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How to How to differentiate differentiate

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Calcasieu Parish Schools

To describe To describe differentiated differentiated components and components and classroom classroom implementation.implementation.

To demonstrate steps To demonstrate steps of differentiating a of differentiating a unit (content, unit (content, process, product) and process, product) and provide classroom provide classroom examples.examples.

To model a math To model a math lesson where lesson where processprocess is is differentiated.differentiated.

Gregory, G.H. (2002). Gregory, G.H. (2002). Differentiated Instructional Differentiated Instructional Strategies: One Size Doesn’t Fit AllStrategies: One Size Doesn’t Fit All

They don’t all learn They don’t all learn the same thing in the same thing in the same way on the same way on

the same day.the same day.

As in clothing, “one As in clothing, “one size doesn’t fit size doesn’t fit

all,” so in all,” so in classrooms,classrooms,

Reaches the needs Reaches the needs of diverse learners of diverse learners in today’s in today’s classrooms.classrooms.

Gives a variety of Gives a variety of options for teachers options for teachers and students.and students.

Meets learners Meets learners where they are.where they are.

Teachers can Teachers can differentiate…differentiate…

ContentContentWhat we teach and how What we teach and how

we give access to the we give access to the ideas that matter.ideas that matter.

ProcessProcessHow students come to How students come to

understand and “own” understand and “own” the knowledge, the knowledge, understanding, and understanding, and skills essential to a skills essential to a topic.topic.

ProductProductHow a student How a student

demonstrates what he demonstrates what he or she has come to or she has come to know, understand, and know, understand, and be able to do as a result be able to do as a result of a unit of study.of a unit of study.

When teachers differentiate, they When teachers differentiate, they do so in response to a students’. . .do so in response to a students’. . .

ReadinessReadinessInterestInterestLearning profileLearning profile

A teacher may differentiate A teacher may differentiate based on any one of these based on any one of these

factors or any combination of factors or any combination of factors.factors.

Math Inventory Name_________________________Date________________

Please answer each question as completely and honestly as possible!

1. How do you feel about math?

2. What do you feel are your best areas in math? Fractions, Decimals, Percents Rates, Ratios, Proportions Geometry Measurement Algebra Data & Statistics

3. What do you feel are your weakest areas in math? Fractions, Decimals, Percents Rates, Ratios, Proportions Geometry Measurement Algebra Data & Statistics

4. What do you do when you come to a math problem you can’t solve?

5. Do you prefer to work: In a group With a partner Alone

6. Do you have access to the I nternet at home? YES NO

7. Which of the following technology tools would you like to use for learning? You may circle more than one.

Creating a podcast Class Blog Class Wiki TI-73 Graphing calculator Class Response System

How do teachers make it all How do teachers make it all work?work?

Model respectModel respect Help students to Help students to

appreciate appreciate differences.differences.

Provide structures Provide structures that support success.that support success.

Coach students to Coach students to work for their work for their personal best.personal best.

Celebrate growth.Celebrate growth.

Build a positive learning environment!Build a positive learning environment!

How do teachers make it all How do teachers make it all work?work?

Anchor activityAnchor activityAdd one activity Add one activity

to the anchorto the anchorDifferentiate a Differentiate a

small block of small block of time.time.

Start with ONE Start with ONE class!class!

Start small!Start small!

How do teachers make it all How do teachers make it all work?work?

Take notes on what works and Take notes on what works and what doesn’t for which learners.what doesn’t for which learners.

Try creating one differentiated Try creating one differentiated lesson per unit.lesson per unit.

Differentiate one product per Differentiate one product per semester.semester.

Find multiple resources that Find multiple resources that support your curriculum.support your curriculum.

Grow slowly—but grow!Grow slowly—but grow!

Flexible GroupingFlexible Grouping

Classroom management that Classroom management that supports flexible teaching:supports flexible teaching:

Use visual cuesUse visual cues Pre-establish groupsPre-establish groups Track work completionTrack work completion

Direct instruction

with the teacher

Self-guided activity

Direct instruction at beginning of lesson, then

practice independently

LEARNING LOG Name of assignment:_____________________________________

Copy the problem missed in the box with

the corresponding number.

Correct the problem showing all steps required to

get the correct answer.

Explain why you missed the problem.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Activity Learning LogActivity Learning LogName of Activity (circle one):

Tiles activity Equation activity Garden problem

Questions or “Stuck” Questions or “Stuck” PointsPoints

Answers or “AHA’s”Answers or “AHA’s”

Differentiating Differentiating ContentContent

Name___________________________________MATH/ Date________________Hour_______

SKILL QUIZ TRACKER

Level 2~Integer operations Level 1~Fraction, decimal, percent equivalencies

Level 4~Simplifying fractions Level 3~Square numbers & square roots

Level 6~Fraction addition/subtraction Level 5~Mixed to improper fractions and vice versa

Level 8~Solving proportions Level 7~Fraction multiplication/division

Level 10~Measurement conversion Level 9~Area and perimeter

Weekly skill quizzes will be given every Friday until you demonstrate proficiency at all levels. You will have THREE chances to score a “C” or better before moving up to the next level. Track your progress in the chart below by placing a or in the space provided for each quiz.

