Transcript Differentiated Instruction for Math II Day 1

Differentiated Instruction for
Math III
Day 1
Evelyn Blalock
Columbus State University
[email protected]
Summer 2010
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Agenda for the Week
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Purpose of Differentiated Instruction
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Getting to Know the Learners
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Flexible Grouping/ Managing Teams & Tasks
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Differentiated Instruction Strategies for Content,
Process, and Product
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Menu
Tiered Instruction
Plan of Implementation Activities
1.
Complete a learning style inventory
2.
Create lessons using 2 differentiated instruction
strategies
3.
Modify a Tiered Lesson Plan for students with
disabilities
4.
Integrate differentiated assessment and
modifications into lessons
Gregory & Chapman (2007, p. 6) Overview
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Agenda for Today
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Differentiated Instruction Overview
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Getting to know your students
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Purpose
Learning Styles & Interests
Math Learning Styles
Plan of Implementation Activity
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Applying Math Tools to a differentiated
lesson
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Why Differentiate?
 Think
 Pair
(Individually) 30 seconds
(share thoughts & ideas) 1 min.
 Share
with Grade level group 1 min.
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Why Differentiate?
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All kids are different.
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One size does not fit all.
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Differentiation provides ALL
students with access to the
general curriculum.
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Quote from a
Teacher’s Lounge
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Differentiation values Difference
“Fairness is not when
everyone gets the same.
Fairness is when
everyone gets what he
or she needs.”
Think-Pair-Share: What does this
statement mean for students? For
teachers? For administrators?
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Why Differentiate?
Diversity of Learners
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Readiness
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Learning Style
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Multiple Intelligences
Interest
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Achievement gap
Special needs
“Believe in the possibilities in each student”
Motivation
Accommodations are available to all students &
part of the class structure
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Why Differentiate?
Motivation
&
Time
on-task
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Increased
Learning
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Why Differentiate?
Diversity of content
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Georgia DOE Core Instruction for
ALL students
Standards and Benchmarks
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25 years to teach them all (Marzano)
Multiple ways to teach content and
concepts
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What type of Learning Style do you
use most often when learning new
material?
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Visual
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Auditory
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Kinesthetic
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Learning Styles & Interests Inventories
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Learning Styles Inventories
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http://www.engr.ncsu.edu/learningstyles/ilsweb.html
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http://www.metamath.com/lsweb/dvclearn.htm
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http://www.learning-styles-online.com/
Multiple Intelligences Inventories
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www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/ict/m
ultiple_int/index.htm Gives a visual
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http://www.personal.psu.edu/bxb11/MI/MIQuiz.htm
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http://www.uen.org/utahlink/tours/tourFames.cgi?tour_id=15
077 Using your MI in School
Motivation/ Interests
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(Gregory & Chapman, p. 54-56)
http://faculty.citadel.edu/hewett/web_files/interestweb.html
Learning Preferences Survey
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(Gregory & Chapman, p. 25, 27)
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Differentiated Instruction Intro
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Differentiated Instruction in Action:
High School
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Flexible Grouping
Video: Quick Fire Challenge in History
class
 Heterogeneous by mixing learning styles
 Use of roles
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Math Learning Styles
(Silver, Brunsting, & Walsh, 2008, pp 4-15)
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Mastery
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Self-expression
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Understanding
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Interpersonal
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4 Math Instructional Styles
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4 Instructional Styles: (6th grade) all studying area and
perimeter
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Mastery
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Understanding
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Discover patterns, make generalizations, develop mathematical
explanations
EX-explain the process you used to figure out your answer
Self-expression
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Apply formulas, compute accurately, reinforce skills through
practice
EX-apply formulas you already know
Think creatively, develop new problems, try our a variety of
problem solving approaches
EX-create your own area & perimeter problem using shapes
Interpersonal
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Make personal connections and solve real world problems
EX-draw floor plan of your house, How much carpet?
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Math Tool Example
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Interpersonal Math Tool, “Who’s Right?”
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Tool Matrix, pp. 168-169
Statistics has been used to make a claim.
