Differentiated Instruction

Differentiated InstructionIdeas for the Math classroom

Michelle Hosmer, MEd, NBCT, Jackson MS&Jacalyn Anderson, Central MS

Materials used:Carol Tomlinson andBall University GATE Project

Tiered LessonsThe Meat & Potatoes of Differentiated Instruction (Tomlinson, 1999)Choose which part youll tier

ContentProcessProduct Choose Type of Tier

Readiness InterestLearning Profile

Think of a layer cakeContentProcessProductEach layer is a tier that can be differentiated

Change in the material being learned by a student
EXAMPLE: Integers
you teach one group single digit Integers then you teach another group 2 digit integers and then fractional integers to another group.Content: what you plan to teach

Process:
how teacher plans instructionHow the student accesses the material

Whole groupSmall groups/pairsCooperative GroupsPeer learning

Product:
AssessmentHow the student shows you that he or she has learned the concept or skill

Orally, project, written test, poster, Power Point, teaching others, etc

And each layer is a different flavor or mode to consider.ReadinessInterestLearning Style

ReadinessPretest skills at the beginning of a chapter or unitUse are you ready tests that come with the curriculumFCAT subgroups scoresPreviously taught skills

InterestUse an interest survey [possibly the first day of school as an icebreaker]

http://thestudysmartsmorgasbord.blogspot.com/2008/01/student-interest-survey-i.html Oral discussions [Remember BEST says to work on positive relationships with students]

Learning StylesUse an inventory [Remember Gardners 7 [now 8] Multiple Intelligence Theory? http://www.howardgardner.com/MI/mi.html Here are links to 2 simple ones that indentify 3 learning styles

http://people.usd.edu/~bwjames/tut/learning-style/ http://www.metamath.com/cgi-bin/multiple_choice.cgi

Rules for Student Groups6 inch voice

Each persons voice should only be heard 6 inches away from you [whisper test]Ask 3 before meDirect students to always ask 3 peers when they have a question before asking teacher. Bringing those 3 peers with you may eliminate problems

Plan BackwardDetermine the outcome and write your lesson goal first

Plan the outcome firstExample:

Students will graph linear equations in the slope-intercept formY=mx+b

Teach the lesson to allChoose the tier you are going to differentiateBlue group: assign only problems that are already in slope intercept form

Y = 2x + 8Red Group: assign some that the blue group has and some that need to be changed

y = x + 8Green Group: some of the same as the other groups and some with decimals

y = 2x + 1.5

DID ALL 3 GROUPS WORK TOWARD THE OUTCOME? Students will graph linear equations in the slope-intercept formY=mx+b

Did you teach to the outcome?Tomlinson cautions teachers to make sure you are teaching to your outcome. If the outcome is for students to graph linear equations in slope-intercept form, then that is what you should expect from the lower group [the minimum] and take the upper groups to the next steps [a maximum].

8 things to remember when planningIdentify grade levelIdentify standard to be taughtIdentify Big Idea, Key concept & generalizationIdentify necessary background knowledgeWhich part will you tier [content, process, product]Which type of tier? [readiness, interest, learning profile]How many tiers will you need?Develop Assessment tool

CUBING
One type of Differentiation

Decide in advance which group [tier] is assigned which face(s)EXAMPLE: Blue group choose 2 facesRed group choose 4Green group choose 5

WWW.BSU.EDU Math SitesMegaMath Home page www.c3lanl.gov/mega-math Math Resources Page members.stratos.net/jetta/math1.html Chicago P.S. Math & Science Homepage www.uc.edu/schools/education/csi.htm H.S. Math Projects www.columbia.edu/~umk1 Math Lesson Plans www.cs.rice.edu/~sboone/lessons/lptitle.html Apply Learning Network cfaa.bridges.com The Math Forum forum.swarthmore.edu Math Maniac Home Page www.geocities.com/Athens/Ithaca/2475/mathmaniac.html MathCounts Web Site mathcounts.org Math Activities for k-12 Teachers daniel.calpoly.edu/~dfrc/Robin Original Historical Sources in Math math.nmsu.edu/~history

SOME RESOURCES USEDhttp://www.k8accesscenter.org/training_resources/mathdifferentiation.asp

http://gate.iweb.bsu.edu/Project_Gate/Instruction/mmath2.htm

http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl

http://www.learnerslink.com/curriculum.htm

http://www.activemath.com/pdf/differentiated_sample.pdf

http://www.doe.in.gov/exceptional/gt/tiered_curriculum/welcome.html

Math Curse by Jon Scieszka & Lane Smith , 1995

How to Differentiate Instruction in the Mixed-Ability Classroom, Carol Ann Tomlinson, 2001

Your turn to try itOutcome

Students will determine the per cent of change when given a price and the discounted amount

Tiered on process

Using the newspaper ads,

BLUE: find 6 sale items and determine the per cent discountRED: find 10 sale items and determine the per cent discount and total costGREEN: find 15 sale items and determine the per cent discount and total cost of all items including tax.

Choose a math conceptWrite the outcome

Pick a tier and differentiate the lesson

Some Pages to look at in the bookP. 2 4

P. 6P. 63 65P. 97

P. 125

Zone of Proximal DevelopmentChoiceNumber SenseNet has 10 parts. What does it look like?What does 55 mph look like? How can you get a sense of the speed?

P. 131

P. 153

P. 171

What do you know about the number ?

Data, probability

Draw a Spinner

Q & A

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