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The Approach to Differentiation in A Story of Ratios and A Story of Functions

The Approach to Differentiation in A Story of Ratios and A Story of Functions. Session Objectives. Reflect on implementation successes and challenges and establish learning goals to guide subsequent sessions .

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The Approach to Differentiation in A Story of Ratios and A Story of Functions

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  1. The Approach to Differentiation in A Story of Ratios and A Story of Functions

  2. Session Objectives • Reflect on implementation successes and challenges and establish learning goals to guide subsequent sessions. • Identify strategies for accommodating student needs rather than modifying lessons, and recognize the difference between those approaches to differentiation.

  3. Successes and Challenges Activity

  4. Establishing Learning Goals

  5. The Common Core Approach to Differentiating Instruction • Read p. 14-15 • Highlight words, phrases and sentences

  6. What subgroups of learners are specifically identified? • How can we best support these learners? • How does the curriculum support these instructional strategies?

  7. What subgroups of learners are specifically identified? • English language learners • Student with disabilities • Students performing above grade level • Students performing below grade level

  8. How can we best support these learners? • Using: • Multiple means of representation • Multiple means of action and expression • Multiple means of engagement

  9. How does the curriculum support these instructional strategies? • This will be our focus as we investigate the modules at each grade.

  10. Accommodationsvs.Modifications

  11. Jigsaw 1: Scaffolds for English Learners (pp. 16-17) 2: Scaffolds for Students with Disabilities (pp. 17-18) 3: Scaffolds for Students Performing Below Grade Level (p. 19) 4: Scaffolds for Students Performing Above Grade Level (p. 20)

  12. A re-wording • G6-M6 • Example 1: What is a Statistical Question? • Jerome collects major league baseball cards. • His collection contains cards of both current players and past (retired) players. • Each card has a picture of a player as well as information about that player. • His classmates asked Jerome the following questions about his baseball cards: • How many cards does Jerome have altogether? • What is the typical cost of a card in Jerome’s collection? • Where did Jerome get the cards? • Which of these questions is a statistical question? • G6-M6 • Example 1: What is a Statistical Question? • Jerome, a 6th grader at Roosevelt Middle School, is a huge football fan. He loves to collect baseball cards. He has cards of current players and players from past seasons. With his teacher’s permission, Jerome brought his baseball card collection to school. Each card has a picture of a current or past major league baseball player, along with information about the player. When he placed his cards out for the other students to see, they ask Jerome all sorts of questions. Some asked: • How many cards does Jerome have altogether? • What is the typical cost of a card in Jerome’s collection? • Where did Jerome get the cards? • Which of these questions is a statistical question?

  13. Amplify Language • Give clear mathematical definitions • Explain multiple meanings • Maintain consistence with language • Include models and diagrams (to increase accessibility)

  14. Move from Concrete Representation to Abstract • Visually organize thinking • Provide multiple representations • Use familiar contexts

  15. Give Guidelines for Speaking, Reading, Writing or Listening (to enrich academic register) • Give explicit instructions in student-friendly language • Use visuals or examples in giving instructions • Provide structured opportunities to speak and write

  16. What is the difference between an Accommodation and a Modification?

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