Differentiating in Math Middle School Math Meeting November 29, 2016 Evans Middle School

Agenda Welcome/ Introduction Differentiation Task- (Gingerbread man template) Group discussion of task Differentiation Video Samples of Differentiation activities in Math Develop an activity in differentiation groups Wrap-up/closing with group sharing Exit Ticket (Survey Monkey)

A Special Note Differentiated instruction is a very popular, not to mention broad, topic in today’s educational arena. Therefore, please note that this presentation is only intended to give you a glimpse of this extensive topic.

Differentiation Task On your Gingerbread template answer the following questions regarding differentiation in the classroom: 1. What do you want to know about differentiation in the classroom? (Head) 2. What do you already know about differentiation? (Chest) 3. How would you implement differentiation in your classroom? (right arm) 4. What questions/concerns do you have with implementation? (left arm) 5. What hesitations do you have with differentiation in your classroom? (stomach) 6. How do you think this strategy will enhance learning in your content? (right foot) 7. What activities do you think of when you think of differentiation? (left foot)

https://youtu.be/YAWKxpCv1Fw “Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.” –Carol Ann Tomlinson https://youtu.be/YAWKxpCv1Fw

Diverse Learners So now you have a classroom of diverse learners…and you know that some of your past strategies are not going to be effective with them..So the million dollar question is….. …..How do you successfully meet the needs of diverse learners in your class?

Differentiation of Instruction Is a teacher’s response to learner’s needs guided by general principles of differentiation Respectful tasks Flexible grouping Continual assessment Teachers Can Differentiate Through: Content Process Product According to Students’ Readiness Interest Learning Profile

Strategies for Differentiating Instruction High Prep Strategies Low Prep Strategies Tiered Lessons Elbow-partner grouping Flexible Grouping Anchor Activities Think-Tac-Toe Think Pair Share Multiple Intelligence Options Interests Surveys Graphic Organizers Choice of assignments Response/Exit Cards Multiple Levels of Questioning

Strategies to Make Differentiation Work Tiered Instruction Changing the level of complexity or required readiness of a task or unit of study in order to meet the developmental needs of the students involved. Tiering is one of the best approaches because it allows that all students with different learning needs work with the same curriculum.

Tiering Key Concept Or Understanding Those who do not know the concept Those with some understanding Those who understand the concept Two students in the same math class. Student A struggles with basic concepts and math reasoning and needs help understanding the principle of the lesson. Student b is beyond grade level. A single approach will not work. The two students need to approach the principles from different directions or at different levels of difficulty.

What Can Be Tiered? Processes, content and products Assignments Homework Learning stations

Strategies to Make Differentiation Work Anchoring Activities These are activities that a student may do at any time when they have completed their present assignment or when the teacher is busy with other students. They may relate to specific needs or enrichment opportunities, including problems to solve or journals to write. They could also be part of a long term project. Give examples of anchoring activities.

Strategies to Make Differentiation Work Flexible Grouping This allows students to be appropriately challenged and avoids labeling a student’s readiness as a static state. It is important to permit movement between groups because interest changes as we move from one subject to another

Strategies to Make Differentiation Work Compacting Curriculum Compacting the curriculum means assessing a student’s knowledge and skills, and providing alternative activities for the student who has already mastered curriculum content. This can be achieved by pre-testing basic concepts or using performance assessment methods. Students demonstrating they do not require instruction move on to tiered problem solving activities while others receive instruction.

Examples of Differentiation: Choice Board Choice Boards address student readiness, interest, or learning preferences. They are easily adapted to any subject area.

Examples of Differentiation: Graphic Organizer

Examples of Differentiation: Technology in Math http://mathedtech.pbworks.com/w/page/4783112 3/MathEdTech http://www.literacynet.org/mi/assessment/findyou rstrengths.html

Show what you know… Please arrange yourselves into groups of 4. No more than 2 people from the same grade level allow in each group. In your groups, create a differentiation task that can be used in your classes. Due to time, please focus on one grade level. Use the chart paper to display your task.

Summary/Closing: What Differentiation Is … Student Centered Best practices Different approaches 3 or 4 different activities

Summary/Closing: What Differentiation Isn’t One Thing A Program Hard questions for some and easy for others

Reflection Please take a moment to take a survey regarding this presentation using the link below: https://www.surveymonkey.com/r/989XP8P