1. Is it possible?

2. How do you teach Math? Direct Instruction Math groups Math stations

3. Are any of these styles wrong? NO!!! In isolation—they could be.

4. Steps in a Direct Instruction Lessons Orientation to the Lesson Gain students’ attention Relate today’s lesson to a previously related lesson Use essential questions to activate students’ thinking

5. Initial Instruction Teacher leads completion of several sample problems Teacher models and has students’ model problem completion Teacher points out difficult aspects of problems

6. Teacher-Guided Practice Students complete problems under teacher supervision Teacher monitors each students’ success in problem completion Teacher assist students independently Students may discuss problems with each other

7. Independent Practice Students complete sample problems independently Students may complete homework as independent practice

8. Check Teacher checks student performance on independent work

9. Reteach Teacher identifies students with continuing difficulty and reteaches the skills

10. Some Problems with Direct Instruction in a Large Classroom According to Tomlinson (1999) the increase in diversity in the population of the classrooms, the learning styles, and learning needs in the general classroom has effectively outdated the set of assumptions on which direct instruction is based.

11. Advanced students-direct instruction could lead to boredom in the early steps of mathematical instruction because they already know it and when the teacher gets to the sections that they might not know they have already tuned out Students with less ability—direct instruction usually leads them to tune out because they don’t have the prerequisite skills necessary for the lesson.

12. So if not direct instruction, then what? The Guess, Assess, and Tear out tactic 1. Guess which student have the concept 2. Assess those several students with one or two quick questions, and 3. Tear Out of the class a small instructional group of those students who will perform an alternative instructional activity

13. Teaching Strategy Using Guess, Assess, and Tear Out! Moving from direct instruction to differentiated instruction in Math

14. Example Lesson Plan Direct Instruction Phase of LearningDifferentiated Instruction Guess, Assess, and Tear Out activities 1.Orientation -Cover tally tables and frequency tables -After the introduction, break out one group (Omega Group) to create a tally table on the floor, then rejoin main group 2.Initial Instruction -Teach tally tables and frequency tables -Tear out a second group (Beta Group) -Beta group is to use the tally table on the floor for some sample problems 3.Teacher-Guided Practice -Have mainline group complete practice worksheet -Have omega and Beta groups evaluate each other’s work -Tear out another group if necessary 4.Independent Practice -have students complete the independent practice - Omega and Beta groups move into other enrichment activities 5. Check-Have omega and beta groups describe their activities to the entire class; continue to check comprehension 6.Reteach -Reteach the concepts to a smaller group of kids who haven’t mastered it -Use members of Omega and Beta groups to “buddy up” with students who need help