1. Strategies for Differentiating Instruction
Why strategies are so important: research tells us that classroom management is the reason why more teachers leave the profession in their first five years. And it’s a fixable problem for most people. Unfortunately, we see the final product, a well-run classroom and don’t see what led up to it. New teachers or ineffective teachers often don’t know what they’re doing wrong (and sometimes good teachers can’t explain it to others because they do things innately). If we can deconstruct the effective classroom in order to identify what makes differentiation workable, teachers can more readily develop their own strategies in order to effectively differentiation instruction.
sjmac

2. What would you like to get out of this session?
What question(s) do you have about strategies for differentiation?
What is one area in which you would like some help?
Have participants think about what they want and write down questions. Save notes for the end of the presentation
sjmac
sjmac

3. The Importance of Procedures
Students know what is expected
Problems are avoided before they have a chance to occur
Interruptions are minimized
Routines, once they have been internalized by students, are easier to share with others, such as guest teachers
Procedures: if students know what is expected of them, they are more comfortable and more likely to work with a teacher. Procedures that have been communicated and practiced are easier to share with other teachers, including substitutes. It also helps develop the “fallback” behaviour”. Students know what to do if the teacher is distracted by something else. For example, if the teacher needs to deal with a crisis or have a one-on-one with a student.
When students come into the class for the first time, they are looking for a secure, welcoming environment. They want to know what they can expect, what is expected of them. They want to know who you are. They want to know that there is a place for them and they are welcome and valued.
sjmac
sjmac

4. Teaching a Procedure Explain Model Practice Feedback
This is the “How To” of general procedures. Some procedures will be taught early and used regularly. Others may need review if they aren’t used often enough for students to internalize them.
For example, what to do when the bell rings. Are students expected to start to work immediately? Is there time for milling about before the announcements? Does the teacher clearly and consistently communicate expectations? Or even know what their own expectations are?
sjmac
sjmac

5. Quiet Signals Stop what you are doing Wait quietly
Keep your hands free
Look at the speaker
Listen
Have a procedure for getting everyone’s attention and for ending the activity
Quiet signal: why do you want it, how does it work
Stop / Quiet / Hands Free / Look / Listen
Activity: talk about why they came, where they came from and what they’d like to get from the session. Be ready for the password/ quiet signal. We’ll practice it a few times before moving on.
Explain, model, practice, feedback
Procedures like quiet signals work best if they are ALWAYS used to get students’ attention. Consistent use makes a difference.
sjmac
sjmac

6. The 3 Rs Revisit Review Reflect
Discuss classroom procedures with students on a regular basis. What went well, what needs tweaking? Sometimes we only review what goes wrong. It is equally important to make evident the success we experience. Have participants write down one idea that they use in their classroom to support positive group work. Share it with the person next to them.
sjmac
sjmac

7. Strategies
to Support
Group
Work
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8. Empathy Modeling: Making Positive Class Climate a Priority
4 Indicators of Respectful Behavior:
Tone of Voice
Choice of Words
Body Language
Facial Expression
Review the 4 indicators: exaggerate to show what they are. Listen to the sound of different tones; feel your face change; cross arms, shrug shoulders, roll eyes….
Students who claim: “All I said was….” may be telling the truth, but not the whole truth!
sjmac
sjmac

9. Empathy Activity 10
Find your partner in the room. The two of you will have compatible numbers which sum to 10.
Choose a card: find your partner (2 numbers which sum to 10) and talk briefly about what you have learned or liked so far. Think about your 4 indicators of respectful behavior. I will be asking you about that when we are done.
Remember to think about what your face looks like, what choice of words you make, what your tone of voice is like and what body language you are using. Be conscious of it so we can talk about it when I give the signal to stop. (Stop and discuss activity in short order. The idea is to start with short activities to practice success.) Don’t forget to be ready for the quiet signal!
sjmac
sjmac

10. Teaching to the Team
Present a problem to the group. It should be something they will need to think about (a level 3 question or a challenge)
The group’s assignment is to explain to the rest of the room how they are going to solve the problem, that is their approach to solving the problem (First, we will…)
Each member of the group, going around the table, will have to contribute one part of the solution. Everyone needs to speak.
The group must work together to plan their oral presentation.
The teacher cannot assume that students already know how to work together. Just as we teach them procedures, we need to teach them how to share work within a group and how to include and value the input of all students. Teaching to the team means that you actively teach students how to share air space.
sjmac
sjmac

