PVNC MATH 3 PROJECT DIGGING DEEPER WITH DIFFERENTIATION

Agenda 8:45Coffee and Gathering 9:00Opening Prayer Introductions Goals and Background of the Project DI at PVNC Mathitude Health Break DI in Math Looking Ahead – Year at a Glance 11:50Lunch Prep and Planning Time Resources Available Creating Open Questions and Parallel Tasks Health Break Creating a Plan 3:10Closing Remarks

Learning Goals understand the rational and background of DI in PVNC and past DI math projects understand the chosen DI strategy and plan how to incorporate them into daily instruction understand the process of the learning cycle and what resources are available After participating in the first stage of this cross panel professional learning cycle, you will...

Success Criteria be able to communicate the history of DI at PVNC and why the Math 3 project has continued and expanded to a cross panel team know what the DI strategy for this project is and begin to plan to incorporate it into math instruction Use the resources and time available to plan effective math instruction After participating in the first stage of this cross panel professional learning cycle, you will...

CKL Intermediate EQAO Data

DI in Math Grant St. Mary’s SS CKL Cross Panel

DI at PVNC A to Z of DI CODE projects – REACCH – Deal or No Deal

Sharing DI Stories

Mathitude

Differentiated Instruction in a Nutshell Differentiating instruction is about acknowledging a reality- that different students in your class are at different stages of readiness for your planned instruction on a given day! It is about finding a way to meet all of their needs and move them all forward efficiently and effectively! Marian Small, 2009

Why DI in Math? To allow an access point for all students at the time of instruction and concept development To increase positive attitudes of learning math and a student’s ability to DO math

What DI in Math? Choice Flexible Groups Visual Displays Process Product Assessment Focus Instruction Focus Student Interest Learning Style Readiness Tests/ Quizzes Good Questioning Making a Connection Content

Three strategic approaches: Fearless listening and speaking Questioning to evoke and expose thinking Responding to provide appropriate scaffolding and challenge Sharpening the Instructional Focus Driver for 2008, 2009, 2010,… More specific: Open questions and parallel tasks What DI in Math? GAINS WEBSITE, 2009

Connecting Foci Fearless listening and speaking GAINS WEBSITE, 2009

What types of Questions? Open Questions – Open: many ways to solve, many possible answers – Open Routed: many routes to solve, one correct answer Parallel Tasks – Choice (based on readiness)

Open Questions Definition: A question that is framed in such a way that a variety of responses or approaches are possible. (Marian Small, 2009) Some questions may have one definitive answer (Open Routed) while others may have many possible answers (Open)

Examples of Open Questions Start with the answer: A line goes through point (2, 4) what might the slope of the line be? Similarities and Differences: How is multiplying integers like multiplying whole numbers? How is it different?

Another Example of Open Questions Omit Values: Choose two fractions with different denominators then add them using the grid model.

Opening Up a Question Choose one of the following to open up using any of the approaches: 1.A line crosses through (4,5) and (6,2). What is the slope? 2.A car travels at a constant speed of 75km/h. It takes 2.5 hours to arrive at the destination. How far did the car travel? 3.A 5m ladder is leaning against a wall. It is 2m form the wall at its base. How far up the wall is the ladder?

Parallel Tasks Definition: A set of tasks (2 or 3) that are designed to meet the needs of students at different developmental levels, but that get at the same big idea and are close enough in context that they can be discussed simultaneously. (Marian Small, 2009) Some Considerations: operations used, size or type of numbers used, types of measurement Common Questions are used during the discussion to reflect on student work and strategies GAINS WEBSITE, 2009

Examples of Parallel Tasks Common Questions: How does your problem use the coefficient of n? How does it use the constant? What led you to the situation you used in your problem? Marian Small, 2009 Choice B Write a word problem to match the equation 4n + 3 = 27 Choice A Write a word problem to match the equation 28n + 75 = 215

Examples of Parallel Tasks Choice A Write each as an algebraic expression: a)Triple a number b)Subtract a number from 10 c)Add a number to itself Choice B Write each as an algebraic expression: a)Add one to number then double it b)Subtract a number from 10 then divide by 4 c)Triple a number you added 4 to and then add 1 more

A PROFESSIONAL LEARNING CYCLE Plan Today (Feb.) Reflect Act Feb. (May) Dec/Jan (Mar/Apr.) Observe Dec/Jan (Mar/Apr.) Between Session

Planning for Instruction 1.Examine data/evidence to determine an area of need related to student achievement and/or engagement. 2. Select a learning focus (e.g., for a 2-4 week module/unit) that addresses the area of student need; 3. Determine educator learning (i.e., what and how) required to address the area of student need 4. Plan ‘with the end in mind’ – Decide what evidence will indicate that the area of student need has been addressed.

Resources Math Coach Release Time DI Materials Wiki Co-plan Co-teach Debrief/next steps Beyond Monet Good Questions TIPS4RM Between session release time is available for sharing observations and reflecting and planning mathcubed.wikispaces.com discussion sharing resources links

Your Turn This afternoon will be dedicated to working on developing some open questions and parallel tasks that you can use in upcoming lessons/units. In pairs or small groups, take a look the resource you use most often and create a plan for using open questions and parallel tasks. Develop a few to use and share with each other.