1 / 7

Differentiation in the HTM math/science classroom

Differentiation in the HTM math/science classroom. “Schools are like airport hubs; student passengers arrive from many different backgrounds for widely divergent destinations. Their particular takeoffs into adulthood will demand different flight plans.”. What is differentiation?.

wilfredj
Télécharger la présentation

Differentiation in the HTM math/science classroom

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Differentiation in the HTM math/science classroom “Schools are like airport hubs; student passengers arrive from many different backgrounds for widely divergent destinations. Their particular takeoffs into adulthood will demand different flight plans.”

  2. What is differentiation? Differentiated instruction is responsive instruction. • Teachers become proficient in understanding their students as individuals in order to meet the needs of all learners, regardless of level: • IEP, ELL, Gifted, at-risk • Kinesthetic, Visual, Auditory “Maximize the potential of each learner in a given area!”

  3. What the student needs… • Affirmation • Am I safe and accepted here? • Contribution • I made a difference in this place. • Power • There is dependable support here for my journey. • Purpose • I see the significance of what we do here. • Challenge • The work here compliments my ability and I work hard.

  4. How the teacher responds… • Invitation • I have respect for who you are and who you can become • Opportunity • I have important things for you to do here today • Investment • I work hard to make this place work for you • Persistence • There are no excuses here, but there is support • Reflection • I make sure to use what I learn to help you learn better

  5. Curriculum as the vehicle… • Important • What we study is essential to building student understanding • Focused • Both the teacher and student know why we’re doing what we’re doing • Engaging • Students most often find meaning in their work • Demanding • The work is most often a bit beyond the reach of the learner • Scaffolded • Small and large group instruction focuses on a variety of learner needs.

  6. Questions… • What are some differentiation strategies that you use in your classroom (math/science)? • How do these strategies meet the needs of ELL, at-risk, gifted and IEP students? • How do these meet the needs of different types of learners: Kinesthetic? Visual? Auditory?

  7. What strategies do we use in science that could be translated to math? Vice versa? • What is one new strategy that you would like to try in the coming week… or one strategy that you have used in the past but would like to bring back?

More Related