Differentiated Instruction for Math III Day 1 Evelyn Blalock Columbus State University blalock_evelyn@colstate.edu Summer 2010 Evelyn Blalock

Agenda for the Week Purpose of Differentiated Instruction Getting to Know the Learners Flexible Grouping/ Managing Teams & Tasks Differentiated Instruction Strategies for Content, Process, and Product Menu Tiered Instruction Plan of Implementation Activities Complete a learning style inventory Create lessons using 2 differentiated instruction strategies Modify a Tiered Lesson Plan for students with disabilities Integrate differentiated assessment and modifications into lessons Gregory & Chapman (2007, p. 6) Overview Evelyn Blalock

Agenda for Today Differentiated Instruction Overview Purpose Getting to know your students Learning Styles & Interests Math Learning Styles Plan of Implementation Activity Applying Math Tools to a differentiated lesson Evelyn Blalock

Why Differentiate? Think (Individually) 30 seconds Pair (share thoughts & ideas) 1 min. Share with Grade level group 1 min. Evelyn Blalock

Why Differentiate? All kids are different. One size does not fit all. Differentiation provides ALL students with access to the general curriculum. Evelyn Blalock

Quote from a Teacher’s Lounge Evelyn Blalock

Differentiation values Difference “Fairness is not when everyone gets the same. Fairness is when everyone gets what he or she needs.” Think-Pair-Share: What does this statement mean for students? For teachers? For administrators? Evelyn Blalock

Why Differentiate? Diversity of Learners Readiness Achievement gap Special needs “Believe in the possibilities in each student” Learning Style Multiple Intelligences Interest Motivation Accommodations are available to all students & part of the class structure Evelyn Blalock

Why Differentiate? Increased Motivation & Time on-task Increased Learning Evelyn Blalock

Why Differentiate? Diversity of content Georgia DOE Core Instruction for ALL students Standards and Benchmarks 25 years to teach them all (Marzano) Multiple ways to teach content and concepts Evelyn Blalock

What type of Learning Style do you use most often when learning new material? Visual Auditory Kinesthetic Evelyn Blalock

Learning Styles & Interests Inventories Learning Styles Inventories http://www.engr.ncsu.edu/learningstyles/ilsweb.html http://www.metamath.com/lsweb/dvclearn.htm http://www.learning-styles-online.com/ Multiple Intelligences Inventories www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/ict/multiple_int/index.htm Gives a visual http://www.personal.psu.edu/bxb11/MI/MIQuiz.htm http://www.uen.org/utahlink/tours/tourFames.cgi?tour_id=15077 Using your MI in School Motivation/ Interests (Gregory & Chapman, p. 54-56) http://faculty.citadel.edu/hewett/web_files/interestweb.html Learning Preferences Survey (Gregory & Chapman, p. 25, 27) Evelyn Blalock

Differentiated Instruction Intro Differentiated Instruction in Action: High School Flexible Grouping Video: Quick Fire Challenge in History class Heterogeneous by mixing learning styles Use of roles Evelyn Blalock

Math Learning Styles (Silver, Brunsting, & Walsh, 2008, pp 4-15) Mastery Understanding Self-expression Interpersonal Evelyn Blalock

4 Math Instructional Styles 4 Instructional Styles: (6th grade) all studying area and perimeter Mastery Apply formulas, compute accurately, reinforce skills through practice EX-apply formulas you already know Understanding Discover patterns, make generalizations, develop mathematical explanations EX-explain the process you used to figure out your answer Self-expression Think creatively, develop new problems, try our a variety of problem solving approaches EX-create your own area & perimeter problem using shapes Interpersonal Make personal connections and solve real world problems EX-draw floor plan of your house, How much carpet? Evelyn Blalock

