Differentiated Instruction for Math II Day 3 Evelyn Blalock Columbus State University

Evelyn Blalock

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Agenda for Today

 Differentiated Instruction Review  Content, Process, Product  Flexible Grouping  Tiered Tasks and Assignments  Tiered to the next level 

Plan of Implementation Activity

 Improve and fine tune your Tiered Lesson for a Math 3 lesson/objective Evelyn Blalock

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Check your Group Assignment

Evelyn Blalock

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Groups

Berries     Paula T Cathy F Karen M Gina Y  Dana B Bananas      Vijay Tammy S Marianne S Jim G Kendrall Grapes  Amanda M    Donna B Sharon H Pat B Kiwi    Melissa S Saffan Bonnie C   Michael H Lew     Oranges      Ivy K Ashley J Saretta W Alan H Melissa Stanley Mango     Steve C Susan D Kimberly J Alesia B Melon   Claire H B. Perryman   Karan C Jami G Apples     Sarah F Jan M Peter A Mickey L  Jodi D Evelyn Blalock

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Differentiated Instruction Review

 High-impact Differentiated Unit  Support the learning of ALL students  Varying levels of difficulty  Variety of teaching methods  To match instruction to a variety of student strengths and interests  Accommodations and modifications  Universally designed  To meet the needs of students with disabilities Evelyn Blalock

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Rally Table

 Form groups of 3-4 students/group  Take out one blank sheet of paper per group  After I introduce the topic, each member, in turn, writes an answer down on the piece of paper and passes it to the next member of the group.

 When the next member receives the paper, you must read the previous responses so as not to repeat an answer.  Members keep passing around the paper until time is called.

Evelyn Blalock

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Rally Table Review

 Generate as many answers to this question as you can on the paper provided in 3 minutes.

 Questions:  How can you differentiate

CONTENT

?

 How can you differentiate

PROCESS

?

 How can you differentiate

PRODUCT

?

 Large group report out

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Evelyn Blalock

Flexible Grouping

 Purpose:  To increase learning (Piaget, Vygotsky, & Research-based Best Practice)  To facilitate students with disabilities belonging and being accepted as equal members of the class community  Flexible, Heterogeneous Grouping (TAPS) 

Total group

: Everyone should know 

Working Alone

: problem-solve in their own way 

Partner (Pairs)

: generate more ideas, show each other the solutions 

Cooperative/Small group

: groups ideas & talents to accelerate learning Evelyn Blalock

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Assigning Students to Groups

Heterogeneously  Random   Playing cards Pull a string  Mixed by ability or learning style    By academic performance  The Wheel: Above grade level, at grade level, below grade level (Gregory & Chapman, p. 88) By Learning style or multiple intelligence By Math Learning Style  Change groups periodically, i.e. within one class period, once a month Homogenously  Interests  Readiness 

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Evelyn Blalock 

WHAT CHILDREN CAN DO TOGETHER TODAY, THEY CAN DO ALONE TOMORROW.

 Vygotsky, 1965

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Managing Groups using Task Cards

 VIDEO- Flexible Grouping & Tiered Instruction  Flexible Grouping  Video:

Quick Fire Challenge in History class

 Heterogeneous by mixing learning styles  Use of roles  Flexible grouping  Readiness levels & interests

(Mid: Respectful Tasks intro & Foreign Language class example)

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Think-Pair-Share

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Individually – Think

 How do you currently use flexible grouping in your classroom?

 What improvements or changes would you make as you continue to support flexible grouping in your classroom? 

Pair

to discuss and share uses and improvements of flexible grouping 

Share

strategies with group at your table  Write a list of uses for flexible grouping in Math III classrooms  Add Flexible Grouping to your Menu or Tiered unit

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Evelyn Blalock

The Differentiated Instruction Umbrella

Differentiation Strategy One Strategy Two Strategy Three Evelyn Blalock

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Differentiated Learning Strategies

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Acceleration Curriculum Compacting Flexible Grouping Literature Circles Mentoring Contracting Independent Study Telescoping Inquiry Based Learning

        Evelyn Blalock

Post-holing Learning Centers Tiered Instruction Tic-Tac-Toe Choices Differentiated Assessment Brain Compatible Learning Collaborative Learning Project Based Learning Creative Problem Solving 14

Structure of Tiered Lesson

 Whole Group  Tiered Tasks/Small Groups, Pairs, Individual work  Beginning, Intermediate, Advanced  Straight Ahead, Uphill, Mountainous  Emerging, Experimenting, Engaging  See Example of “Central & Inscribed Angles” Differentiated Task  Assessment & Grading Evelyn Blalock

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Tiered Structure: Whole Group

 Whole Group  1 st Step in the Learning Process:  Essential information that all students must know used  to build the base of knowledge needed  to complete all tiered tasks; covers vocabulary  Instructions needed to complete tiered tasks  Learn new information for the first time  Go over homework/ textbook materials  Pre-assessment or on-going progress monitoring Benjamin, A. (2008).

Differentiated Instruction Using Technology

Evelyn Blalock

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Tiered Structure: Tier Tasks

 Tiered tasks/ groups  2 nd Step in the Learning Process: To gain a deeper understanding of the content, solidifying their new knowledge to maintain learning  To practice skills within their zone of proximal development  To integrate their new knowledge into existing schema  Move through the learning process  Activities for early finishers  Note: Advanced students get a more complex project, not more tasks Benjamin, A. (2008).

Differentiated Instruction Using Technology

Evelyn Blalock

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Level 1- Emerging Learners; Straight Ahead

 Less difficult text at student’s reading level  Concrete, low level of abstraction  Knowledge and comprehension (Bloom’s)  Fewer steps  Support strategies: graphic organizer Northey, S.S. (2005).

Handbook on Differentiated Instruction for Middle & High School

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Level 2 – Average Learners; Uphill

 Text on grade level  Use concrete concepts to help transition to more abstract  More steps  Knowledge, comprehension, & application on their own; teacher assistance for analysis & higher levels Northey, S.S. (2005).

Handbook on Differentiated Instruction

Evelyn Blalock

for Middle & High School

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Level 3 – Gifted Learners; Mountainous

 Text more complex than textbook  More lengthy sources (can read faster)  Abstract concepts  Analyze, synthesize, and evaluate  Work more independently Northey, S.S. (2005).

Handbook on Differentiated Instruction for Middle & High School

Evelyn Blalock

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Hints that Help with Tiers

 Always move students to more abstraction. Use increased scaffolding to give some students more support.

 Works best when working collaboratively with another teacher. Team up with each other and the special ed teacher.

 Only tier when students are at different levels of readiness, not all the time.

 Grading: Self assessment, peer assessment, don’t grade all  Email me Benjamin, A. (2008).

Differentiated Instruction Using Technology

Evelyn Blalock

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Fine-Tune Your Unit Activity

 Tiered Menu or Unit to be presented on Friday  Include all handouts and rubrics that would be helpful  Post units and support materials on Ning Evelyn Blalock

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Exit Ticket

 Examples of Differentiating  Content  Process  Product  Post Menus to PDworks  Groups can post bursts of genius that may come in the middle of the night.

Evelyn Blalock

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