1. Adapting Math Materials to Meet the Needs of All Learners Presenter: Angela May Far West Teacher Center Network 2014 and Erie 1 BOCES Far West Teacher Centers

2. What type of learner are you? Far West Teacher Centers DIRECTIONS: ✓ Identify and list (on chart paper) the characteristics or attributes of the object in your group on the chart ✓ Write a brief description of this type of learner ✓ Go to the table that best fits your attributes.

3. Your Students… ❑ come from different cultures ❑ have different learning styles ❑ come to school with varying levels of emotional and social maturity ❑ have varying interests in both topic and intensity ❑ reflect differing levels of academic readiness in various subjects ❑ all of the above can vary over time and depending upon the subject matter Far West Teacher Centers

4. What is Differentiated Instruction? Sort the strips to indicate your understanding of what DI is and what it is not. Far West Teacher Centers IS:IS NOT:

5. NOT Differentiated Instruction is NOT: Separate learning goals for each student Same assignments for all students Single approach to learning Allowing students to skip questions Unstructured or chaotic Homogeneous grouping that never changes Using mostly direct instruction all the time Different grading system for each student Far West Teacher Centers

6. Differentiated Instruction IS: ✓ Proactive ✓ Flexible Grouping ✓ Learning Options ✓ Assignment Choices based on learning styles or interests ✓ On-going Assessment ✓ Matching Content to the Learner ✓ Multiple Approaches to Instruction ✓ Student Directed Far West Teacher Centers

7. Keeping a Balance  It is not the goal of a teacher to differentiate everything all the time.  Try to meet learners where they are in order to further their knowledge, understanding, and skill.  Use student-selected and teacher- assigned tasks and working arrangements.  REMEMBER:  Curriculum is WHAT we teach.  Differentiation is HOW we teach. Far West Teacher Centers

8. 6 Shifts in Mathematics Focus Coherence Fluency Deep Understanding Applications Dual Intensity Use of the standard algorithms can be viewed as the culmination of a long progression of reasoning about quantities, the base-ten system, and the properties of operations Students use strategies for addition and subtraction in Grades K-3, but are expected to fluently add and subtract whole numbers using standard algorithms by the end of Grade 4. Prerequisites content for a given cluster or domain Adapting Math Materials

9. Adapting Math Curriculum Materials At the grade and unit level:  Use Overviews to locate modules and topics that focus on the Major Work or to remediate within a domain or cluster At the lesson level:  Adapt fluency activities to meet student needs (in terms of content and timings)  Use conceptual understanding activities on a daily basis “1,2,3……sit on ten”

10. The Goal for US: “In a differentiated classroom, the teacher proactively plans and carries out varied approaches to content, process, and product in anticipation of and response to student differences in readiness, interest, and learning profile.” Carol Ann Tomlinson Far West Teacher Centers

11. 3 Ways to Differentiate Your Students: Far West Teacher Centers ➢ Readiness ➢ Interests ➢ Learning Profiles

12. What do they know? How can I build on what they know? How can I support them in the process? To assess readiness: Select/create a survey which will help you determine the above. Differentiation Based on Readiness Far West Teacher Centers Teacher learns how students approach learning.

13. Readiness: Four Corners Far West Teacher Centers

14. Differentiation Based on Interests: Far West Teacher Centers You have been invited to appear on America’s Got Talent….. Identify a talent you have that you could share with others

15. Intelligence preferences Verbal, auditory, kinesthetic, tactile, interpersonal, intrapersonal, right/left brain… Module Fluency Grade 2: For every number sentence I give, subtract the ones from ten. When I say 12 – 4, you say 10 – 4 = 6. Ready? Culture-influenced preferences Gender-based preferences To assess learning profile: Learning style inventories, warm-up activities Far West Teacher Centers Differentiation by Learning Profiles

16. http://www.appitic.com/

17. Far West Teacher Centers Teachers can differentiate….. Through a range of instructional and management strategies – such as: According to students’

18. Differentiating CONTENT - INPUT Content differentiation involves varying: How students will gain access to new learning Readiness differentiation: matching material to student’s capacity to understand it. Interest differentiation: using materials that build on or extend student interest. Learning Profile differentiation: using materials/methods that best match students’ preferred way of learning. Far West Teacher Centers

