Georgia Performance Standards 3rd-5th Grade Mathematics Day 5: Differentiation

Getting Acquainted Name Tag: First Name or Nickname Index Card: Name E-mail Address System/School GPS Status

Contact Information Jessica Jetton Georgia Department of Education 1754 Twin Towers East 205 Jesse Hill Jr. Drive, SE Atlanta, Georgia 30334-5040 Office phone: (404) 657- 9063 Office email: jjetton@doe.k12.ga.us

Group Norms and Housekeeping Ask questions Work toward solutions Honor confidentiality Meet commitments or let others know if you are struggling Housekeeping: Parking Lot Phone calls Rest rooms Breaks Lunch

Four Corners, Part 1 Choose a corner based on your confidence in understanding the GPS for 8th Grade Mathematics: Attended Days 1-4 GPS Training Attended GPS Redelivery Somewhat familiar with GPS What is GPS and why am I here?

Four Corners, Part 2 What made you choose your corner? Discuss what you know and what you want to know. Be prepared to share with the group. Have each corner share. Record on chart paper.

CALVIN AND HOBBES © 1993 Watterson. Dist. By UNIVERSAL PRESS SYNDICATE CALVIN AND HOBBES © 1993 Watterson. Dist. By UNIVERSAL PRESS SYNDICATE. Reprinted with permission. All rights reserved.

Grade 3 Unit 6 -Culminating Task “We’re Having a Party!” Logical Exercise Grade 3 Unit 6 -Culminating Task “We’re Having a Party!”  You have square tables which will seat four people, one on each side. For the party,you will place the tables together to form a rectangle (no holes in the middle, solid rectangles!). Describe all the ways that you could arrange the tables to seat 48 people. Use pictures and charts for your solution. Find the largest number of tables that one can use as well as the smallest number of tables.

http://www.georgiastandards.org Mathematics

http://www.gadoe.org Drop down to Curriculum and Instructional Services

Click here for the Mathematics Webpage.

Click here for the standards and frameworks.

Frameworks Standards

Unit 2 - Multiplication and Division of Whole Numbers                                                                                                                                                                                                Grade 3 Curriculum Map Unit 2 - Multiplication and Division of Whole Numbers Unit 3 - Geometry and Measurement Unit 4 - Fractions and Decimals Unit 6 - Algebra Grade 4 Unit 1 - Numeration Unit 4 - Coordinates Geometry and Graphs Unit 5 - Fractions and Decimals Grade 5 Unit 1 - Groovy Graphing Unit 2 - Divine Decimals Unit 3 - Funky Fractions Unit 4 - Plane Figures

Essential Question #1 What is differentiation and how does it fit into the standards-based education process?

What is Differentiation?

What Differentiation is NOT… Individualized Instruction Chaotic Homogeneous Grouping Tailoring the same Clothes Carol Ann Tomlinson How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition, pp 1-7.

What Differentiation IS… Proactive More Qualitative than Quantitative Rooted in Assessment Student Centered Carol Ann Tomlinson How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition, pp 1-7.

What Differentiation IS… Provides Multiple Approaches to Content, Process, and Product A Blend of Whole-Class, Group, and Individual Instruction Organic Carol Ann Tomlinson How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition, pp 1-7.

“Come to the edge,” he said. “We are afraid,” they said. THEY DID. And he pushed them, And they flew. --Apolonaire

Some Underlying Assumptions Differentiated Instruction Self-Assessment Some Underlying Assumptions Of Differentiated Instruction

Essential Principles of Differentiation Good Curriculum Comes First All Tasks Should Be Respectful of the Learner When in Doubt, Teach Up Use Flexible Grouping Become an Assessment Junkie Grade for Growth --Tomlinson & Eidson, Differentiation in Practice, Grades 5-9, 13-15.

Grade 3 Unit 6 -Culminating Task “We’re Having a Party!” You have square tables which will seat four people, one on each side. For the party,you will place the tables together to form a rectangle (no holes in the middle, solid rectangles!). Describe all the ways that you could arrange the tables to seat 48 people. Use pictures and charts for your solution. Find the largest number of tables that one can use as well as the smallest number of tables.

Why and how do we differentiate? Essential Question #2 Why and how do we differentiate?

WHY Do We Differentiate?

Two Reasons to Differentiate It is the only fair way to teach. Most school districts and parents require it.

HOW Do We Differentiate?

