nine planets through products differentiated by interest and learning profile.
· Students will display understanding for some or all of the following vocabulary: solar system, orbit, gravity, asteroids, comets, planets, moons, Earth, Sun Mercury, Venus, Mars, Jupiter, Saturn, Uranus, Pluto, Moon.
· Students will participate in heterogeneous discussion groups to scaffold and bridge their knowledge with others to come to a shared understanding about the solar system.
· Each student will learn a minimum of four facts about each of the planets through discussion with in their groups that they can add to their KWL chart and include in a product differentiated by learning profile.
Procedure for Assessing Readiness:
Consideration of reading level texts will be based on the teacher's knowledge of the ability of each student for reading expository text from prior observation or testing results.
The students each fill out a KWL chart recording everything they know about the solar system and the individual planets, what they think they know and what they would like to know. On this paper students indicate the three areas they are most intrigued in answering during their investigation. From this the teacher can flexibly arrange groups for readiness based on the student's prior knowledge/reading ability, and interest based on what they are most intrigued by and interested in finding out. Students who need help may tape record their responses or have someone in the class write down their responses.
Content/readiness differentiation:
Several texts (of each trade book) at different levels about the solar system will be used. (See suggested trade books) Based on reading ability each group will read a book relating to the solar system at their level of readiness. Each student will place three to four sticky notes within their text as points for sharing or discussion during idea circle meetings. The groups will then move about into mixed ability heterogeneous groups and share through dialogue what they have noted in their text. Each group will have an opportunity to share the experiences of what they have read and learned from pictures, and graphs. One student will summarize or take notes for each group the most important insights gleamed from their respective groups and report back to the whole class for a large group share. During the whole group share the teacher facilitates the convergent understandings of the make up of the solar system. Vocabulary is discussed in context and highlighted. This sharing could be differentiated by using the suggestions for learning modality of visual, auditory, and kinesthetic (see #2. below).
Activities/interest differentiation and learning modality preference differentiation:
1. Students select a planet or feature of the solar system to research on the Internet and in the library.
· The Internet will be accessed for research with multi-ability groups based on interest exploration, as will the school library. Students placed in groups based on interest will explore web sites related to the planet of their choice. The starting point being the links listed on page 2 related to the inquiry of a particular planet. The questions to be answered will be:
· How far is your planet from the sun?
· Which planets are closest to your planet?
· Describe your planets surface.
· Describe your planets climate.
· Tell two more facts about your planet.
· Look for these vocabulary words on your website links; orbit, gravity, asteroids, comets, moons and note their meanings.
2. Students will report their findings to the above questions and vocabulary
differentiated by learning modality preference (Visual, auditory or
kinesthetic).
· Visual learners will prepare a poster or diagram of their information that is labeled with definitions.
· Auditory Learners will tape record information that will be listened to by other members and used for review purposes.
· Kinesthetic learners will construct a clay or multi-dimensional model with appropriate labels and definitions or have group members describe and mime the information through creative movement and placement of individuals in the group, for example, showing the orbits of the planets through their movements.
3. Finally when the class shares their activity and research results the teacher helps them to converge their information through discussion to a greater conceptual understanding of the solar system.
Products/learning profile differentiation options:
Concrete Sequential: Create a model of the solar system in a mobile or diorama presentation; include the planets in close proportion to reflect the size contrast and location to the sun. Attach four facts about each planet to the presentation and use all the vocabulary words correctly in context.
Abstract Random: Write poetry or prose about each of the planets and include at least four facts about each planet and use all the vocabulary words.
Abstract Sequential: Create an advertisement of the planets as if you were a travel agent. Tell four important highlights of what a visitor would see if they were to travel to these planets or close to them and use all the vocabulary words.
Concrete Random: Create a dramatic performance with your group about the planets. Have it be based on a trip that a futuristic travel agent might lead and have the tourists relate four important facts of each planet during the play that they have learned about each planet on their trip. Use all the vocabulary words in the context of your performance.
The students will then go back to their KWL chart and add the responses to the L in KWL for the “what we learned” portion at the end. This entire unit would most likely last 8-12 days for 45 minutes each day. The activities/products described and the KWL chart will be the formative and cumulative assessments that reflect the learning that has taken place. The students could extend their inquiry by adding a section of questions called, what else do we want to find out?