1. Georgia Performance Standards
3rd-5th Grade Mathematics
Day 5:
Differentiation

2. Getting Acquainted Name Tag: First Name or Nickname Index Card: Name
Address
System/School
GPS Status

3. Contact Information
Jessica Jetton
Georgia Department of Education
1754 Twin Towers East
205 Jesse Hill Jr. Drive, SE
Atlanta, Georgia
Office phone: (404)
Office

4. Group Norms and Housekeeping
Ask questions
Work toward solutions
Honor confidentiality
Meet commitments or let others know if you are struggling
Housekeeping:
Parking Lot
Phone calls
Rest rooms
Breaks
Lunch

5. Four Corners, Part 1
Choose a corner based on your confidence in understanding the GPS for 8th Grade Mathematics:
Attended Days 1-4 GPS Training
Attended GPS Redelivery
Somewhat familiar with GPS
What is GPS and why am
I here?

6. Four Corners, Part 2 What made you choose your corner?
Discuss what you know and
what you want to know.
Be prepared to share with the group.
Have each corner share. Record on chart paper.

7. CALVIN AND HOBBES © 1993 Watterson. Dist. By UNIVERSAL PRESS SYNDICATE
CALVIN AND HOBBES © 1993 Watterson. Dist. By UNIVERSAL PRESS SYNDICATE. Reprinted with permission.
All rights reserved.

8. Grade 3 Unit 6 -Culminating Task “We’re Having a Party!”
Logical Exercise
Grade 3 Unit 6 -Culminating Task “We’re Having a Party!” 
You have square tables which will seat four people, one on each side. For the party,you will place the tables together to form a rectangle (no holes in the middle, solid rectangles!). Describe all the ways that you could arrange the tables to seat 48 people. Use pictures and charts for your solution.
Find the largest number of tables that one can use as well as the smallest number of tables.

9.
Mathematics

10.
Drop down to Curriculum and Instructional Services

11. Click here for the Mathematics Webpage.

12. Click here for the standards and frameworks.

13. Frameworks
Standards

14. Unit 2 - Multiplication and Division of Whole Numbers
                                                                                                                                                                                            
Grade 3
Curriculum Map
Unit 2 - Multiplication and Division of Whole Numbers
Unit 3 - Geometry and Measurement
Unit 4 - Fractions and Decimals
Unit 6 - Algebra
Grade 4
Unit 1 - Numeration
Unit 4 - Coordinates Geometry and Graphs
Unit 5 - Fractions and Decimals
Grade 5
Unit 1 - Groovy Graphing
Unit 2 - Divine Decimals
Unit 3 - Funky Fractions
Unit 4 - Plane Figures

15. Essential Question #1
What is differentiation and how does it fit into the standards-based education process?

16. What is Differentiation?

17. What Differentiation is NOT…
Individualized Instruction
Chaotic
Homogeneous Grouping
Tailoring the same Clothes
Carol Ann Tomlinson
How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition, pp 1-7.

18. What Differentiation IS…
Proactive
More Qualitative than Quantitative
Rooted in Assessment
Student Centered
Carol Ann Tomlinson
How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition, pp 1-7.

19. What Differentiation IS…
Provides Multiple Approaches to Content, Process, and Product
A Blend of Whole-Class, Group, and Individual Instruction
Organic
Carol Ann Tomlinson
How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition, pp 1-7.

20. “Come to the edge,” he said. “We are afraid,” they said.
THEY DID.
And he pushed them,
And they flew.
--Apolonaire

21. Some Underlying Assumptions Differentiated Instruction
Self-Assessment
Some Underlying Assumptions Of
Differentiated Instruction

22. Essential Principles of Differentiation
Good Curriculum Comes First
All Tasks Should Be Respectful of the Learner
When in Doubt, Teach Up
Use Flexible Grouping
Become an Assessment Junkie
Grade for Growth
--Tomlinson & Eidson, Differentiation in Practice, Grades 5-9,

23. Grade 3 Unit 6 -Culminating Task “We’re Having a Party!”
You have square tables which will seat four people, one on each side. For the party,you will place the tables together to form a rectangle (no holes in the middle, solid rectangles!). Describe all the ways that you could arrange the tables to seat 48 people. Use pictures and charts for your solution.
Find the largest number of tables that one can use as well as the smallest number of tables.

24. Why and how do we differentiate?
Essential Question #2
Why and how do we differentiate?

25. WHY Do We Differentiate?

26. Two Reasons to Differentiate
It is the only fair way to teach.
Most school districts and parents require it.

27. HOW Do We Differentiate?

28. The Role of the Teacher
Instead of being the keeper and dispenser of knowledge,
the teacher should move toward seeing themselves as
organizers of learning opportunities. .
Carol Ann Tomlinson
How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition, p 16.

