A Different….iated Mathematics Classroom

Differentiated Instruction (DI): a Definition

“Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences….Teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests.”– Carol Ann Tomlinson, Associate Professor

University of Virginia

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“It is crucial then, for teachers to articulate what’s essential for learners to recall, understand and be able to do in a given domain.” The differentiated Classroom, Tomlinson p9

Activity: Find some work you will cover over the next few days.

What is essential to understand before being able to do this work?

“In a differentiated classroom, assessment is ongoing and diagnostic…. Assessment is today’s means of understanding how to modify tomorrow’s instruction.” The differentiated Classroom, Tomlinson p10

Discuss: How do I know where my students are at?

What can we learn about our ‘students’ in the next slide?

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“In Differentiated Classrooms, teachers begin where students are, not the front of a curriculum guide” The differentiated Classroom, Tomlinson p2

Discuss: agree, disagree, comment

“There is no one “right way” to create an effectively differentiated classroom: teachers craft responsive learning places in ways that are a good match for their teaching styles, as well as the learners needs” The differentiated Classroom, Tomlinson p3

Discuss: what if our current teaching style does not meet the learners needs?

To ensure a fair selection, you all

get the same test. You must all climb

the tree.

Why Differentiate Instruction? Society is changing and so should our classrooms

– Family dynamics– Technology– Values & influences

Classrooms are diverse; different learners need a variety of avenues to learn

Today’s workforce demands more

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Teachers modify – Content: the what …..examples?– Process: the how …..examples?– Product: the vehicle used to demonstrate

understanding …..examples?Activity: Create Scaffolded Question set of 15 questions on cardsActivity: Create A Jeopardy game using Jeopardy blank, Internet and resources

Students vary in– Readiness: what is my understanding now?– Interest: why should I want to do this?– Learning Profile: how do I best learn and

understand?

Benefits of DI Decreases behavior problems

Stretches each student

Engages students for learning

Focuses on student rather than teacher

Creates variety

Offers choice

Readiness

How do you get to know your learners?

How do you use this information?

Are they Ready?

Readiness

Know where you want students to be

Begin where the students are

Continually assess your students

Developing a Tiered Activity

Select the activity organizer•concept•generalization

Essential to buildinga framework ofunderstanding

Think about your students/use assessments

• readiness range• interests• learning profile• talents

skillsreadingthinkinginformation

Create an activity that is• interesting• high level• causes students to use key skill(s) to understand a key idea

Chart the complexity of the activity

High skill/Complexity

Low skill/complexity

Clone the activity along the ladder as needed to ensure challenge and success for your students, in

• materials – basic to advanced• form of expression – from familiar to

unfamiliar• from personal experience to removed

from personal experience•equalizer

Match task to student based on student profile and task requirements

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Speak their language!

Ways to incorporate interest

Create interest within a lesson– Give choice within content– Give choice for the final product

Use general interests– Incorporate interests outside of school

Hook student interest through relevance

Differentiation by InterestMaths

Sequence of Numbers –Real Number System Choice Board

Write a poem about the number groups or sequence of numbers

Sing a song/rap about the groups or sequence of numbers

Draw a picture that represents the grouping of numbers

Explain and describe the problem generated from a geometric representation of an irrational number using the Pythagorean Theorem

Construct a number line with only decimals and fractions with different denominators

Web search and report- if it’s not a Real Number, what is it?...how do we sequence non Real numbers

Write a paragraph about the importance of understanding the ordering of numbers in elation to Money/Finances and what number groups are associated with money

To what extent is your learning style reflected in your teaching style?

Knowing Yourself

“As we start a new school year, Mr. Smith, I just want you to know that I’m an Abstract-Sequential learner

and trust that you’ll conduct yourself accordingly!”

“Have some respect for my learning style!”

Learning Style

Conduct surveys to collect data– Multiple intelligences: musical, verbal/linguistic, logical

interpersonal, intrapersonal, kinesthetic, visual/spatial– creative, practical, analytical– visual, verbal, kinesthetic

Use data to purposefully group students– Like grouping– Unlike grouping– Whole group

Resources for learning profiles www.e2c2.com/fileupload.asp

MI, Sternberg, modality & array interaction surveys http://www.learning-styles-online.com/

MI with graphs http://www.engr.ncsu.edu/learningstyles/ilsweb.html

global vs sequential http://www.rrcc-online.com/~psych/LSInventory.html

Sternberg’s survey http://ttc.coe.uga.edu/surveys/

MI survey & others http://www.brookhavencollege.edu/learningstyle/modality_test.html

sensory modality http://www.humanmetrics.com/cgi-win/JTypes1.htm

personality assessment http://www.cse.fau.edu/~maria/COURSES/CAP5100-UI/LearningStyles.html

4mat personality type – group dynamics

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Check for Understanding

Thumbs up?

Thumbs down?

Thumbs sideways?

Exit Slips

Homework

Error Analysis

and?

Things to Remember

Know your learner; Use the information

DI does not have to be a project

You don’t have to use a specific DI tool

Begin Slowly – Just Begin!

Low-Prep DifferentiationChoices of booksHomework optionsUse of reading buddiesVaried journal PromptsOrbitalsVaried pacing with anchor optionsStudent-teaching goal settingWork alone / togetherWhole-to-part and part-to-whole explorationsFlexible seatingVaried computer programsDesign-A-DayVaried Supplementary materialsOptions for varied modes of expressionVarying scaffolding on same organizerLet’s Make a Deal projectsComputer mentorsThink-Pair-Share by readiness, interest, learning profileUse of collaboration, independence, and cooperationOpen-ended activitiesMini-workshops to reteach or extend skillsJigsawNegotiated CriteriaExplorations by interestsGames to practice mastery of informationMultiple levels of questions

High-Prep DifferentiationTiered activities and labsTiered productsIndependent studiesMultiple textsAlternative assessmentsLearning contracts4-MATMultiple-intelligence optionsCompactingSpelling by readinessEntry PointsVarying organizersLectures coupled with graphic organizersCommunity mentorshipsInterest groupsTiered centersInterest centersPersonal agendasLiterature CirclesStationsComplex InstructionGroup InvestigationTape-recorded materialsTeams, Games, and TournamentsChoice BoardsThink-Tac-ToeSimulationsProblem-Based LearningGraduated RubricsFlexible reading formatsStudent-centered writing formats