A Different….iated Mathematics Classroom

Differentiated Instruction (DI): a Definition “Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences….Teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests.” –Carol Ann Tomlinson, Associate Professor University of Virginia

3 “It is crucial then, for teachers to articulate what’s essential for learners to recall, understand and be able to do in a given domain.” The differentiated Classroom, Tomlinson p9 Activity: Find some work you will cover over the next few days. What is essential to understand before being able to do this work? “In a differentiated classroom, assessment is ongoing and diagnostic…. Assessment is today’s means of understanding how to modify tomorrow’s instruction.” The differentiated Classroom, Tomlinson p10 Discuss: How do I know where my students are at? What can we learn about our ‘students’ in the next slide?

4 “In Differentiated Classrooms, teachers begin where students are, not the front of a curriculum guide” The differentiated Classroom, Tomlinson p2 Discuss: agree, disagree, comment “There is no one “right way” to create an effectively differentiated classroom: teachers craft responsive learning places in ways that are a good match for their teaching styles, as well as the learners needs” The differentiated Classroom, Tomlinson p3 Discuss: what if our current teaching style does not meet the learners needs?

To ensure a fair selection, you all get the same test. You must all climb the tree.

Why Differentiate Instruction? Society is changing and so should our classrooms –Family dynamics –Technology –Values & influences Classrooms are diverse; different learners need a variety of avenues to learn Today’s workforce demands more

8 Teachers modify –Content: the what …..examples? –Process: the how …..examples? –Product: the vehicle used to demonstrate understanding …..examples? Activity: Create Scaffolded Question set of 15 questions on cards Activity: Create A Jeopardy game using Jeopardy blank, Internet and resources Students vary in –Readiness: what is my understanding now? –Interest: why should I want to do this? –Learning Profile: how do I best learn and understand?

Benefits of DI Decreases behavior problems Stretches each student Engages students for learning Focuses on student rather than teacher Creates variety Offers choice

Readiness How do you get to know your learners? How do you use this information?

Are they Ready?

Readiness Know where you want students to be Begin where the students are Continually assess your students

Developing a Tiered Activity Select the activity organizer concept generalization Essential to building a framework of understanding Think about your students/use assessments readiness range interests learning profile talents skills reading thinking information Create an activity that is interesting high level causes students to use key skill(s) to understand a key idea Chart the complexity of the activity High skill/ Complexity Low skill/ complexity Clone the activity along the ladder as needed to ensure challenge and success for your students, in materials – basic to advanced form of expression – from familiar to unfamiliar from personal experience to removed from personal experience equalizer Match task to student based on student profile and task requirements

Speak their language!

Ways to incorporate interest Create interest within a lesson –Give choice within content –Give choice for the final product Use general interests –Incorporate interests outside of school Hook student interest through relevance

Differentiation by Interest Maths Sequence of Numbers –Real Number System Choice Board Write a poem about the number groups or sequence of numbers Sing a song/rap about the groups or sequence of numbers Draw a picture that represents the grouping of numbers Explain and describe the problem generated from a geometric representation of an irrational number using the Pythagorean Theorem Construct a number line with only decimals and fractions with different denominators Web search and report- if it’s not a Real Number, what is it?...how do we sequence non Real numbers Write a paragraph about the importance of understanding the ordering of numbers in elation to Money/Finances and what number groups are associated with money

To what extent is your learning style reflected in your teaching style? Knowing Yourself

“As we start a new school year, Mr. Smith, I just want you to know that I’m an Abstract-Sequential learner and trust that you’ll conduct yourself accordingly!”

“Have some respect for my learning style!”

Learning Style Conduct surveys to collect data –Multiple intelligences: musical, verbal/linguistic, logical interpersonal, intrapersonal, kinesthetic, visual/spatial –creative, practical, analytical –visual, verbal, kinesthetic Use data to purposefully group students –Like grouping –Unlike grouping –Whole group

Resources for learning profiles MI, Sternberg, modality & array interaction surveys MI with graphs global vs sequential Sternberg’s survey MI survey & others sensory modality personality assessment 4mat personality type – group dynamics

23 Check for Understanding Thumbs up? Thumbs down? Thumbs sideways? Exit Slips Homework Error Analysis and?

Things to Remember Know your learner; Use the information DI does not have to be a project You don’t have to use a specific DI tool

Begin Slowly – Just Begin! Low-Prep Differentiation Choices of books Homework options Use of reading buddies Varied journal Prompts Orbitals Varied pacing with anchor options Student-teaching goal setting Work alone / together Whole-to-part and part-to-whole explorations Flexible seating Varied computer programs Design-A-Day Varied Supplementary materials Options for varied modes of expression Varying scaffolding on same organizer Let’s Make a Deal projects Computer mentors Think-Pair-Share by readiness, interest, learning profile Use of collaboration, independence, and cooperation Open-ended activities Mini-workshops to reteach or extend skills Jigsaw Negotiated Criteria Explorations by interests Games to practice mastery of information Multiple levels of questions High-Prep Differentiation Tiered activities and labs Tiered products Independent studies Multiple texts Alternative assessments Learning contracts 4-MAT Multiple-intelligence options Compacting Spelling by readiness Entry Points Varying organizers Lectures coupled with graphic organizers Community mentorships Interest groups Tiered centers Interest centers Personal agendas Literature Circles Stations Complex Instruction Group Investigation Tape-recorded materials Teams, Games, and Tournaments Choice Boards Think-Tac-Toe Simulations Problem-Based Learning Graduated Rubrics Flexible reading formats Student-centered writing formats