A Different….iated Mathematics Classroom

1. A Different….iated Mathematics Classroom

2. Differentiated Instruction (DI): a Definition “Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences….Teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests.” • Carol Ann Tomlinson, Associate Professor University of Virginia

3. “It is crucial then, for teachers to articulate what’s essential for learners to recall, understand and be able to do in a given domain.”The differentiated Classroom, Tomlinson p9 Activity: Find some work you will cover over the next few days. What is essential to understand before being able to do this work? • “In a differentiated classroom, assessment is ongoing and diagnostic…. Assessment is today’s means of understanding how to modify tomorrow’s instruction.”The differentiated Classroom, Tomlinson p10 Discuss: How do I know where my students are at? What can we learn about our ‘students’ in the next slide?

4. “In Differentiated Classrooms, teachers begin where students are, not the front of a curriculum guide” The differentiated Classroom, Tomlinson p2 Discuss: agree, disagree, comment • “There is no one “right way” to create an effectively differentiated classroom: teachers craft responsive learning places in ways that are a good match for their teaching styles, as well as the learners needs” The differentiated Classroom, Tomlinson p3 Discuss: what if our current teaching style does not meet the learners needs?

6. To ensure a fair selection, you all get the same test. You must all climb the tree.

7. Why Differentiate Instruction? • Society is changing and so should our classrooms • Family dynamics • Technology • Values & influences • Classrooms are diverse; different learners need a variety of avenues to learn • Today’s workforce demands more

8. Teachers modify • Content: the what …..examples? • Process: the how …..examples? • Product: the vehicle used to demonstrate understanding …..examples? Activity: Create Scaffolded Question set of 15 questions on cards Activity: Create A Jeopardy game using Jeopardy blank, Internet and resources • Students vary in • Readiness: what is my understanding now? • Interest: why should I want to do this? • Learning Profile: how do I best learn and understand?

9. Benefits of DI • Decreases behavior problems • Stretches each student • Engages students for learning • Focuses on student rather than teacher • Creates variety • Offers choice

10. Readiness How do you get to know your learners? How do you use this information?

11. Are they Ready?

13. Readiness • Know where you want students to be • Begin where the students are • Continually assess your students

14. Create an activity that is • interesting • high level • causes students to use • key skill(s) to understand • a key idea High skill/ Complexity Low skill/ complexity Chart the complexity of the activity • Clone the activity along the ladder as needed to ensure challenge and success for your students, in • materials – basic to advanced • form of expression – from familiar to unfamiliar • from personal experience to removed from personal experience • equalizer Match task to student based on student profile and task requirements Developing a Tiered Activity 1 2 • Select the activity organizer • concept • generalization • Think about your students/use assessments • readiness range • interests • learning profile • talents Essential to building a framework of understanding skills reading thinking information 3 4 5 6

15. Speak their language!

16. Ways to incorporate interest • Create interest within a lesson • Give choice within content • Give choice for the final product • Use general interests • Incorporate interests outside of school • Hook student interest through relevance

17. Differentiation by InterestMathsSequence of Numbers –Real Number System Choice Board

18. Knowing Yourself To what extent is your learning style reflected in your teaching style?

19. “As we start a new school year, Mr. Smith, I just want you to know that I’m an Abstract-Sequential learner and trust that you’ll conduct yourself accordingly!”

20. “Have some respect for my learning style!”

21. Learning Style • Conduct surveys to collect data • Multiple intelligences: musical, verbal/linguistic, logical interpersonal, intrapersonal, kinesthetic, visual/spatial • creative, practical, analytical • visual, verbal, kinesthetic • Use data to purposefully group students • Like grouping • Unlike grouping • Whole group

22. Resources for learning profiles • www.e2c2.com/fileupload.asp MI, Sternberg, modality & array interaction surveys • http://www.learning-styles-online.com/ MI with graphs • http://www.engr.ncsu.edu/learningstyles/ilsweb.html global vs sequential • http://www.rrcc-online.com/~psych/LSInventory.html Sternberg’s survey • http://ttc.coe.uga.edu/surveys/ MI survey & others • http://www.brookhavencollege.edu/learningstyle/modality_test.html sensory modality • http://www.humanmetrics.com/cgi-win/JTypes1.htm personality assessment • http://www.cse.fau.edu/~maria/COURSES/CAP5100-UI/LearningStyles.html 4mat personality type – group dynamics

23. Check for Understanding Thumbs up? Thumbs down? Thumbs sideways? Exit Slips Homework Error Analysis and?

24. Things to Remember • Know your learner; Use the information • DI does not have to be a project • You don’t have to use a specific DI tool

25. Begin Slowly – Just Begin!