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