Differentiated Instruction Elementary Math Dr. Rebecca Ortiz Assistant Director Elementary Math Principals’ Breakout Session October 11th, 2018

To differentiate instruction is to recognize students’ varying background knowledge, readiness, language, [culture], preferences in learning and interests; and to react responsively. Differentiated instruction is a process of teaching and learning for students of differing abilities in the same class. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is and assisting in the learning process. Hall, Strangman, & Meyer, 2011, Section 2

Differentiated instruction can be defined as a way for teachers to focus on the student and be responsive to individual differences via a process of adapting and modifying teaching, learning activities, and what students are required to do and produce in a classroom. -Universal Design for Learning, 2013

Principles of Differentiation Clear content understanding and focus Builds upon students differences Assessment and instruction are inseparable Adjusts content, process and products based on student readiness Mutual respectful work Collaboration as learners Flexibility Tomlinson, C. (2006). An Educator's Guide to Differentiating instruction. USA: Cengage Learning.

Ways to Differentiate Content Process Product Environment Information students learn or ways students access the information Process How students take in and make sense of the content Product How students show what they know, understand and can do Environment Climate of the classroom

We need to develop a robust set of tools - strategies and routines - that help us address student variance. It's easy to come to rely on two or three "trusty" instructional strategies like worksheets and lectures. Those are of little help in planning for a variety of student needs. As we develop a better toolbox, we're empowered to meet students where they are. -Carol Ann Tomlinson, University of Virginia

Differentiate Through Content Utilizing station teaching, we are going to examine content on different levels.

Third Grade Number and operations. The student applies mathematical process standards to represent and explain fractional units. The student is expected to: (A) represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines; (C) explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number; (F) represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines; (G) explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model;

Fourth Grade Number and operations. The student applies mathematical process standards to represent and generate fractions to solve problems. The student is expected to: (A) represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b; (B) decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations; (C) determine if two given fractions are equivalent using a variety of methods; (D) compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <;

Mosaic Tile Challenge http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html

for your attendance and participation! Thank you for your attendance and participation! Dr. Rebecca Ortiz Assistant Director Elementary Math rortiz1@neisd.net