1. Differentiated Instruction for Math III Day 1
Evelyn Blalock
Columbus State University
Summer 2010
Evelyn Blalock

2. Agenda for the Week Purpose of Differentiated Instruction
Getting to Know the Learners
Flexible Grouping/ Managing Teams & Tasks
Differentiated Instruction Strategies for Content, Process, and Product
Menu
Tiered Instruction
Plan of Implementation Activities
Complete a learning style inventory
Create lessons using 2 differentiated instruction strategies
Modify a Tiered Lesson Plan for students with disabilities
Integrate differentiated assessment and modifications into lessons
Gregory & Chapman (2007, p. 6) Overview
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3. Agenda for Today Differentiated Instruction Overview
Purpose
Getting to know your students
Learning Styles & Interests
Math Learning Styles
Plan of Implementation Activity
Applying Math Tools to a differentiated lesson
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4. Why Differentiate? Think (Individually) 30 seconds
Pair (share thoughts & ideas) 1 min.
Share with Grade level group 1 min.
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5. Why Differentiate? All kids are different. One size does not fit all.
Differentiation provides ALL students with access to the general curriculum.
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6. Quote from a Teacher’s Lounge
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7. Differentiation values Difference
“Fairness is not when everyone gets the same.
Fairness is when everyone gets what he or she needs.”
Think-Pair-Share: What does this statement mean for students? For teachers? For administrators?
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8. Why Differentiate? Diversity of Learners
Readiness
Achievement gap
Special needs
“Believe in the possibilities in each student”
Learning Style
Multiple Intelligences
Interest
Motivation
Accommodations are available to all students & part of the class structure
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9. Why Differentiate? Increased Motivation & Time on-task
Increased Learning
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10. Why Differentiate? Diversity of content
Georgia DOE Core Instruction for ALL students
Standards and Benchmarks
25 years to teach them all (Marzano)
Multiple ways to teach content and concepts
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11. What type of Learning Style do you use most often when learning new material?
Visual
Auditory
Kinesthetic
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12. Learning Styles & Interests Inventories
Learning Styles Inventories
Multiple Intelligences Inventories
Gives a visual
Using your MI in School
Motivation/ Interests (Gregory & Chapman, p )
Learning Preferences Survey (Gregory & Chapman, p. 25, 27)
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13. Differentiated Instruction Intro
Differentiated Instruction in Action: High School
Flexible Grouping
Video: Quick Fire Challenge in History class
Heterogeneous by mixing learning styles
Use of roles
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14. Math Learning Styles (Silver, Brunsting, & Walsh, 2008, pp 4-15)
Mastery
Understanding
Self-expression
Interpersonal
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15. 4 Math Instructional Styles
4 Instructional Styles: (6th grade) all studying area and perimeter
Mastery
Apply formulas, compute accurately, reinforce skills through practice
EX-apply formulas you already know
Understanding
Discover patterns, make generalizations, develop mathematical explanations
EX-explain the process you used to figure out your answer
Self-expression
Think creatively, develop new problems, try our a variety of problem solving approaches
EX-create your own area & perimeter problem using shapes
Interpersonal
Make personal connections and solve real world problems
EX-draw floor plan of your house, How much carpet?
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16. Math Tool Example Interpersonal Math Tool, “Who’s Right?”
Tool Matrix, pp
Statistics has been used to make a claim.
Examine the data closely and apply mathematical concepts to determine “Who’s Right?”
Interpret the exam results from these two classes. The first class (Chart 1) took the exam in the morning. The second class (Chart 2) took the exam after lunch. Which class did better on the exam? Can we use these data to say that it is better to take this exam in the morning than in the afternoon?
Evelyn Blalock

17. Learning & Math Instructional Style Activity
Individual Activity
Learning Objective: Students will investigate the relationships between lines and circles.
What Math Instructional Style do you use most often?
Find 1 Math Tool to teach Conics
Use the matrix to find a Math Tool
Pick a style that you use least often.
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18. Learning & Math Instructional Style Activity
Group Activity – How to teach content
Share with your Group
Math Tool for preferred Math Instructional Style
Math Tool for least used Math Instructional Style
Expand it
Create a way to use a Math Tool to teach content for any Math Instructional Style not covered
Alter your instructional plans using the Math Tools to use them as a group to differentiate for an entire class
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19. According to Students’
Teachers Can Differentiate
Content
Process
Product
According to Students’
Content – What is being taught
Process – How the student learns what is being taught
Product – How the student shows what he/she has learned
Readiness – Skill level and background knowledge of child
Interest – child’s interest or preferences
Learning Profile – learning style, preferences for environmental or grouping factors
You pick a differentiation strategy based on why you are differentiating
Readiness
Interest
Learning
Profile
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Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)

20. What to Differentiate:
CONTENT
PROCESS
PRODUCT
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21. What to Differentiate:
CONTENT
WHAT students learn
PROCESS
PRODUCT
HOW students learn
How students SHOW what they’ve learned
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22. Content Connecting learning to real life uses
Content: What is being taught.
differentiate the actual content being presented to students
remediate, accelerate, or enrich using basic or more complex resources
Examples:
Connecting learning to real life uses
Leveling or Tiering materials; Adjustable Assignments (Gregory & Chapman, p )
Using a variety of instructional materials
Providing choice (Gregory & Chapman, p )
Using selective abandonment
Acceleration, compacting, flexible pacing
(Gregory & Chapman (2007) Differentiated Instructional Strategies: One Size Doesn’t Fit All)
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23. Process Process: How the student learns what is being taught.
Differentiated by addressing different learning styles, levels of thinking, and kinds of thinking
Examples:
Flexible Grouping
Jigsaw (Gregory & Chapman, p )
Task Cards and Tiered groups (Differentiated Instruction in Action Video)
Research and Brain-Based Instructional strategies from Marzano like Graphic Organizers (Gregory & Chapman, p )
Learning contracts (Gregory & Chapman, p )
Choice boards & Menus (Gregory & Chapman, p ; 163)
Compacting (Gregory & Chapman, p )
Interest groups; flexible grouping (Gregory & Chapman, p )
Bloom’s Taxonomy, Higher Level Questioning (Gregory & Chapman, p )
(Gregory & Chapman (2007) Differentiated Instructional Strategies: One Size Doesn’t Fit All)
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24. Product Product: How the student shows what he or she has learned.
differentiated by addressing different learning styles
providing choice in variety
different levels of complexity of products
Performance tasks Examples (Gregory & Chapman, p. 119)
Oral presentation
Math Log or journal
Draw a picture
Record findings
Play Who Wants to be a Millionaire or Jeopardy
Design a brochure for the process
Color code a sequence
Write a song
Make a bar graph and interpret the data
Learning Contract (Gregory & Chapman, p )
(Gregory & Chapman, 2007 Differentiated Strategies: One Size Doesn’t Fit All)
Evelyn Blalock

25. GO-GO-MO Give One, Get One, Move On
Fill in the first three boxes with ideas of how you can differentiate in Math III.
Circulate around the room.
Give one idea to someone, get one idea from them to write in a box. Move on another person.
Goal: fill all boxes with different ideas.
Put your Differentiated GO-GO-MO in your folder & turn your Exit Ticket into Evelyn
Evelyn Blalock