.

SKILL LEVEL 1 2 3 1. Fraction, decimal, percent equivalencies 2. Integer operations 3. Square numbers and square roots 4. Simplifying fractions 5. Mixed to improper fractions and vice versa 6. Fraction addition/subtraction 7. Fraction multiplication/division 8. Solving proportions 9. Area and perimeter

10. Measurement conversion

The Teaching

Place

Proof Place

Practice Plaza

Project Place

The Teaching Station

Proof Place

Practice Plaza

Project Place

Mary Marshal

Sean Troy

CJ Glen DJ

Chet

Jamarcus William Brooke

Jonathan

Lynette Ashley Tommy

Lexie

Kayci Trey Jude

Dakota

Differentiating Differentiating ProcessProcess

Administer unit pre-test and use results Administer unit pre-test and use results to drive instruction.to drive instruction.

Students write a learning contract.Students write a learning contract.Use flexible learning groups and track Use flexible learning groups and track

interventions in student folders.interventions in student folders.Track student progress through Track student progress through

formative assessments.formative assessments.Administer unit post-test.Administer unit post-test.Track student mastery of GLE’s.Track student mastery of GLE’s.

Student Remediation Plan

Name_____________________________________MATH/Date_______________________ Unit/Project/Exam______________________________________

PRE-TEST Score__________ POST-TEST Score__________

My goal for this unit is to improve my math skills in the following areas as measured by weekly quizzes, constructed responses, and the unit test.

Problem Area (GLE) Steps to be Taken Resources Needed 1)

2)

3)

4)

I agree to follow my remediation plan by completing the steps to be taken so that I can reach my goal. ________________________________________Student

I have read my child’s remediation plan and agree to monitor the steps to be taken so that he/she can reach his/her goal. ________________________________________Parent/Guardian

GLE #33: Graphing on Coordinate GridGLE #31: Pythagorean Theorem

GLE #26: Dilations 1.After-school

tutoring.

2.Do all my homework.

3.Ask questions when I don’t understand.

4.Don’t miss school.

8A Learning Groups f or “Scale Drawings”

BLUE GROUP 1. J acob 2. Miranda 3. Ramie 4. Necie 5. Carl

YELLOW GROUP

1. Michael 2. Dawn 3. Maddie 4. Lindsey 5. Cody 6. Nikki

RED GROUP

1. J ames 2. Demitri 3. Deion 4. Cody 5. J osh 6. Nick W 7. Nick R 8. Lacy 10. Lynette 11. Danijah

Day One Skill Practice (1, 3, 5, and 7-10) Application Problems (1, 2, 3, 4, and 6) QUIZ Day Two Read “Jim and the Beanstalk” on BlackBoard. Complete Student Activity 6.2 with a group of 4. Day Three Create a “Jeopardy” game from a template using Chapter 7 as a whole class review for the test. Day One BlackBoard self learning assignment (complete learning log). Study Guide and Intervention to be completed with a partner.

Day Two Continue working on Study Guide if needed. Skill Practice (odd only, excluding #11) Application Problems (1-4 only) QUIZ

Day Three Jim and the Beanstalk Activity. May pair with BLUE group if needed.

Day One--Guided teacher instruction Reading to Learn Mathematics Study Guide and Intervention (choose problems). Day Two Guided teacher instruction Skills Practice (7-9 first), then 1, 2, and 5 if additional practice is needed. QUIZ Day Three Application Problems poster activity (1-4 only). Students work independently first, then assign each team ONE of the problems for a poster presentation.

Lesson Procedure 1. Discuss Daily problem. In this lesson the students will begin to develop

strategies for scaling ratios to make comparisons or to find missing parts of equivalent ratios.

2. Use introduction power point to discuss everyday examples of scale drawings (maps, floorplans, models) and vocabulary (scale, scale drawing, scale model). Students will record new vocabulary on vocab sheet.

3. Hands-on Mini Lab p. 304 in textbook. Students will work with a group to create a scale drawing of our classroom by measuring the length of walls, doors, windows, and boards. As a class, discuss how to transfer these measurements into a scale drawing using grid paper. Students will work with a partner to complete the drawing.

4. Use Teaching Transparency 6a to give students examples of how to apply proportional reasoning to scale drawings and models. Check for understanding through teacher observation and questioning.

