SHS Web Conf.
Volume 98, 2021The Third Annual International Symposium “Education and City: Education and Quality of Living in the City” (Education and City 2020)
|Number of page(s)||5|
|Section||Assessment and Development of Education Quality|
|Published online||09 March 2021|
Differentiating instruction in the pre-service science education classroom
Sam Houston State University, School of Teaching and Learning, Huntsville, United States
* Corresponding author: firstname.lastname@example.org
In today’s increasingly diverse classrooms, instructors must be prepared to use a variety of teaching methods in an attempt at reaching all students. Students enter the classroom with a vast array of experiences, backgrounds, and other diversity markers that can impact their perceptions and skill level in science courses. This is of particular importance in the field of teacher training, where students need to not only study innovative teaching techniques but authentically experience these techniques that are varied. The purpose of this paper is to demystify differentiated instruction in the science methods classroom and provide strategies for assessment, materials access, and activities. Throughout instruction and assessment, students are given voice, the opportunity to provide input regarding what and how they learn, and choice, the opportunity to opt for activities/assessments they find interesting, stimulating, or match their learning preferences. Finally, differentiation is a philosophy of education that not only acknowledges but celebrates diversity and differences in students. As we prepare these students to become teachers, it is imperative that students not only discuss instructional strategies but authentically experience them as well. Differentiation gives the professor the ability to be the “guide on the side” and provide the students a wider range of discussion and demonstration of common goals.
Key words: differentiation / science instruction / pre-service teachers
© The Authors, published by EDP Sciences, 2021
This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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