Joan Gillis CAIU 15 Instructional

“In the end, all learners need your energy, your heart, and your mind. They have that in common because they are young humans. How they need you, however, differs. Unless we understand and respond to those differences, we fail many learners.” Carol Ann Tomlinson

LEQ: How do we best coach and support teachers,guiding them towards differentiating math instruction ?

One –on one and small group support Collecting and analyzing data Using evidence –based Math Practices Supporting reflective and non- evaluative practices PIIC 4 Quadrants

Differentiated Instruction – Instruction designed to meet differing learners’ needs. HOW ?

Instruction Can be Differentiated by Focusing on…. Content Process Product What is your districts’ focus on differentiation ?

What Can Be Differentiated? Content: Knowing and understanding the standards students are expected to learn is the essential first step in teaching mathematics well and in differentiating instruction. Decisions to adapt content must be made based on what a teacher knows about students’ readiness. Pre-assessing, either formally or informally, helps the teacher decide the level of content that different students can investigate and the pace at which they can do so and apply their new knowledge

Process: Teachers engage students in activities to help them practice or make sense out of the content they are to learn. Differentiating process provides students with activities to learn the content that take into account students’ readiness, learning styles, and interests. Product: A third area to adapt is product—the ways in which students can, at the end of a unit of instruction, demonstrate their ability to use and apply their new knowledge

It is important to remember that differentiated mathematics instruction is most successful when teachers: Believe that ALL students have the capacity to succeed Consider diverse thinkers as an essential and valued resource Know and understand mathematics and are confident in their ability to teach mathematical ideas Are intentional about curricular choices Develop strong learning communities in their classrooms Focus assessment – formative/end results/outcome Support each other in their efforts

BEFORE … Planning for Differentiated Instruction — Questions to guide our Thinking What is the mathematics you want your students to learn? What do your students already know? How can we build on their thinking? How can we expand access to this task or idea? Have you thought about interests, learning styles, use of language, cultures, and readiness?

Planning for Differentiated Instruction — Questions to guide our Thinking How can we insure that each student experiences a challenge? How can we scaffold learning to increase the likelihood of success? In what different ways can your students demonstrate their new understanding? Are there choices students can make?

During …Ways in Which Tasks Can Include All and Be Differentiated Allow students control over difficulty level Provide open tasks Provide students with “number story” and with “answers” -- then have students create the questions

Whole Class Instruction with Differentiated Tasks Examples and Supports

Which number does not belong? Why? 4, 16, 36, 48, 64, or 81 Why is this task differentiated ?

“It’s only one number. The rest are two.” “It’s the only number less than ten; the rest are between ten and one hundred.” “It’s only one digit; the rest are two-digit numbers.” 4 “It’s the only one that is not a square number.” 48

“Eighty-one is an odd number. All the others are even numbers.” “Eighty-one is not divisible by four. All of the other numbers are multiples of 4.” 81 Did you have another number or another reason ? Taken from Math Solutions

There were _______ children on the playground. ______ more came to join them. How many children were on the playground then? A) 48,26B) 138, 134

Billie has won a $25.00 shopping spree to the museum and must spend it all. If he doesn’t spend the $25.00 he does not receive change back. Use the list below, determine which items Billy can buy so that he spends all $ $3.00 $4.00 $5.00 Origami Paper Kaleidoscope Dinosaur Kit Gem Magnet Magnifying Glass Inflatable globe Prism Inflatable shark Glow stars Koosh ball Sunprint Kit Stuffed animal © 2009 Math Solutions

Teachers About how many K- 12 public school teachers are there in the state of Pennsylvania ? Try to make a reasonable estimate based on facts that you already know.

 Practice Standards by grade levels provides explanation, tasks, videos, and answer keys - Content Standards by grade levels give Common Core tasks related to grade level

Elementary PA-Math Design Collaborative

 map.mathshell.org map.mathshell.org

IllustrativeMathematics.org InsideMathematics.com ThreeActs.MrMeyer.com achievethecore.org/ GeorgiaStandards.org MathematicsVisionProject.org MathPractices.edc.org/ EngageNY.org PARCConline.org SmarterBalanced.org

NRICH: PARCC: SBAC: NCSM: NCTM: Illuminations NCTM:

Explore Videos solving-plan solving-plan problem-solving problem-solving PA MDC Video Clips What is MDC? A Bright Future MDC in the Classroom ns). Concept Development Lesson