5. At this point, students will be broken into various learning groups based on data gathered from GLE proficiency tracking. See attached

6. The last phase of this lesson is to bring the class back together for discussion on what each group learned. Students should be prepared to share the following:

Red group—Use the PowerPoint from the self learning assignment to teach the class about scale drawings.

Yellow group—Present posters from Application Problems activity. Blue group—Give a brief summary of “Jim and the Beanstalk” and

demonstrate how proportions were used to create giant-sized objects from Jim’s world.

7. Test review—use questions prepared by the BLUE group to play Math

Jeopardy. Divide the class into teams of four and give each team a white board to record answers on. Check for understanding before moving on to the next question.

8. Summative assessment—Students will complete Chapter 8 test to assess mastery of GLE’s #10 and #11.

GREEN (Above 70%) YELLOW (40%-69%) RED (0%-39%) Skill Practice handout(1, 3, 5, and 7-10) Check work with key and complete Learning Log for corrections. PAIRED

Log on to BlackBoard to complete online activity (concept and skill review). Students will complete a learning log for this activity. INDEPENDENT

Discuss and complete Reading to Learn Mathematics handout checking for concept understanding. Next, discuss and complete Study Guide and Intervention handout checking for mathematical process understanding. Choose problems from this activity that students will be successful at. Solve problems on whiteboards first, then transfer to work page. Inclusion teacher will assist. WHOLE CLASS—TEACHER GUIDED

Application Problems handout (1, 2, 3, 4, and 6) Check work with key and complete Learning Log for corrections. PAIRED

Skill Practice handout(odd only) Check work with key and complete Learning Log for corrections. PAIRED

Skill Practice (7-9 first), then 1, 2, and 5 if additional practice is needed. Same procedure as above activity.

Formative assessment: QUIZ p. 310 (16, 17, 18, 20) Teacher will look over student work, noting proficiency levels, to modify student assignments for next phase of instruction. If student is not ready to move on, additional practice must be completed (SKILL PRACTICE handout 2, 4, 6 and 8)

Application Problems handout (1, 2, 3, 4, and 6) Check work with key and complete Learning Log for corrections. PARTNER

Formative assessment: QUIZ p. 310 (16, 17, 18, 20) Teacher will look over student work, noting proficiency levels, to modify student assignments for next phase of instruction. If student is not ready to move on, additional practice must be completed (SKILL PRACTICE handout 3, 4, and 6)

Read “Jim and the Beanstalk” on BlackBoard. INDEPENDENT Then work with a partner to complete Student Activity 6.2 (measuring real objects from the story and using proportions to draw the objects to scale in the giant’s world.)

Formative assessment: QUIZ p. 310 (16, 17, 18, 20) Teacher will look over student work, noting proficiency levels, to modify student assignments for next phase of instruction. If student is not ready to move on, additional practice must be completed (SKILL PRACTICE handout 2, 4, 6 and 8)

Application Problems handout (1, 2, 3, 4, and 6) INDEPENDENT Teacher will monitor student work using appropriate questioning techniques.

Create a “Jeopardy” game from a PowerPoint template for Chapter 7 to be used as a whole class review for the test. INDEPENDENT

Read “Jim and the Beanstalk” on BlackBoard. Then work with a partner to complete Student Activity 6.2 (measuring real objects from the story and using proportions to draw the objects to scale in the giant’s world.)

Divide students into groups of 2 or 3. Assign each pair a problem from the Application Problems. Students will show how they solved the problem on a poster including multiple strategies used, and a justification as to why their answer is correct.

Class presentation: Give a brief summary of “Jim and the Beanstalk” to the class and demonstrate how proportions were used to create giant-sized objects from Jim’s world.

Class presentation : Review skills and concepts for scaling ratios with the class using the PowerPoint from the self learning assignment.

Class presentation : Present strategies used to solve the Application problems.

Summative assessment: Students will complete Chapter 8 test to assess mastery of GLE’s #10 and #11.

Summative assessment: Students will complete Chapter 8 test to assess mastery of GLE’s #10 and #11.

Summative assessment: Students will complete Chapter 8 test to assess mastery of GLE’s #10 and #11.

Students track how they are progressing

towards mastery of weak GLE’s

identified by the unit pre-test.

