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Differentiating Instruction in the Forensics Classroom

Differentiating Instruction in the Forensics Classroom
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Author(s): Tracy L. Mulvaney (Monmouth University, USA) and Kathryn L. Lubniewski (Monmouth University, USA)
Copyright: 2020
Pages: 16
Source title: Cases on Models and Methods for STEAM Education
Source Author(s)/Editor(s): Judith Ann Bazler (Monmouth University, USA) and Meta Lee Van Sickle (College of Charleston, USA)
DOI: 10.4018/978-1-5225-9631-8.ch016

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Abstract

This chapter will discuss differentiated instruction within the STEAM classroom. An example of a differentiated instruction case that was used in a Forensics Science class will be referenced. The case study focuses on fingerprint recovery, identification, and classification. After a series of lessons about the science of fingerprinting, a mock crime scene is set up to allow students the opportunity to become forensic scientists. Students use the forensic tools to recover them, and then identify and classify them using the process taught through direct and supplemental instruction. Some issues with differentiating instruction that arise are professional development around differentiated instruction, the time it takes to differentiate (amount of planning), lack of classroom time to complete projects, and lack of support or collaboration with key stakeholders are discussed.

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