Possibilities, Promises, and Potential Barriers: Learning to Plan for Differentiated Instruction in Elementary Science

• In Event: Poster Session 19
  In Poster Session: Supporting, Challenging, and Shifting Teacher Practice in STEM

Abstract

Research indicates that differentiated practices enhance the likelihood of meeting the needs of students who find literacy learning challenging (Author et al, 2008; Tomlinson, 2003).The aim of this professional development project was to explore if similar outcomes occurred in science, and to determine teachers’ perceptions regarding implementation of Differentiated Instruction (DI). The project also draws on research indicating that elementary students are able to demonstrate their understanding of science concepts in a variety of ways (Author, 2003). The study yielded insights about in-service teachers’ perceptions of the benefits and challenges afforded by DI in science. The findings from detailed teacher pre- and post-questionnaires (currently under analysis) will reveal teachers’ growth in their skills and self-efficacy.

Authors

• Ruthanne Tobin, University of Victoria

• Christine D. Tippett, University of Ottawa