19. Differentiating CONTENT Examples: I-Search Learning Contracts Learning Centers Compacting Interest Centers/Groups Flexible Grouping Tiering Far West Teacher Centers

20. Tiering by Content – giving students pathways in concert with their levels. Great strategy when you are able to use materials which are matched to student needs and readiness. Same content but varying levels ie. reading levels, varied directions, varied materials/resources for task ❑ All students explore same essential content but varied degrees of difficulty ❑ Equally active ❑ Equally engaging and interesting ❑ Fair in terms of expectations (targeted to students’ readiness) and allotted time ❑ Task incorporates key concepts, skills, and/or ideas

21. Far West Teacher Centers TIERED ACTIVITY: LEARNING GOAL: Students will know how to make brownies from scratch. TIER 1 (LOW)TIER 2 (MIDDLE)TIER 3 (HIGH) DESCRIBE: oPre-measured ingredients oStep-by-step video instructions oCooking tools provided with instructions on how and when to use each oTeacher closely monitors oRecipe for Brownies with step-by-step instructions oMeasuring Tools with instructions oStudents must get approval to advance to the next step oStudents will select a basic recipe from pre- selected websites oStudents will make brownies closely following selected recipe Entire class will do a blind taste test to rate the brownies.

22. Far West Teacher Centers Learning Goal: Students will understand that pieces represent fractions of a whole. Tiering by Content - Activity Determine how you will vary the content to enable all students to reach the learning goal. Hint: Consider using varying levels of reading, directions, and materials

23. Differentiating PROCESS: Student activities or opportunities for learning, understanding, and application Students make sense of ideas and information when instruction: 1) Matches their level of readiness 2) Causes them to think at high levels 3) Relates new ideas/skills to previous learning 4) Causes them to use a key skill(s) to understand a key idea(s) 5) Is of interest to them Far West Teacher Centers

24. Differentiating PROCESS Examples: Learning Logs & Journals Graphic Organizers Think-Pair-Share Two Sided Debates (Discussion Webs) Jigsaw Six Hats PMI (pluses, minuses, interesting points) Cubing Far West Teacher Centers http://www.graniteschools.org/depart/teachinglearning/curriculuminstruction/ math/Pages/MathematicsVocabulary.aspxhttp://www.graniteschools.org/depart/teachinglearning/curriculuminstruction/ math/Pages/MathematicsVocabulary.aspx

25. Far West Teacher Centers http://www.youtube.com/watch?v=NFyEdmhW6j8 ❑ Students can examine an issue or topic from a variety of “positions” or tasks ❑ Cubes offer the opportunity to differentiate by readiness, interest or learning profile ❑ Can vary in difficulty and tasks depending on abilities and interests ❑ UPK/K pictures or scavenger ie)vocabulary words~ empty Cubing – Keep in Mind…

26. Far West Teacher Centers 1. Describe It – look at it closely 2. Compare It –similar to? Different from? 3. Associate It – it makes you think of? 4. Analyze It – how is it made? Use your imagination. 5. Apply It – what can you do with it? How can it be used? 6. Argue – for or against, take a stand Cubing -You will need to:

27. Differentiating PRODUCT: Refer to ways students will demonstrate their ability to use, transfer, and extend what they have learned. Differentiated product assignments can be excellent forms of assessing student knowledge. Far West Teacher Centers

28. Differentiating PRODUCT: 4-MAT Portfolios Independent Study Group Investigation Orbital Studies RAFTS Choice Boards Learning Menus Far West Teacher Centers

29. Differentiating Product: Learning Menus Far West Teacher Centers

30. The PRESENT requires us to remember: http://www.youtube.com/watch?v=K_6GUx1Zx0w http://www.youtube.com/watch?v=K_6GUx1Zx0w Far West Teacher Centers

31. http://beta.aea267.k12.ia.us/cia/teaching-strategies/ http://farr- integratingit.net/Trainings/Differentiate/strategies.htm Check out these websites for additional resources: Please complete the online evaluation: http://www.e2ccb.org/ webpages/ectc/forms. cfm?myform=26323 Password: ectc