(Under development, last updated 7/12/2011, cjw)
In this part of the NOS Resource Cards activity, teacher candidates will select relevant researched-based instructional practices, materials, resources (e.g., project-based learning) to provide students with a form of differentiated instruction - instruction providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability. Here is a brief overview of best and desirable practices of science teaching based on research (to be addressed formally in PHY 311). Be certain to make use of a wide range of such activities in your characterization of differentiated teaching to achieve the student performance objective. What follows is an example of a student performance objective followed by a list of corresponding instructional practices:
Student performance objective:
Differentiated instruction designed to help students achieve performance objective: