Transcript IMPROVING INSTRUCTIONAL PRACTICE WITH DIFFERENTIATION

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Adapting Math
Materials to Meet the
Needs of All Learners
Presenter: Angela May
• Far West Teacher Center Network 2014 and
Erie 1 BOCES
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What type of learner are you?
✓ Go to the table that best fits your attributes.
DIRECTIONS:
✓Identify and list (on chart paper) the
characteristics or attributes of the object in
your group on the chart
✓Write a brief description of this type of
learner
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Your Students…
❑come from different cultures
❑have different learning styles
❑come to school with varying levels of
emotional and social maturity
❑have varying interests in both topic and
intensity
❑reflect differing levels of academic readiness
in various subjects
❑all of the above can vary over time and
depending upon the subject matter
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What is Differentiated
Instruction?
• Sort the strips to indicate your understanding of what DI
is and what it is not.
IS:
IS NOT:
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Differentiated Instruction is NOT:NOT
• Separate learning goals for each student
• Same assignments for all students
• Single approach to learning
• Allowing students to skip questions
• Unstructured or chaotic
• Homogeneous grouping that never changes
• Using mostly direct instruction all the time
• Different grading system for each student
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Differentiated Instruction IS:
✓Proactive
✓Flexible Grouping
✓Learning Options
✓Assignment Choices based on learning
styles or interests
✓On-going Assessment
✓Matching Content to the Learner
✓Multiple Approaches to Instruction
✓Student Directed
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◻ It is not the goal of a teacher to
differentiate everything all the time.
◻ Try to meet learners where they are
in order to further their knowledge,
understanding, and skill.
◻ Use student-selected and teacherassigned tasks and working
arrangements.
◻ REMEMBER:
◻ Curriculum is WHAT we
teach.
◻ Differentiation is HOW we
teach.
Keeping a
Balance
Use of the standard algorithms can be viewed as the culmination of a
long progression of reasoning about quantities, the base-ten
system, and the properties of operations
strategies
Students use
for addition and subtraction in
Grades K-3, but are expected to fluently add and subtract whole
numbers using standard algorithms by the end of Grade 4.
Prerequisites content for a given cluster or domain
6 Shifts in Mathematics
Focus
Coherence
Fluency
Deep Understanding
Applications
Dual Intensity
Adapting Math
Materials
Adapting Math Curriculum
Materials
•At the grade and unit level:
Use Overviews to locate modules and topics
that focus on the Major Work or to remediate
within a domain or cluster
•At the lesson level:
Adapt fluency activities to meet student needs
(in terms of content and timings)
Use conceptual understanding activities on
a daily basis
“1,2,3……sit on ten”
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The Goal for US:
“In a differentiated classroom, the
teacher proactively plans and
carries out varied approaches to
content, process, and product in
anticipation of and response to
student differences in readiness,
interest, and learning profile.”
Carol Ann Tomlinson
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3 Ways to Differentiate Your
Students:
➢ Readiness
➢ Interests
➢ Learning
Profiles
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Differentiation Based on
Readiness
Teacher learns how students
approach learning.
• What do they know?
• How can I build on what they know?
• How can I support them in the process?
• To assess readiness:
• Select/create a survey which will help you
determine the above.
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Readiness: Four Corners
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Differentiation Based on
Interests:
•You have been invited to appear on
America’s Got Talent…..
•Identify a talent you have that you
could share with others
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Differentiation by Learning
Profiles
• Intelligence preferences
• Verbal, auditory, kinesthetic, tactile,
interpersonal, intrapersonal, right/left brain…
•
Module Fluency Grade 2: For every number sentence I give, subtract the ones from ten. When I say 12 – 4, you say 10 – 4 = 6.
Ready?
• Culture-influenced preferences
• Gender-based preferences
• To assess learning profile:
• Learning style inventories, warm-up activities
http://www.appitic.com/
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Teachers can differentiate…..
According to students’
Through a range of instructional and management
strategies – such as:
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Differentiating CONTENT - INPUT
Content differentiation involves varying:
• How students will gain access to new
learning
• Readiness differentiation: matching
material to student’s capacity to
understand it.
• Interest differentiation: using materials
that build on or extend student interest.
• Learning Profile differentiation: using
materials/methods that best match
students’ preferred way of learning.
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Differentiating CONTENT Examples:
• I-Search
• Learning Contracts
• Learning Centers
• Compacting
• Interest Centers/Groups
• Flexible Grouping
• Tiering
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Tiering by Content – giving
students pathways in concert with their
levels.
Great strategy when you are able to use
materials which are matched to student needs
and readiness.
Same content but varying levels ie. reading levels, varied
directions, varied materials/resources for task
❑ All students explore same essential content but varied
degrees of difficulty
❑ Equally active
❑ Equally engaging and interesting
❑ Fair in terms of expectations (targeted to students’
readiness) and allotted time
❑ Task incorporates key concepts, skills, and/or ideas
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TIERED ACTIVITY: LEARNING GOAL: Students will know how
to make brownies from scratch.
TIER 1 (LOW)
TIER 2 (MIDDLE)
TIER 3 (HIGH)
DESCRIBE:
DESCRIBE:
DESCRIBE:
o Pre-measured
o Recipe for Brownies o Students will select a
ingredients
with step-by-step
basic recipe from preo Step-by-step video
instructions
selected websites
instructions
o Measuring Tools with o Students will make
o Cooking tools
instructions
brownies closely
provided with
o Students must get
following selected
instructions on how
approval to advance
recipe
and when to use each
to the next step
o Teacher closely
monitors
Entire class will do a blind taste test to rate the brownies.
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Tiering by Content - Activity
Learning Goal: Students will understand
that pieces represent fractions of a
whole.
Determine how you will vary the content
to enable all students to reach the
learning goal.
Hint: Consider using
varying levels of reading,
directions, and materials
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Differentiating PROCESS:
⬜Student activities or opportunities for
learning, understanding, and application
⬜Students make sense of ideas and
information when instruction:
1) Matches their level of readiness
2) Causes them to think at high levels
3) Relates new ideas/skills to previous learning
4) Causes them to use a key skill(s) to
understand a key idea(s)
5) Is of interest to them
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Differentiating PROCESS Examples:
• Learning Logs &
• Jigsaw
Journals
• Six Hats
• Graphic Organizers
• PMI (pluses,
• Think-Pair-Share
minuses,
interesting points)
• Two Sided Debates
(Discussion Webs)
• Cubing
http://www.graniteschools.org/depart/teachinglearning/curriculuminstruction/
math/Pages/MathematicsVocabulary.aspx
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Cubing – Keep in Mind…
❑ Students can examine an issue or
topic from a variety of “positions” or
tasks
❑ Cubes offer the opportunity to
differentiate by readiness, interest or
learning profile
❑ Can vary in difficulty and tasks
depending on abilities and interests
❑ UPK/K pictures or scavenger
ie)vocabulary words~ empty
http://www.youtube.com/watch?v=NFyEdmhW6j8
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Cubing -You will need to:
1. Describe It – look at it closely
2. Compare It –similar to? Different from?
3. Associate It – it makes you think of?
4. Analyze It – how is it made? Use your
imagination.
5. Apply It – what can you do with it? How
can it be used?
6. Argue – for or against, take a stand
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Differentiating PRODUCT:
• Refer to ways students will
demonstrate their ability to use,
transfer, and extend what they have
learned.
• Differentiated product assignments
can be excellent forms of assessing
student knowledge.
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Differentiating PRODUCT:
• 4-MAT
• Portfolios
• Independent Study
• Group Investigation
• Orbital Studies
• RAFTS
• Choice Boards
• Learning Menus
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Differentiating Product:
Learning Menus
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The PRESENT requires us to
remember:
http://www.youtube.com/watch?v=K_6GUx1Zx0w
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Check out these websites for
additional resources:
http://beta.aea267.k12.ia.us/cia/teaching-strategies/
http://farrintegratingit.net/Trainings/Differentiate/strategies.htm
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