29. Classroom Management
There are many effective ways to develop a classroom in which students participate in a variety of interesting and engaging activities.

30. Preparation for Differentiation
Readiness
Interests
Mathematical Learning Style

31. Readiness
A good readiness match pushes the student a little bit beyond his or her comfort zone and then provides support in bridging the gap between the known and unknown.
Carol Ann Tomlinson
How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition, p 47.

32. Interests Match between school and personal desires to learn
Connectedness between all learning
Use skills or familiar ideas as a bridge to new ones
Enhance motivation to learn
Carol Ann Tomlinson
How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition, p 47.

33. Mathematical Learning Styles
MASTERY STYLE
People in this category tend to work step-by-step.
UNDERSTANDING STYLE
People in this category tend to search for patterns, categories, and reasons.
“Creating a Differentiated Mathematics Classroom”
Strong, Thomas, Perini, Silver 2004

34. Mathematical Learning Styles
INTERPERSONAL STYLE
People in this category tend to learn through conversation, personal relationship, and association.
SELF-EXPRESSIVE STYLE
People in this category tend to visualize, create images, and pursue multiple strategies.
“Creating a Differentiated Mathematics Classroom”
Strong, Thomas, Perini, Silver 2004

35. Elements of the Curriculum
Content
Process
Product

36.   Grade 4 Unit 4 Culminating Task “Polygon Challenge”   You have been given the task of building at least two different polygons using pattern blocks. There are specific guidelines you must follow.   Part One:Select the appropriate blocks for beginning your challenge. Here are the requirements for your building materials. ·         Use a total of 8 blocks. ·         You may only use trapezoids, triangles, hexagons, and rhombi pattern blocks for this activity. ·         List the number of each shape and color that was used to build your polygon. ·         Draw and color your polygon on graph paper. ·         Label your polygon with the correct name. Part Two: Design a second polygon that is different from the first one that you built. ·         List the number of each shape and color that was used to build your polygon. ·         Draw and color your polygon on graph paper. ·         Label your polygon with the correct name.  

37. Differentiation Content Process Product Mastery Understanding
In your small group, divide your chart paper into four columns and five rows. Complete the chart for our task.
Content
Process
Product
Mastery
Understanding
Interpersonal
Self-Expressive

38. Essential Question #3
What does a differentiated classroom look like?

39. A True/False Quiz: Directions: Mark TRUE or FALSE.
Compare your answers.
If disagree, discuss to reach consensus.
Share with the whole group.

40. Traditional vs. Differentiated
Read the characteristics
Prepare to share in a whole group discussion concerning the similarities and differences of the two.

41. Grade 5 Unit 2 Culminating Task “Bargain Shopping”
Grade 5 Unit 2 Culminating Task “Bargain Shopping” *Adapted from A Collection of Performance Tasks and Rubrics: Upper Elementary School Mathematics by C. Danielson. It is time to go shopping for school supplies for next school year. You have ads from two local stores indicating their prices (which include sales tax) for different school supplies. Your mother has given you $45.50 to spend, and wants you to find the best prices on things you will need. While working this task, consider how you may differentiate the Content, Process, and Product to accommodate the various mathematical learning styles mastery style, understanding style, interpersonal style, and self-expressive style.

42. Essential Principles of Differentiation
Good Curriculum Comes First
All Tasks Should Be Respectful of the Learner
When in Doubt, Teach Up
Use Flexible Grouping
Become an Assessment Junkie
Grade for Growth
--Tomlinson & Eidson, Differentiation in Practice, Grades 5-9,

43. It is perfectly acceptable to begin slowly
Set a Goal
It is perfectly acceptable to begin slowly
AS LONG AS WE DO BEGIN!

44. Your Assignment Redeliver Day 5 Training. Bring to Day 6 Training:
4 copies of a student work sample
A copy of the assignment
Two signed permission forms

45. Criteria for Good Tasks
Involves significant mathematics
Can be solved in a variety of ways
Elicits a range of responses
Requires communication
Stimulates best performance
Lends itself to a scoring rubric

46. You deserve it. Educators ROCK!
Give Yourself a Hand
You deserve it. Educators ROCK!

47. Contact Information
Jessica Jetton
Georgia Department of Education
1754 Twin Towers East
205 Jesse Hill Jr. Drive, SE
Atlanta, Georgia
Office phone: (404)
Office