11. Team Task
What is the fewest number of pennies I could have? Use the following information and explain how you got your answer.
When I put them in 2 equal stacks, there’s one penny left over.
When I put them in 3 equal stacks, there’s one penny left over.
When I put them in 4 equal stacks, there’s one penny left over.
From Good Questions for Math Teaching: Why Ask Them and What to Ask, Grades 5–8
Explain how you got the answer, one step at a time, with each team member giving one piece of information. The team has to make sure that each person contributes to the solution. As soon as a participant has spoken, they cannot speak again until everyone has had a say. This could also be done in writing with each student contributing a sentence.
sjmac
sjmac

12. The 3 Rs Revisit Review Reflect
Discuss classroom procedures with students on a regular basis. What went well, what needs tweaking? Sometimes we only review what goes wrong. It is equally important to make evident the success we experience. Have participants write down one idea that they use in their classroom to support positive group work. Share it with the person next to them.
sjmac
sjmac

13. Put in your two cents worth!
It’s gonna cost ya!
Some students are naturally more inclined to participate in small or large group discussions than others. How do you encourage others to put their two cents in as well? One way is to give students two coppers and have them literally put their two cents in, one penny at a time. Every time students have something to say, they put a penny in the pot. Once their pennies are spent, they have to wait until all pennies are spent by their fellow classmates.
*Idea from Sharon Boudreau
Math Facilitator
Cape Breton-Victoria School Board
sjmac
sjmac

14. The Purpose of an Anchor Activity is to:
Provide meaningful work for students when they finish an assignment or project, when they first enter the class or when they are “stumped”.
Provide ongoing tasks that tie to the content and instruction.
Free up the classroom teacher to work with other groups of students or individuals.
sjmac

15. Anchor Activities Using existing resources for anchor activities
Keeping an “open mind” about activities
Student-created anchor activities
Anchors are ongoing assignments that students can work on independently.
These tasks should be rich learning activities tied to content and instruction, but may be opportunities to revisit areas already studied.
sjmac
sjmac

16. Sample Anchors DAY 2\Target a dollar_gr3-5.doc
Once students have used activities like this one, they can create their own versions of it. This adds to your repertoire of activities while instilling a sense of pride in the creator. Everyone wants their activity to be chosen for a weekly anchor!
sjmac

17. Resources for Anchor Activities
Open-ended questions (little purple book)
I Get It activities
Website exploration (bookmarked sites)
Math Journal writing
Choice Charts completion
Manipulative activities: exploring tangrams, pattern blocks, pentominoes, etc.
Cribbage, Chess, Jigsaw puzzles, 24
Math Makes Sense Centre Suggestions
There are many resources in the classroom from the DOE, many more than we have time to use with all students. For example, the 24 game is already differentiated.
sjmac
sjmac

18. Introducing an anchor
Explain how to do the activity and how to track it
Model it with the whole class
Practice with half the class
Feedback and try again
with the other half
Students can track their own anchor activities if given a template and regular practice. Don’t wait until they need an anchor activity. Pre-teach how to do it and how to track it. Then, practice and talk about how it worked and, if necessary what they need to do to make it work
sjmac
sjmac

19. Operation Card Game 4 12 2 4 4 ÷ 4 = 1 1 x 12 = 12 12 x 2 = 24 24
Total
Difficulty Level 4
All numbers must be used along with any operation to reach the total 12 2
4 ÷ 4 = x 12 = x 2 = 24
Cards are already differentiated so students can select an appropriate level for themselves 4
4 ÷ 4 = x 12 = x 2 = 24
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sjmac

20. Strategies
to Support
Independent
Work
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21. I’m Stuck Form
Date: ____________________ Assigned Activity:____________________________________
Problem:
_____________________________________________________________________________
3 strategies tried to solve the problem:
Anchor activity selected:
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22. General Tracking Format:
Date: ________________ Activity chosen:____________________
My comments, questions, discoveries:
_______________________________________________________
Give students as much responsibility as possible. This includes responsibility for tracking their learning activities. For example, if a student cannot complete assigned work, they can select an anchor activity of their choice, but they must record why they couldn’t do the assigned work (problem encountered) and what they did to try to solve the problem (independent strategy used to solve the problem)
This doesn’t have to be on a separate paper. A notebook can be used to track the activities with the format followed (date, title of activity, comment)
sjmac
sjmac

