differentiation: community.learnnc.org
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Handout from ncctm07 conferenceTRANSCRIPT
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Differentiation in the Mathematics ClassroomNCCTMOctober 11-12
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“There is no magic set of instructional strategies that will solve our problems. There is no behavior management program that can begin to substitute for building relationships of trust and respect with individual human beings. We simply have to decide the shape we want our teaching careers to take, and begin moving in that direction.”
(Tomlinson, p91)
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Objectives •Define differentiation
• Design Activities from clear learning targets
•Examine role of Assessments and Feedback
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What is Differentiation?
• Responsive instruction •An extension of, but not a replacement for high quality instruction
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What is differentiation guided by?
•Guiding Principles:Respectful tasksFlexible groupingOngoing assessmentAdjustment
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Differentiation- a multidimensional task
•Considerations:student needscurriculumknowledge and skillsdata
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Students seek. . . Affirmation
Contribution
Power
Purpose
Challenge
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Teacher responds . . .Investment
Persistence
Opportunity
Reflection
Invitation
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Curriculum and Instruction…
Scaffold
Demanding
Engaging
Important
Focused
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What do you see?1. Which animal represents where you
are with the differentiation of instruction? Why?
2. What are some things you have seen or should see in a classroom where teachers differentiate?
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Why is it so difficult?
Assess the child; analyze the data; plan the lessons; complete this 20 or more times per child; plan whole group instruction and four to six small groups; provide three to ten centers; differentiate each center; monitor twenty plus students and adjust instruction on a daily basis; reassess the child; analyze the data; plan the lessons, etc.
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Classroom EnvironmentActivity:
Discuss the following:How do students transition into:• Small group rotation in a timely manner•Centers(List each response on chart paper.)
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Clear and Appropriate Learning Targets
DECONSTRUCTING STANDARDS
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Deconstructing Complex Standards
1. Determine ultimate type: knowledge, reasoning, skill, or product
2. Identify its underpinning learning targets
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6th GradeStandard/Benchmark: 3.03 Transform figures in the coordinate
plane and describe the transformation.
Type: x Knowledge Reasoning Skillx Product
Learning TargetsWhat are the knowledge, reasoning, skill, or product targets underpinning the standard or benchmark?
ProductSkillReasoningKnowledge
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6th GradeStandard/Benchmark:
3.03 Transform figures in the coordinate plane and describe the transformation.
Type: X Knowledge Reasoning X Skill Product
Learning Targets
What are the knowledge, reasoning, skill, or product targets underpinning the standard or benchmark?
Describe location of coordinatesUse words to describe transformationsReflect a figure over a lineTranslate a figure in a plane
Distinguish between the types of transformation using rules and images
Compare transformation movements
Know the types of transformationsDefinitionMovementDirectional vocabularyIdentify coordinates of images
ProductSkillReasoningKnowledge
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Assessments for Learning
Formative• For learning• Frequently • Use results to determine next steps• Descriptive feedback
Summative• Of learning• Less frequent• Evaluative/grade• Referrals
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Assessment methods are legitimate options when their use correlates highly with the
learning target and the intended use of the
information.
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Assessment Methods:1.Selected response and
short answer
2.Extended written response
3.Performance assessment
4.Personal communication
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Classroom Communication
•Must connect to learning.
•Everyone must understand the meaning of the achievement target.
•Everyone must understand the symbols being used to convey information.
•The communication must be tailored to the intended audience.
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“The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops of feedback’ ” -Robert Marzano
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Effect of Feedback
Data logs in notebook, students/class track data, data wall
Can’t move on until mastered
Why correct or incorrect
Clarity regarding scoring
“b” is the correct answer
×√
Example
26Displaying results graphically
20Repeat until correct
20Explain
16Criteria understood by students
8.5Provide correct answer
-3Right/Wrong
% Gain or Loss in Student Achievement
Characteristics of Feedback from Classroom Assessment
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Types of Feedback
• Evaluative – Sums up achievement and assigns a label,
expresses a judgment
• Descriptive-offers information about the work, product, or performance relative to intended learning
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Evaluative
– Grades (A,B,C,D,F)– Letters (P for proficient, D for developing, B
for beginning)– Numbers (4 for exceeds standard, 3 for
meets standard, etc)– Words (Excellent, Good, Fair, Poor)– Other symbols (smiley faces, stars, pluses,
checks, minuses, etc.)– Written comments (good work, needs work)– Stickers (Great job! Awesome! Super!
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Descriptive
• Value neutral (avoids praise or blame)• Focuses on the intended learning• Shows where the work is right or wrong and why• Pinpoints strengths and identifies areas of improvement in terms of the intended learning
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Descriptive cont…
• Takes in account the amount of corrective information the learner can act on at one time• Models the kind of thinking students will engage in when they self-assess• Can be used by students to take action to improve• Does not cause the learner to shut down
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Communication Used in the Classroom
√+
You made simple mistakes with translating the triangle. Next time take a few minutes to check your work.
Try harder next time.
Evaluative
Evaluative
Evaluative Evaluative
Descriptive
Evaluative
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Activity:
1. Identify an activity for students (below average, average, above average) for your learning target.
2.List at least 2 formative and 1 summative assessments you will use to provide feedback.
3.For each assessment identify the type of feedback you will provide (Descriptive/Evaluative).
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Resources
Fulfilling the Promise of the Differentiated Classroom, 2003, Carol Ann Tomlinson
Advancing Reading Achievement, 2003, David and Ann Collins, Serve
Classroom Assessment for Student Learning: Doing It Right-Using It Well, 2006, Richard Stiggins, Judith Arter, Jan Chappuis, and Stephen Chappuis
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Contact InformationMiddle Mathematics Consultant:
Mary [email protected]
Middle/Secondary Mathematics Section Chief:
Everly [email protected]