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

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.

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

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:

NOTDifferentiated 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

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

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

6 Shifts in Mathematics

FocusCoherenceFluencyDeep UnderstandingApplicationsDual 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 MathMaterials

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”

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

3 Ways to Differentiate Your Students:

Far West Teacher Centers

➢ Readiness➢ Interests➢ Learning

Profiles

• 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.

Readiness: Four CornersFar West Teacher Centers

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

• 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

http://www.appitic.com/

Far West Teacher Centers

Teachers can differentiate…..

Through a range of instructional and management strategies – such as:

According to students’

Differentiating CONTENT - INPUTContent 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

Differentiating CONTENT Examples:•I-Search•Learning Contracts•Learning Centers•Compacting•Interest Centers/Groups•Flexible Grouping•Tiering

Far West Teacher Centers

Far West Teacher Centers

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

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: DESCRIBE: DESCRIBE:o Pre-measured

ingredientso Step-by-step video

instructionso Cooking tools

provided with instructions on how and when to use each

o Teacher closely monitors

o Recipe for Brownies with step-by-step instructions

o Measuring Tools with instructions

o Students must get approval to advance to the next step

o Students will select a basic recipe from pre-selected websites

o Students will make brownies closely following selected recipe

Entire class will do a blind taste test to rate the brownies.

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

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 readiness2) Causes them to think at high levels3) Relates new ideas/skills to previous learning4) Causes them to use a key skill(s) to

understand a key idea(s)5)Is of interest to them

Far West Teacher Centers

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.aspx 

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…

Far West Teacher Centers

1. Describe It – look at it closely2. 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:

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

Differentiating PRODUCT: •4-MAT•Portfolios• Independent Study•Group Investigation•Orbital Studies•RAFTS•Choice Boards •Learning Menus

Far West Teacher Centers

Differentiating Product: Learning Menus

Far West Teacher Centers

The PRESENT requires us to remember: http://www.youtube.com/watch?v=K_6GUx1Zx0w

Far West Teacher Centers

Far West Teacher Centers

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=26323Password: ectc