23. Sample Tracking Form for Website Work:
Select an activity to investigate. Record what you have done and the results using words, illustrations and numbers.
Date: ________________ Activity chosen:____________________
My comments:
_______________________________________________________
This tracking form is available in Appendix E of the Math Support Document. It puts the onus on students to justify the time they spent and serves as a record of computer work. If a student wants to have computer privileges, they must complete the form each time they use a site as an anchor activity.
sjmac
sjmac

24. Post Directions: Anchor Charts
What to do while I’m waiting:
Check my math folder
for unfinished work
Read a math book
Choose a math puzzle or challenge activity
Write in my math journal
Should be specific.
Reinforces oral directions.
Eliminates many housekeeping questions.
Guides students to manage time.
Sample anchor charts are included in the Appendix of the document
In your group of 4, make a list of possible anchor charts. What are some regular activities that could be supported by anchor charts?
sjmac
sjmac

25. Posting the Schedule Helps keep everyone one task.
Gives time limit for teacher-led group and group working independently.
Guides students to prioritize their work.
9:00 Mental Math
9:15 Independent Stations
9:45 Plenary Discussion
10:00 Phys Ed
10:30 Recess
10:45 Literature Circles
Posting the class or daily schedule: keeps you on track, supports students with auditory processing or other learning disabilities, offers hope to students if they wonder if phys ed class will ever start!
sjmac
sjmac

26. R.I.C.E. Recall what your teacher said.
Imagine logically what the directions would be.
Check with a classmate.
See the“expert” for help.
Strategy for problem-solving without asking the teacher. This can be used as an anchor chart or put inside the cover of the duotang where students store their independent work.
sjmac
From The Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson, l999
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27. Ask 3 Before Me
Students consult three other students or resources (e.g., Word Wall, anchor chart, directions on board) before coming to teacher.
Students often ask questions for reassurance. They want to know if they are on the right track. When the teacher is working with a small group, interruptions can be minimized by getting students to ask questions of one another rather than disrupting the whole group. “Ask 3 before me” gives students an opportunity to problem solve without interrupting the teacher (most of the time)
sjmac
sjmac

28. Don’t “BUG ME” hat!
A visual cue helps students remember not to interrupt.
*Idea from Marie-Ève St-Pierre
grade 5 teacher
École St.Catherine’s School HRSB
Marie-Ève, a teacher at École St. Catherine’s School in Halifax, wear a hat while working with a small group or one-on-one with a student. The other students know that they are not permitted to interrupt her when she is wearing her hat.
sjmac
sjmac

29. Doctor is In ________________
Student puts her/his name on the waiting list. This is the teacher’s promise to conference with the student when there is time. They put their name on the list, then go back to work. When the teacher is free, s(he) responds to the students in the order in which they appear on the list.
sjmac
From The Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson, l999
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30. Strategies
to Support
Assessment
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31. Assessment and Instruction
In a learner-centred classroom, assessment and instruction are inextricably linked.
There are three sources of assessment data
Conversations (Student Interviews)
Observations
Products Davies, 2000
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32. Sources of Assessment Data Activity
Using a Venn Diagram, sort the Worthwhile Tasks into the following categories:
Conversations (Student Interviews)
Observations
Products
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33. Tanya
Eva
Jada
Jim
Angela
Natalie
Anna
Dan
Cheryl
Janice
Jeanne
Narda
Soehal
Sonya
Jerry
Penny
Tracy
Sally
Anne
Sandra
Sample tracking sheets for individual and whole class activities are included in the Support Resource
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34. Rubrics
Student names
Super Clear understanding. Communicates concept in multiple representations. Shows evidence of using idea without prompting.
On Target Understands or is developing well. Uses designated models.
Keep Going Some confusion or misunderstanding. Only models idea with help.
Sample found in TR
From Elementary and Middle School Mathematics Teaching Developmentally by John A Van de Walle
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sjmac

35. EXIT CARDS
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36. Sample Exit Cards Today you began to learn about decimals
List three things you learned
Write at least one question
you have about this topic
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37. Today we talked about measurement.
Sample Exit Cards
Today we talked about measurement.
List three things you would measure
using millilitres and three things
you would measure using litres.
Write one question that you still
have about millilitres and litres.
sjmac

