Science for all : differentiating instruction to reach all students in secondary classroom

Abstract

Today's classrooms consist of a wide spectrum of students who differ not only culturally and linguistically but also in their cognitive abilities, interests, learning preferences, and background knowledge. This study consisted in the design of a set of differentiated lesson plans covering a science topic found in the syllabus, with the aim of developing a possible framework for differentiated teaching. A project methodology was adopted. The study was sectioned into three steps: 1) the preparation of a set of five lesson plans on a science topic; 2) their implementation in a Form 1 Girls Area Secondary classroom; followed by 3) an evaluation of the impact of the lessons. Findings showed that it is possible to devise differentiated lessons that enable the engagement of all students. This was achieved by: getting to know the students' interests, learning profiles, and levels of knowledge of the topic; devising lessons with three tiers of content (at grade level, and above and below grade level); adapting and using content which is relevant to students' interests and daily life; adopting flexible adjustments of teaching during implementation; and the use of formative assessment. Given the impact the differentiated lessons had on the students' engagement and learning, it is recommended that all teachers are trained in the use of differentiated lesson planning and implementation. It is also recommended that the study be extended to male students, to other subjects and to other age groups.