Math Tool Example Interpersonal Math Tool, “Who’s Right?” Tool Matrix, pp. 168-169 Statistics has been used to make a claim. Examine the data closely and apply mathematical concepts to determine “Who’s Right?” Interpret the exam results from these two classes. The first class (Chart 1) took the exam in the morning. The second class (Chart 2) took the exam after lunch. Which class did better on the exam? Can we use these data to say that it is better to take this exam in the morning than in the afternoon? Evelyn Blalock

Learning & Math Instructional Style Activity Individual Activity Learning Objective: Students will investigate the relationships between lines and circles. What Math Instructional Style do you use most often? Find 1 Math Tool to teach Conics Use the matrix to find a Math Tool Pick a style that you use least often. Evelyn Blalock

Learning & Math Instructional Style Activity Group Activity – How to teach content Share with your Group Math Tool for preferred Math Instructional Style Math Tool for least used Math Instructional Style Expand it Create a way to use a Math Tool to teach content for any Math Instructional Style not covered Alter your instructional plans using the Math Tools to use them as a group to differentiate for an entire class Evelyn Blalock

According to Students’ Teachers Can Differentiate Content Process Product According to Students’ Content – What is being taught Process – How the student learns what is being taught Product – How the student shows what he/she has learned Readiness – Skill level and background knowledge of child Interest – child’s interest or preferences Learning Profile – learning style, preferences for environmental or grouping factors You pick a differentiation strategy based on why you are differentiating Readiness Interest Learning Profile Evelyn Blalock Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)

What to Differentiate: CONTENT PROCESS PRODUCT Evelyn Blalock

What to Differentiate: CONTENT WHAT students learn PROCESS PRODUCT HOW students learn How students SHOW what they’ve learned Evelyn Blalock

Content Connecting learning to real life uses Content: What is being taught. differentiate the actual content being presented to students remediate, accelerate, or enrich using basic or more complex resources Examples: Connecting learning to real life uses Leveling or Tiering materials; Adjustable Assignments (Gregory & Chapman, p. 71-76) Using a variety of instructional materials Providing choice (Gregory & Chapman, p. 152-158) Using selective abandonment Acceleration, compacting, flexible pacing (Gregory & Chapman (2007) Differentiated Instructional Strategies: One Size Doesn’t Fit All) Evelyn Blalock

Process Process: How the student learns what is being taught. Differentiated by addressing different learning styles, levels of thinking, and kinds of thinking Examples: Flexible Grouping Jigsaw (Gregory & Chapman, p. 115-117) Task Cards and Tiered groups (Differentiated Instruction in Action Video) Research and Brain-Based Instructional strategies from Marzano like Graphic Organizers (Gregory & Chapman, p. 101-108) Learning contracts (Gregory & Chapman, p. 162-165) Choice boards & Menus (Gregory & Chapman, p. 153-158; 163) Compacting (Gregory & Chapman, p. 77-81) Interest groups; flexible grouping (Gregory & Chapman, p. 84-90) Bloom’s Taxonomy, Higher Level Questioning (Gregory & Chapman, p. 120-123) (Gregory & Chapman (2007) Differentiated Instructional Strategies: One Size Doesn’t Fit All) Evelyn Blalock

Product Product: How the student shows what he or she has learned. differentiated by addressing different learning styles providing choice in variety different levels of complexity of products Performance tasks Examples (Gregory & Chapman, p. 119) Oral presentation Math Log or journal Draw a picture Record findings Play Who Wants to be a Millionaire or Jeopardy Design a brochure for the process Color code a sequence Write a song Make a bar graph and interpret the data Learning Contract (Gregory & Chapman, p. 162-165) (Gregory & Chapman, 2007 Differentiated Strategies: One Size Doesn’t Fit All) Evelyn Blalock

GO-GO-MO Give One, Get One, Move On Fill in the first three boxes with ideas of how you can differentiate in Math III. Circulate around the room. Give one idea to someone, get one idea from them to write in a box. Move on another person. Goal: fill all boxes with different ideas. Put your Differentiated GO-GO-MO in your folder & turn your Exit Ticket into Evelyn Evelyn Blalock