Differentiation with Conceptua Math “Keep the Teacher in the Equation”

What? Differentiation… – Is the teacher’s response to learners’ needs. To Differentiate – Is to adapt instruction to match student differences. Tomlinson, C. (2000). Differentiating Instruction for Academic Diversity. San Antonio, TX: ASCD

Key Principles Ongoing formative assessment – Continually assess to identify areas of need in order to move them forward Flexible Grouping – Opportunities to engage in meaningful discussions in order to learn from one another Respective tasks Problem Solving – Focus on big ideas and key concepts Choice

How? Varied materials Varied questioning Varied strategies Tiered lessons Learning contracts Small group instruction Pair and cooperative group work Compacting, acceleration or scaffolding

When? Prior to the Guided Lesson During the Guided Lesson After the Guided Lesson

When? Prior to the Guided Lesson During the Guided Lesson After the Guided Lesson

When? Prior to the Guided Lesson During the Guided Lesson After the Guided Lesson

Differentiate instruction to maximum student growth and individual success with Conceptua Math. Why?

“Keep the Teacher in the Equation” Differentiation PRIOR To The Guided Lesson

How?

Prior Big Ideas: The focus of instruction must be on the big ideas being taught to ensure that they are addressed, no matter at what level. (Small & Lin, 2010)

“Keep the Teacher in the Equation” Differentiation DURING The Guided Lesson

Built-in Number Pad in Whole Number Units. Number Pad in Fraction Units.

Built-in

Teacher Facilitated Whole Class checks for understanding – Time outs – Thumbs up Scaffolding – Temporary support which decreases incrementally Manipulatives Anchor Charts or Word Walls

Developing Independence Productive Struggle is good – Respectful tasks Supports for Independence – Self-monitoring checklists – Self-monitoring data sheets Zone of Proximal Development I can do this….. ….with practice …if I just keep trying ….if I try a different strategy

“Keep the Teacher in the Equation” Differentiation AFTER The Guided Lesson

Extensions Student Tools Tool Investigation Journal Prompts Fact Fluency

Fact Fluency Overview of Fact Fluency Web access necessary Experts agree that the ability to recall basic math facts fluently is necessary for students to attain higher order math skills. Conceptual understanding and the ability to solve facts accurately under untimed conditions are prerequisites for automatic recall of basic facts. -Swerling, 2006

Strategies Tubs, Learning Stations with manipulatives for partner work Learning Menu or Choice Board – to provide choice of follow-up activities provide tasks at different levels Additional Lessons

Learning Menus Empower students through choice while ensuring adherence to important learning goals. – Teacher outlines a variety of instructional options – Students choose order of completion – Can contain “must dos” and options Source: Dare to Differentiate

Think Tac-Toe Allow students to complete any 3 tasks even if the completed tasks don't make a Tic-Tac-Toe. – Students select 3 in a row – Can have leveled boards Source: Carol Tomlinson: Fulfilling the Promise of the Differentiated Classroom,