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Adapting Math Materials to Meet the Needs of All Learners Presenter: Angela May

Adapting Math Materials to Meet the Needs of All Learners Presenter: Angela May. Far West Teacher Center Network 2014 and Erie 1 BOCES. Far West Teacher Centers. Far West Teacher Centers. What type of learner are you?. Go to the table that best fits your attributes. DIRECTIONS:

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Adapting Math Materials to Meet the Needs of All Learners Presenter: Angela May

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  1. Adapting Math Materials to Meet the Needs of All Learners Presenter: Angela May Far West Teacher Center Network 2014 and Erie 1 BOCES Far West Teacher Centers

  2. Far West Teacher Centers 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

  3. Far West Teacher Centers 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

  4. IS: IS NOT: Far West Teacher Centers What is Differentiated Instruction? • Sort the strips to indicate your understanding of what DI is and what it is not.

  5. Far West Teacher Centers 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

  6. Far West Teacher Centers Differentiated InstructionIS: • 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

  7. Far West Teacher Centers Keeping a Balance • 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 teacher-assigned tasks and working arrangements. • REMEMBER: • Curriculum is WHAT we teach. • Differentiation is HOW we teach.

  8. 6 Shifts in Mathematics Focus Coherence Fluency Deep Understanding Applications Dual Intensity 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 Students use strategies 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. Adapting MathMaterials Prerequisites content for a given cluster or domain

  9. 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”

  10. Far West Teacher Centers 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

  11. Far West Teacher Centers 3 Ways to Differentiate Your Students: • Readiness • Interests • Learning Profiles

  12. Far West Teacher Centers 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.

  13. Far West Teacher Centers Readiness: Four Corners

  14. Far West Teacher Centers 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

  15. Far West Teacher Centers 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

  16. http://www.appitic.com/

  17. Far West Teacher Centers Teachers can differentiate….. According to students’ Through a range of instructional and management strategies – such as:

  18. Far West Teacher Centers 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.

  19. Far West Teacher Centers Differentiating CONTENT Examples: • I-Search • Learning Contracts • Learning Centers • Compacting • Interest Centers/Groups • Flexible Grouping • Tiering

  20. Far West Teacher Centers 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

  21. Far West Teacher Centers TIERED ACTIVITY:LEARNING GOAL: Students will know how to make brownies from scratch. Entire class will do a blind taste test to rate the brownies.

  22. Far West Teacher Centers 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

  23. Far West Teacher Centers Differentiating PROCESS: • Student activities or opportunities for learning, understanding, and application • Students make sense of ideas and information when instruction: • Matches their level of readiness • Causes them to think at high levels • Relates new ideas/skills to previous learning • Causes them to use a key skill(s) to understand a key idea(s) • Is of interest to them

  24. Far West Teacher Centers Differentiating PROCESS Examples: • Learning Logs & Journals • Graphic Organizers • Think-Pair-Share • Two Sided Debates (Discussion Webs) • Jigsaw • Six Hats • PMI (pluses, minuses, interesting points) • Cubing http://www.graniteschools.org/depart/teachinglearning/curriculuminstruction/math/Pages/MathematicsVocabulary.aspx

  25. Far West Teacher Centers 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

  26. Far West Teacher Centers 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

  27. Far West Teacher Centers 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.

  28. Far West Teacher Centers Differentiating PRODUCT: • 4-MAT • Portfolios • Independent Study • Group Investigation • Orbital Studies • RAFTS • Choice Boards • Learning Menus

  29. Far West Teacher Centers Differentiating Product: Learning Menus

  30. Far West Teacher Centers The PRESENT requires us to remember: http://www.youtube.com/watch?v=K_6GUx1Zx0w

  31. Far West Teacher Centers Check out these websites for additional resources: http://beta.aea267.k12.ia.us/cia/teaching-strategies/ http://farr-integratingit.net/Trainings/Differentiate/strategies.htm Please complete the online evaluation: http://www.e2ccb.org/webpages/ectc/forms.cfm?myform=26323 Password: ectc

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