38. Exit Card Groupings Readiness Groups Group 2 Group 1 Students with
some understanding
of concept or skill
Students who are
struggling with the
concept or
skill
Group 3
Students who
understand the
concept or skill
Readiness Groups
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39. In the Balance - Discussion
What are the factors that effect the balance among these three sources of data?
Conversations Observations
Products
Factors: Students in your class, the content or unit that you’ve taught, physical space, resources and materials available, time, collection and storage of assessment data, tools for monitoring and tracking evidence, teacher comfort level and knowledge, classroom management, school climate
sjmac
sjmac

40. Other
Considerations
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41. Organization, Distribution and Collection of Materials
Colour
Number
Labels
Tracking
Storage
Colour-code notebooks
Number notebooks according to numbers on the register list
Make labels for student name and put them in the same spot on each notebook
Use baskets from the dollar store to collect each type of notebook rather than leaving them in desks; no messy desks with hard-to-find notebooks!
Have a student put them in order every time they are collected so that you know which ones are missing
sjmac
sjmac

42. Sample Notebook Provides a template for student notebooks
Maintains a clean paper copy
Creates a space to store labeled sheets for absent students
Sample Copies
Numbering pages; notebook quiz / When did we talk about that? Student can tell others to look on page…
Sample 3-ring binder for reference, for students who missed a day, for students who are not able to take their own notes, if applicable
Keep extra copies of work in same file with names of missing students on them in addition to the master copy. The master copy serves as a record of work done for teacher to refer to (remember that great activity we did last year…) It’s really helpful to have the file name as a footer so you know where it is stored on the computer. How many times have I retyped a great activity because it was faster than going through my computer files to find it????
sjmac
sjmac

43. Storage of Student Work
Math Journals
Ongoing Math Activities
Tracking Sheets
Homework
Regular procedures to develop and practice:
having a place for completed work as well as one for homework and other collectibles
(Notes from parents should go into a clear ziplock: that way you can see if there’s one there)
Using numbers for students based on register: that way a student can order work passed in to see who hasn’t passed it in yet
sjmac
sjmac

44. Storage of Math Manipulatives
Storage for easy access
Thinker Tools…
Careful planning of how manipulatives are stored can mean the difference between materials that are used and those that are not. If it takes 10 minutes to pass them out, teachers will be reluctant to use valuable class time. Having kits prepared for individual students or small groups allows ready access for the thinker tools we value.
Math Kit
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sjmac

45. Small Group Work Station
Schedule
Group
Assignments
Teacher Station
Math Centres
Small Group Work Station
Making best use of physical space can be a challenge in classrooms that were not built to accommodate small group work. Issues like the location of the plugs or bookshelves can create limits or roadblocks for change. Sometimes, the teacher has to be very creative in order to create a room where students can work independently and in small groups without hitting elbows. Accepting that furniture may have to be moved around on a regular basis is a price that many teachers pay in order to allow differentiation to take place. Planning on paper before moving furniture is helpful. For example, when students are working at a computer, the teacher may be working elsewhere, but should still be able to see the screen in passing.
Think about one constraint you can identify in your classroom. What could you do to change it?
Storage for activities and notebooks
sjmac
sjmac

46. Celebrate Success! Memorable Monthly Math Moments
Math should be a positive experience for all. One way to promote that attitude is to schedule celebratory events. For example, you might want to have monthly math reflections. What was the best math moment of the month? Students can write in their math journals about the highlight and if you are really keen, they can share their ideas on occasion over a toast.
sjmac
sjmac

47. Literacy Connections
Many of the strategies we use in literacy classes can be adopted or adapted to meet the needs of a math classroom
Think of one differentiation strategy teachers use in the teaching of reading and writing
Discuss your idea with a partner
Be prepared to share an idea with the group
We don’t expect every student to be reading the same level of book or producing the same degree of sophistication in their writing. If we can differentiate for literacy, we can use many of the same strategies in math classrooms
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48. Some Final
Thoughts...
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49. Be clear about why you are differentiating: student readiness, interest, learning profile
Understand that differentiation is critical for student success, but is not feasible all the time
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50. Start small!
Be flexible.
Don’t give up!
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51. Revisit, Review, Reflect
What is one new idea that you would like to try?
What question do you still have about strategies for the differentiated classroom?
Have participants refer back to their notes (first questions they wrote) and fill out exit cards.
sjmac
sjmac