The Role of the Teacher Instead of being the keeper and dispenser of knowledge, the teacher should move toward seeing themselves as organizers of learning opportunities. . Carol Ann Tomlinson How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition, p 16.

Classroom Management There are many effective ways to develop a classroom in which students participate in a variety of interesting and engaging activities.

Preparation for Differentiation Readiness Interests Mathematical Learning Style

Readiness A good readiness match pushes the student a little bit beyond his or her comfort zone and then provides support in bridging the gap between the known and unknown. Carol Ann Tomlinson How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition, p 47.

Interests Match between school and personal desires to learn Connectedness between all learning Use skills or familiar ideas as a bridge to new ones Enhance motivation to learn Carol Ann Tomlinson How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition, p 47.

Mathematical Learning Styles MASTERY STYLE People in this category tend to work step-by-step. UNDERSTANDING STYLE People in this category tend to search for patterns, categories, and reasons. “Creating a Differentiated Mathematics Classroom” Strong, Thomas, Perini, Silver 2004

Mathematical Learning Styles INTERPERSONAL STYLE People in this category tend to learn through conversation, personal relationship, and association. SELF-EXPRESSIVE STYLE People in this category tend to visualize, create images, and pursue multiple strategies. “Creating a Differentiated Mathematics Classroom” Strong, Thomas, Perini, Silver 2004

Elements of the Curriculum Content Process Product

  Grade 4 Unit 4 Culminating Task “Polygon Challenge”   You have been given the task of building at least two different polygons using pattern blocks. There are specific guidelines you must follow.   Part One:Select the appropriate blocks for beginning your challenge. Here are the requirements for your building materials. ·         Use a total of 8 blocks. ·         You may only use trapezoids, triangles, hexagons, and rhombi pattern blocks for this activity. ·         List the number of each shape and color that was used to build your polygon. ·         Draw and color your polygon on graph paper. ·         Label your polygon with the correct name. Part Two: Design a second polygon that is different from the first one that you built. ·         List the number of each shape and color that was used to build your polygon. ·         Draw and color your polygon on graph paper. ·         Label your polygon with the correct name.  

Differentiation Content Process Product Mastery Understanding In your small group, divide your chart paper into four columns and five rows. Complete the chart for our task. Content Process Product Mastery Understanding Interpersonal Self-Expressive

Essential Question #3 What does a differentiated classroom look like?

A True/False Quiz: Directions: Mark TRUE or FALSE. Compare your answers. If disagree, discuss to reach consensus. Share with the whole group.

Traditional vs. Differentiated Read the characteristics Prepare to share in a whole group discussion concerning the similarities and differences of the two.

Grade 5 Unit 2 Culminating Task “Bargain Shopping” Grade 5 Unit 2 Culminating Task “Bargain Shopping” *Adapted from A Collection of Performance Tasks and Rubrics: Upper Elementary School Mathematics by C. Danielson. It is time to go shopping for school supplies for next school year. You have ads from two local stores indicating their prices (which include sales tax) for different school supplies. Your mother has given you $45.50 to spend, and wants you to find the best prices on things you will need. While working this task, consider how you may differentiate the Content, Process, and Product to accommodate the various mathematical learning styles. mastery style, understanding style, interpersonal style, and self-expressive style.

Essential Principles of Differentiation Good Curriculum Comes First All Tasks Should Be Respectful of the Learner When in Doubt, Teach Up Use Flexible Grouping Become an Assessment Junkie Grade for Growth --Tomlinson & Eidson, Differentiation in Practice, Grades 5-9, 13-15.

It is perfectly acceptable to begin slowly Set a Goal It is perfectly acceptable to begin slowly AS LONG AS WE DO BEGIN!

Your Assignment Redeliver Day 5 Training. Bring to Day 6 Training: 4 copies of a student work sample A copy of the assignment Two signed permission forms

Criteria for Good Tasks Involves significant mathematics Can be solved in a variety of ways Elicits a range of responses Requires communication Stimulates best performance Lends itself to a scoring rubric

You deserve it. Educators ROCK! Give Yourself a Hand You deserve it. Educators ROCK!

Contact Information Jessica Jetton Georgia Department of Education 1754 Twin Towers East 205 Jesse Hill Jr. Drive, SE Atlanta, Georgia 30334-5040 Office phone: (404) 657- 9063 Office email: jjetton@doe.k12.ga.us