Name______ ___ __ ____ ____ ___ ___ _ ____ ___Hour____ _ ____

Algebra

GLE Mastered Still working

10. Write real-life meanings of expressions and equations involving rational numbers and variables (A-1-M) (A-5-M)

11. Translate real-life situations that can be modeled by linear or exponential relationships to algebraic expressions, equations, and inequalities (A-1-M) (A-4-M) (A-5-M)

12. Solve and graph solutions of multi-step linear equations and inequalities (A-2-M)

13. Switch between functions represented as tables, equations, graphs, and verbal representations, with and without technology (A-3-M) (P-2-M) (A-4-M)

14. Construct a table of x- and y-values satisfying a linear equation and construct a graph of the line on the coordinate plane (A-3-M) (A-2-M)

15. Describe and compare situations with constant or varying rates of change (A-4-M)

16. Explain and formulate generalizations about how a change in one variable results in a change in another variable (A-4-M)

Number and Number Relations GLE Mastered Still

working 1. Compare rational numbers using symbols (i.e., <, , =, , >) and position on a number line (N-1-M) (N-2-M)

2. Use whole number exponents (0-3) in problem-solving contexts (N-1-M) (N-5-M)

3. Estimate the answer to an operation involving rational numbers based on the original numbers (N-2-M) (N-6-M)

4. Read and write numbers in scientific notation with positive exponents (N-3-M)

5. Simplify expressions involving operations on integers, grouping symbols, and whole number exponents using order of operations (N-4-M)

6. Identify missing information or suggest a strategy for solving a real-life, rational-number problem (N-5-M)

7. Use proportional reasoning to model and solve real-life problems (N-8-M)

8. Solve real-life problems involving percentages, including percentages less than 1 or greater than 100 (N-8-M) (N-5-M)

9. Find unit/cost rates and apply them in real-life problems (N-8-M) (N-5-M) (A-5-M)

Use Use results results

from unit from unit post-test post-test to track to track

GLE GLE mastery.mastery.

10/14

10/14

10/14

10/14

Differentiating Differentiating ProductProduct

Contain a variety of Contain a variety of activities that activities that demonstrates mastery of demonstrates mastery of a concept.a concept.

Options based on Bloom’s Options based on Bloom’s taxonomy and/or learning taxonomy and/or learning style.style.

Directions: You will choose activities from this menu worth 2, 5 or 8 points for a total of 20 points to earn a 100%. The 20 points will be comprised of one mandatory 5 point assignment and your choice of THREE other assignments which TOTAL 15 points.

Thanks for

deriving with us!

Mandatory Model (Choose from parallelogram, triangle, trapezoid or circle)

Show how the figure you chose is related to the area of a rectangle using a model and a mathematical explanation which supports your model. (5 points)

Choose THREE activities from the rest of the menu. The activities must total a minimum of 15 points. Place a checkmark next to each box to show which activities you will complete.

Knowledge & Comprehension

Explain and draw a picture to illustrate how to find the area and perimeter of your figure using real-world examples in your explanation.

For a square, a non-square rectangle, and a circle: a) suppose each encloses a region with area 100 cm2. Order these figures from least to greatest perimeter showing all work ; b) suppose each has perimeter of 100 cm. Order these figures from least to greatest area showing all work

Application & Analysis

Write a situation problem involving the area and perimeter of your figure. Then solve your problem by showing the mathematical processes used to solve it and by sketching a diagram which includes the dimensions.

Draw a landscape design using three figures (features). Label the dimensions of each figure in the design, and calculate the area and perimeter for each feature.

Measure the dimensions of one room of your house and sketch on grid paper using a scale where 1 unit represents 1 foot. Calculate the amount and cost needed to carpet or tile the floor, and to trim the floor and ceiling with molding. Be sure to include the sale ads used to determine cost.

Synthesis & Evaluation

Create a composite figure using your figure, another one and part of a circle. Draw the figure and label all dimensions. Shade and identify the components that make up the figure and calculate the area and perimeter of the composite figure.

Design an area & perimeter “Tic-tac-toe” or “Bingo” game from all figures using situation problems or drawings as questions.

2 points

8 points

5 points

GLE’s Addressed:#11 Translate real-life situations that can be modeled by linear or exponential relationships to algebraic expressions and equations (A-1-M) (A-4-M) (A-5-M)

#13 Switch between functions represented as tables, equations, graphs, and verbal representations. (A-3-M) (P-2-M) (A-4-M)

#14 Construct a table of x- and y-values satisfying a linear equation and construct a graph of the line on the coordinate plane (A-3-M) (A-2-M)

Ending Thoughts…Ending Thoughts…Start small. Start small. Take time to reflect upon what Take time to reflect upon what

was successful and unsuccessful. was successful and unsuccessful. Don't expect miracles overnight.Don't expect miracles overnight.

Learning to Learning to differentiate differentiate

instruction is a instruction is a processprocess..

RESOURCESRESOURCES

“The Differentiated Classroom,” Carol Tomlinson

www.giftedlearningconsultant.com

Karen Andrews HinsonKaren Andrews HinsonVinton Middle SchoolVinton Middle School

karen.andrews@cpsb.org

Contact:

CALCASIEU PARISH SCHOOLS

www.cpsb.org