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Differentiation in the maths classroom

Differentiation in the maths classroom. Learning Intentions. What differentiation is and isn’t. Reasons why we differentiate? Knowing the role of the teacher Planning for differentiation content, process and product. Flexible groupings.

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Differentiation in the maths classroom

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  1. Differentiationin the maths classroom

  2. Learning Intentions • What differentiation is and isn’t. • Reasons why we differentiate? • Knowing the role of the teacher • Planning for differentiation content, process and product. • Flexible groupings

  3. What are we trying to achieve throughdifferentiation? • Increased student achievement • Increased confidence in learning • Engagement • Self-directed learning behaviors Burns and Purcell, 2002

  4. Differentiation Is a teacher’s response to learner’s needs Respects the different learning needs of students and expects all students to experience success as learners. How to Differentiate Instruction in Mixed ability Classrooms Carol Ann Tomlinson , ASCD 2001

  5. Differentiation Is a teacher’s response to learner’s needs Respects the different learning needs of students and expects all students to experience success as learners. Guided by the general principles of differentiation. Meaningful Tasks Expectations Quality Curriculum Ongoing Assessment FlexibleGrouping Relationships How to Differentiate Instruction in Mixed ability Classrooms Carol Ann Tomlinson , ASCD 2001

  6. Quality Curriculum What do we want students to be able to know, understand, and do as a result of their learning? Relevance? Real-world? Prior assessment for student interest and readiness. Ongoing formative assessment and feedback measuring progress. Summative to allow students to demonstrate what they have learned. Ongoing Assessment Meaningful Tasks Challenging, interesting, and worth doing. May be adjusted for different readiness levels, interests, or learning preferences. Students work in a variety of arrangements. Small Groups/Partner/Individually/Whole Class FlexibleGrouping All students should be working at a level of complexity that is just above their comfort level. By providing each student with reasonable levels of challenge and instructional scaffolding as needed students learn that hard work results in successful growth. Expectations Relationships Building a learning community where students feel safe, accepted, and supported.

  7. Differentiation Is a teacher’s response to learner’s needs Respects the different learning needs of students and expects all students to experience success as learners. Guided by the general principles of differentiation. Meaningful Tasks Expectations Quality Curriculum Ongoing Assessment FlexibleGrouping Relationships DIFFERENTIATED THROUGH Content Process Product How to Differentiate Instruction in Mixed ability Classrooms Carol Ann Tomlinson , ASCD 2001

  8. Differentiation Is a teacher’s response to learner’s needs Respects the different learning needs of students and expects all students to experience success as learners. Guided by the general principles of differentiation. Meaningful Tasks Expectations Quality Curriculum Ongoing Assessment FlexibleGrouping Relationships DIFFERENTIATED THROUGH Product Content Process How students demonstrate what they have come to know, understand, and are able to do after an extended period of learning The knowledge understanding and skills we want students to learn How students come to understand or make sense of the content

  9. Differentiate Product Process Content According to students’ Readiness . Interest Learning Profile

  10. Differentiate Product Process Content According to students’ Readiness Student current proximity to specific knowledge, understanding and skills. Interest That which engages the attention, curiosity, and involvement of a student Learning Profile A preference for taking in, exploring, or expressing content. Shaped by 4 elements - Learning Style/Intelligence Preference/Gender/Culture

  11. This is not new just doing things better Differentiating instruction is doing what’s fair for students. It’s a collection of best practices strategically employed to maximize students’ learning at every turn, including giving them the tools to handle anything that is undifferentiated. It requires us to do different things for different students some, or a lot, of the time. It’s whatever works to advance the student if the regular classroom approach doesn’t meet students’ needs. It’s highly effective teaching.

  12. Flexible grouping is at the heart of differentiated Instruction

  13. Activities • Rectangles • Parallel tasks Wiggles • Tiered task Algebra black belt • Open tasks - How much chocolate on a mallow puff? Stats investigations

  14. Burns and Purcell, 2002

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