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Differentiating EveryDay Math for 3 rd & 4 th Grade Students

Differentiating EveryDay Math for 3 rd & 4 th Grade Students. Erynn Fletcher Amy Watts Hidden Creek Elementary. Entry Task. Choose a name tag & write your name Read the Learning Targets Place a dot next to the target that excites you the most. Agenda. Entry Task

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Differentiating EveryDay Math for 3 rd & 4 th Grade Students

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  1. Differentiating EveryDay Math for 3rd & 4th Grade Students Erynn Fletcher Amy Watts Hidden Creek Elementary

  2. Entry Task • Choose a name tag & write your name • Read the Learning Targets • Place a dot next to the target that excites you the most

  3. Agenda • Entry Task • Agenda, Norms, Learning Targets • Importance of Differentiating • Before You Differentiate… • Resources (aka “Good Math Choices”) • Data Gathering  Pretest • Daily EveryDay Math Lesson • Questions? • Exit Note

  4. Norms • Respect all opinions and views • Maintain equity of voice. Listen while other speak and seek permission to speak. • Provide honest, constructive feedback to colleagues. • Share work with colleagues and be open to feedback. • Be positive and maintain a sense of humor. • Be prepared and remain fully engaged. Refrain from side-bar conversations.

  5. Learning Targets • I have expanded my math differentiation resources. • I can utilize strategies to gather data in order to differentiate my math instruction. • I have added to my tool kit of management strategies for differentiating my math instruction.

  6. Importance of Differentiating • What NOT to do… http://www.youtube.com/watch?v=dxPVyieptwA • Engagement & Differentiation

  7. Before You Differentiate… • Teach: • Good math choices – whole class • How to be a corrector • How to offer support: time? or guide? • How to work with a partner • Management: • Kids have to practicewhat to do and where to be

  8. Before You Differentiate… • Independent Work: • Beneficial for students • Not create more work for yourself • Volunteers, students correct in partners • Needs to be quiet so others can work • Planning: • Use current data • Know the standards aligned with that lesson • Will this lesson work with whole-small-whole?

  9. Resourcesaka “Good Math Choices” • Think Tank • Math Tiles • Origo Games • EDM Games • Extension Activities • Websites • More?

  10. Pretest INFORMS INSTRUCTION • Uses standards-based grading (3, 2, 1 only) • Data determines: • Partners for the unit (high-middle, middle-low) • Daily small groups • Who needs supplements • Shows growth (pretest  posttest)

  11. TEACHER Daily EDM Lesson (4 days/week) • Whole class: • Correct homework • Look at Learning Targets • Origo Cards or Mental Math • Math Message 10-20 mins Have they met the standard?

  12. TEACHER Have they met the standard? 30-40 mins Yes Break into smaller groups No • Independent Work: 3 • Daily lesson Math Journal pages • Math Boxes • Good Math Choices Guided Practice: 2 1 - Teach Part 1 of EDM lesson

  13. TEACHER Guided Practice: 3 -Discuss lesson -Begin feedback on math boxes • Independent Practice: 2 1 • Math Boxes • Good Math Choices 10 mins Do they need more support?

  14. TEACHER Do they need more support? 10-20 mins Yes No Small Group: 1 - Math box support - Skill work (readiness, fact practice, etc.) Independent Work: 3 2 -Finishing & correcting math boxes -Good math choices

  15. TEACHER Whole Class: - Review and self-assess learning targets 5 mins Total Time: 65-95 minutes (1 hr, 5 mins – 1 hr, 35 mins)

  16. Questions? • Anyone? Anyone?

  17. Exit Note • What are your next steps to improve math differentiation this year?

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