Examine the data closely and apply mathematical
concepts to determine “Who’s Right?”
Interpret the exam results from these
two classes. The first class (Chart 1)
took the exam in the morning. The
second class (Chart 2) took the exam
after lunch. Which class did better on
the exam? Can we use these data to say
that it is better to take this exam in the
morning than in the afternoon?
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Learning & Math Instructional Style
Activity
Individual Activity
Learning Objective: Students will investigate the
relationships between lines and circles.
1.
What Math Instructional Style do you use
most often?
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2.
Find 1 Math Tool to teach Conics
Use the matrix to find a Math Tool
Pick a style that you use least often.
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Find 1 Math Tool to teach Conics
Use the matrix to find a Math Tool
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Learning & Math Instructional Style
Activity
Group Activity – How to teach content
 Share with your Group
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Math Tool for preferred Math Instructional
Style
Math Tool for least used Math Instructional
Style
Expand it
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Create a way to use a Math Tool to teach
content for any Math Instructional Style not
covered
Alter your instructional plans using the Math
Tools to use them as a group to differentiate
for an entire class
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Teachers Can Differentiate
Content
Process
Product
According to Students’
Readiness
Interest
Adapted from The Differentiated Classroom: Responding to the
Needs Blalock
of All Learners (Tomlinson, 1999)
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Learning
Profile
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What to Differentiate:
CONTENT
PROCESS
PRODUCT
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What to Differentiate:
CONTENT
WHAT students
learn
PROCESS
PRODUCT
HOW students
learn
How students SHOW
what they’ve learned
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Content
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Content: What is being taught.
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differentiate the actual content being presented to
students
remediate, accelerate, or enrich using basic or more
complex resources
Examples:
 Connecting learning to real life uses
 Leveling or Tiering materials; Adjustable
Assignments (Gregory & Chapman, p. 71-76)
 Using a variety of instructional materials
 Providing choice (Gregory & Chapman, p. 152-158)
 Using selective abandonment
 Acceleration, compacting, flexible pacing
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(Gregory & Chapman (2007) Differentiated
Instructional Strategies: One Size Doesn’t Fit All)
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Process
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Process:
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How the student learns what is being taught.
Differentiated by addressing different learning styles, levels of
thinking, and kinds of thinking
Examples:
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Flexible Grouping
Jigsaw (Gregory & Chapman, p. 115-117)
Task Cards and Tiered groups (Differentiated Instruction in Action Video)
Research and Brain-Based Instructional strategies from
Marzano like Graphic Organizers (Gregory & Chapman, p. 101-108)
Learning contracts (Gregory & Chapman, p. 162-165)
Choice boards & Menus (Gregory & Chapman, p. 153-158; 163)
Compacting (Gregory & Chapman, p. 77-81)
Interest groups; flexible grouping (Gregory & Chapman, p. 84-90)
Bloom’s Taxonomy, Higher Level Questioning (Gregory &
Chapman, p. 120-123)
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(Gregory & Chapman (2007) Differentiated Instructional Strategies: One Size Doesn’t
Fit All)
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Product
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Product: How the student shows what he or she has
learned.
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differentiated by addressing different learning styles
providing choice in variety
different levels of complexity of products
Performance tasks Examples
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(Gregory & Chapman, p. 119)
Oral presentation
Math Log or journal
Draw a picture
Record findings
Play Who Wants to be a Millionaire or Jeopardy
Design a brochure for the process
Color code a sequence
Write a song
Make a bar graph and interpret the data
Learning Contract (Gregory & Chapman, p. 162-165)
(Gregory & Chapman, 2007 Differentiated
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Strategies: OneEvelyn
Size
Doesn’t Fit All)
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GO-GO-MO
Give One, Get One, Move On
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Fill in the first three boxes with ideas of
how you can differentiate in Math III.
Circulate around the room.
Give one idea to someone, get one idea
from them to write in a box. Move on
another person.
Goal: fill all boxes with different ideas.
Put your Differentiated GO-GO-MO in your
folder & turn your Exit Ticket into Evelyn
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