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Grid-based differentiated science unit pattern: thematic interdisciplinary activities with student choice

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

A unit-level instructional pattern in which a standard science unit's outcomes are reclassified by concept, principle and generalization, linked to a theme, and rewritten toward the upper levels of Bloom taxonomy. Activities are integrated across disciplines, expanded with current topics such as radio, optical and mirrored telescopes, and offered as choices so students learn in depth with self-directed topics. The article reports that "Students were offered the opportunity to choose one or several of the activities developed for them to learn in depth with self -directed topics independently", with posters at an interest corner and forms for problem solving and research design.

Design Implications

Context

Requirements

  • Teacher training on the Grid model and activity implementations prior to implementation
  • use of a Total Talent Portfolio to gather information about gifted students for differentiation

Constraints

  • Implementation stayed within MoNE's specified time period for the Light and Sound unit (7 weeks, 42 teaching hours)

Target Learners

  • 4th grade primary school students in mixed-ability classes containing at least one gifted student

Learning Goals

  • in-depth thinking skills
  • research and problem-solving skills
  • interdisciplinary connections in science

Claims

Examples

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Key Sources

  • Neşe Kutlu Abu, Murat Gökdere. (2018). The Effect of Differentiated Science Curriculum on Students' Motivational Regulations. Universal Journal of Educational Research 6(3): 455-465. https://doi.org/10.13189/ujer.2018.060312
Page metadata
Field Value
type design
id grid-differentiated-science-unit-pattern
title Grid-based differentiated science unit pattern: thematic interdisciplinary activities with student choice
description A unit-level instructional pattern in which a standard science unit's outcomes are reclassified by concept, principle and generalization, linked to a theme, and rewritten toward the upper levels of Bloom taxonomy.
status review
generated by process:settle-candidates on 2026-11-01
trust unverified — no one has confirmed this page's content
sources 1 — neşe-kutlu-abu-2018

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