Running head: Beginning Differentiation: Genetics 1

Beginning Differentiation

Meghan Rotkosky

National University
Beginning Differentiation: Genetics 2

Abstract

Differentiation methods and techniques for special needs students, advanced and gifted students,

and English language learners during a content lesson on dihybrid and trihybrid crosses in

genetics.
Beginning Differentiation: Genetics 3

Beginning Differentiation: Genetics

Differentiated instruction is an important technique that provides modifying the content

that students learn, the methods and ways that students learn, and the ways in which they are

assessed to each students needs, strengths, interests, and weaknesses. Differentiation is an

ongoing, always changing, process that requires the teacher to have a deep understanding of each

student and their ways of learning. Carol Ann Tomlinson defines differentiation as tailoring

instruction to meet individual needs, (2000). Differentiation is not only adjusting the

assignments and lectures that are taught, but also adapting media, altering classroom

configurations, providing collaborative opportunities, and fine-tuning tiered content for different

student needs.

A great opportunity for differentiating instruction for English language learners,

advanced and gifted students, and special needs students is a genetics lesson on dihybrid and

trihybrid crosses using Punnett Squares. This lesson would utilize and reinforce prior knowledge

of genetics and crosses and further explain the concepts of alleles, genotypes, phenotypes, and

probabilities.

During the lecture portion of the lesson I would provide a short lecture on genetics and

dihybrid and trihybrid crosses. As part of the lecture portion, I would reinforce the information

by incorporating visuals and providing short videos demonstrating the concept of Punnett

Squares and how they are used. At this time, I would answer any questions that students may

have or give further clarification on anything they may be unclear about. At every possible

opportunity, vocabulary and definitions would be reinforced and tied back to other lessons and

concepts. We will tie this lesson back to the concepts of recessive, dominant, co-dominant, and

incomplete dominance in genotypes and phenotypes.

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For the practice and assignment portion of the lesson, students would split up into groups

and complete an assignment on Punnett Squares and probability using marbles pulled from a

bag. Students will take turns in their groups pulling marbles from a bag. Each marble will have a

color that corresponds to a specific trait in the example animal (ex: parrots that can have feathers

in red, pink, or white). As a marble is pulled out of the bag, students will add that trait and its

corresponding abbreviation to their Punnett Square. Once their squares are complete, students

will decide the probability of an offspring with red, white, or pink feathers.

Example:

R r
Rr = Red feathers
P RP Pr
Pp = Pink feathers
p Rp rp

At the end of the lesson the assignments will be collected to check for comprehension

and any questions or further instruction would be provided if needed.

This lesson offers many different opportunities for differentiation. Students that are

English language learners may need extra resources or tailored instruction in order to understand

the concepts of this lesson. One way to differentiate instruction is to provide the lecture in their

native language if they are able to literate in their native language. Having definitions and

vocabulary in their primary language may give these students the ability to retain the information

and make connections to previous concepts. Another way to differentiate for English learners is

to provide the lesson in print format with concept maps tying these concepts to prior knowledge.

This can be helpful because they can follow along with the lecture at their own pace and see how

concepts are related to each other.

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Adding audio and visual pieces to the lecture can also help English learners to better

understand concepts and vocabulary. The classroom can also be an important tool for

differentiation. I could post visuals and important concepts up around the classroom with simple

and quick definitions so they can be accessed at any time. If the English learners are

predominantly from one language group (ex: Spanish speakers only), vocabulary could be placed

in that language as well. In addition to these methods, vocabulary reinforcement can be very

beneficial to English language learners. By continuously reinforcing vocabulary, concepts are

cemented and relationships strengthened.

Differentiation for students with special needs can greatly depend on the specific needs of

the students. For those students that have literacy issues, visual and audio learning can be crucial

for understanding. Allowing students with special needs to utilize technology can also be a great

way to differentiate; students with attention disorders or who cannot focus appropriately can

work independently or be given a video on their own computer/tablet that provides the similar

content to the rest of the class can be helpful. Collaborative grouping can be very helpful as well

with students with special needs. Placing special needs students in groups with students

performing at average or advanced levels can provide support and help for students with special

needs, as well as utilizing collaboration techniques.

Another way to differentiate for students with special needs would be to play to students

strengths and interests. If there is a student that has a deep interest in sports, tailoring the

assignment to include something about sports can increase the students willingness to

participate in the assignment and can provide an avenue for better understanding. Instead of

using a larger concept of phenotypes (like feather color) in genetics, changing that to sports

ability (basketball skills) can make the concepts easier to understand. In addition to these
Beginning Differentiation: Genetics 6

methods, tiered assignments can also be used. If the class is working on dihybrid crosses,

students with special needs can continue working on monohybrid crosses or be given a less

difficult example than a complicated phenotype allowing for students to learn at their own pace.

Teachers need to be prepared to adapt their lessons and assignments not just to those

students that may find the concepts difficult, but also for those students that are more advanced

and have already mastered the concepts. Similar to students with special needs, tiered

assignments can be helpful for advanced students as well. If the class is working on dominant

and recessive traits, the advanced and gifted students can begin working on incomplete and co-

dominant traits. Collaborative learning can also allow students that are advanced to reinforce

their understanding by helping students with special needs or those that are having difficulty with

concepts. Understanding is deepened when students explain concepts to other students.

Another way to differentiate for advanced learners is to allow them to choose their own

assignments. If students have mastered the current concepts they can be given the opportunity to

complete a project or assignment of their own choosing or submit a small research paper on the

current concept. For the example lesson, students that are gifted or advanced can turn in a short

paper on how dominant traits or recessive traits can be harmful or helpful to a parrot. In addition

to the examples above, advanced and gifted learners could provide direction for the rest of the

class by creating questions and discussion topics to go through at the end of the assignment for

the entire class to create a collaborative learning environment for all students.

These are just a few of the many examples of differentiation and just a small look into the

type of students that need modified instruction. Each student is different and their needs,

weaknesses, strengths, and interests are as varied as the opportunities provided for
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differentiation. The process of providing differentiated instruction must be constant and always

changing to ensure that all students have the opportunity and ability to learn and grow.
Beginning Differentiation: Genetics 8

References

Tomlinson, C. A. (August, 2000). Differentiation of Instruction in the Elementary Grades. ERIC

Digest. ERIC Clearinghouse on Elementary and Early Childhood Education.

Dowdy, C., Patton, J., Polloway, E., Smith, T. (2014) Teaching Students with Special Needs in
Inclusive Settings. (6th Edition). Pearson Education. Upper Saddle River: New Jersey.

Tomlinson, C.A. (2013). Fulfilling the promise of differentiation. Retrieved from:

http://caroltomlinson.com

Davidson Institute for Talent Development. Retrieved from: http://www.davidsongifted.org