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Differentiated Instruction for Math III Day 1

Differentiated Instruction for Math III Day 1. Evelyn Blalock Columbus State University blalock_evelyn@colstate.edu Summer 2010. Agenda for the Week. Purpose of Differentiated Instruction Getting to Know the Learners Flexible Grouping/ Managing Teams & Tasks

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Differentiated Instruction for Math III Day 1

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  1. Differentiated Instruction for Math IIIDay 1 Evelyn Blalock Columbus State University blalock_evelyn@colstate.edu Summer 2010 Evelyn Blalock

  2. Agenda for the Week • Purpose of Differentiated Instruction • Getting to Know the Learners • Flexible Grouping/ Managing Teams & Tasks • Differentiated Instruction Strategies for Content, Process, and Product • Menu • Tiered Instruction • Plan of Implementation Activities • Complete a learning style inventory • Create lessons using 2 differentiated instruction strategies • Modify a Tiered Lesson Plan for students with disabilities • Integrate differentiated assessment and modifications into lessons • Gregory & Chapman (2007, p. 6) Overview Evelyn Blalock

  3. Agenda for Today • Differentiated Instruction Overview • Purpose • Getting to know your students • Learning Styles & Interests • Math Learning Styles • Plan of Implementation Activity • Applying Math Tools to a differentiated lesson Evelyn Blalock

  4. Why Differentiate? • Think (Individually) 30 seconds • Pair(share thoughts & ideas) 1 min. • Sharewith Grade level group 1 min. Evelyn Blalock

  5. Why Differentiate? • All kids are different. • One size does not fit all. • Differentiation provides ALL students with access to the general curriculum. Evelyn Blalock

  6. Quote from a Teacher’s Lounge Evelyn Blalock

  7. Differentiation values Difference “Fairness is not when everyone gets the same. Fairness is when everyone gets what he or she needs.” Think-Pair-Share: What does this statement mean for students? For teachers? For administrators? Evelyn Blalock

  8. Why Differentiate?Diversity of Learners • Readiness • Achievement gap • Special needs • “Believe in the possibilities in each student” • Learning Style • Multiple Intelligences • Interest • Motivation • Accommodations are available to all students & part of the class structure Evelyn Blalock

  9. Why Differentiate? Increased Motivation & Time on-task Increased Learning Evelyn Blalock

  10. Why Differentiate? Diversity of content • Georgia DOE Core Instruction for ALL students • Standards and Benchmarks • 25 years to teach them all (Marzano) • Multiple ways to teach content and concepts Evelyn Blalock

  11. What type of Learning Style do you use most often when learning new material? • Visual • Auditory • Kinesthetic Evelyn Blalock

  12. Learning Styles & Interests Inventories • Learning Styles Inventories • http://www.engr.ncsu.edu/learningstyles/ilsweb.html • http://www.metamath.com/lsweb/dvclearn.htm • http://www.learning-styles-online.com/ • Multiple Intelligences Inventories • www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/ict/multiple_int/index.htm Gives a visual • http://www.personal.psu.edu/bxb11/MI/MIQuiz.htm • http://www.uen.org/utahlink/tours/tourFames.cgi?tour_id=15077 Using your MI in School • Motivation/ Interests (Gregory & Chapman, p. 54-56) • http://faculty.citadel.edu/hewett/web_files/interestweb.html • Learning Preferences Survey (Gregory & Chapman, p. 25, 27) Evelyn Blalock

  13. Differentiated Instruction Intro • Differentiated Instruction in Action: High School • Flexible Grouping • Video: Quick Fire Challenge in History class • Heterogeneous by mixing learning styles • Use of roles Evelyn Blalock

  14. Mastery Understanding Self-expression Interpersonal Math Learning Styles(Silver, Brunsting, & Walsh, 2008, pp 4-15) Evelyn Blalock

  15. 4 Math Instructional Styles • 4 Instructional Styles: (6th grade) all studying area and perimeter • Mastery • Apply formulas, compute accurately, reinforce skills through practice • EX-apply formulas you already know • Understanding • Discover patterns, make generalizations, develop mathematical explanations • EX-explain the process you used to figure out your answer • Self-expression • Think creatively, develop new problems, try our a variety of problem solving approaches • EX-create your own area & perimeter problem using shapes • Interpersonal • Make personal connections and solve real world problems • EX-draw floor plan of your house, How much carpet? Evelyn Blalock

  16. Math Tool Example • Interpersonal Math Tool, “Who’s Right?” • Tool Matrix, pp. 168-169 • Statistics has been used to make a claim. • Examine the data closely and apply mathematical concepts to determine “Who’s Right?” Interpret the exam results from these two classes. The first class (Chart 1) took the exam in the morning. The second class (Chart 2) took the exam after lunch. Which class did better on the exam? Can we use these data to say that it is better to take this exam in the morning than in the afternoon? Evelyn Blalock

  17. Learning & Math Instructional Style Activity Individual Activity Learning Objective: Students will investigate the relationships between lines and circles. • What Math Instructional Style do you use most often? • Find 1 Math Tool to teach Conics • Use the matrix to find a Math Tool • Pick a style that you use least often. • Find 1 Math Tool to teach Conics • Use the matrix to find a Math Tool Evelyn Blalock

  18. Learning & Math Instructional Style Activity Group Activity – How to teach content • Share with your Group • Math Tool for preferred Math Instructional Style • Math Tool for least used Math Instructional Style • Expand it • Create a way to use a Math Tool to teach content for any Math Instructional Style not covered • Alter your instructional plans using the Math Tools to use them as a group to differentiate for an entire class Evelyn Blalock

  19. Teachers Can Differentiate Content Process Product According to Students’ Interest Learning Profile Readiness Evelyn Blalock Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)

  20. What to Differentiate: CONTENT PROCESS PRODUCT Evelyn Blalock

  21. What to Differentiate: CONTENT WHAT students learn PROCESS PRODUCT HOW students learn How students SHOW what they’ve learned Evelyn Blalock

  22. Content • Content: What is being taught. • differentiate the actual content being presented to students • remediate, accelerate, or enrich using basic or more complex resources • Examples: • Connecting learning to real life uses • Leveling or Tiering materials; Adjustable Assignments (Gregory & Chapman, p. 71-76) • Using a variety of instructional materials • Providing choice (Gregory & Chapman, p. 152-158) • Using selective abandonment • Acceleration, compacting, flexible pacing • (Gregory & Chapman (2007) Differentiated Instructional Strategies: One Size Doesn’t Fit All) Evelyn Blalock

  23. Process • Process:How the student learns what is being taught. • Differentiated by addressing different learning styles, levels of thinking, and kinds of thinking • Examples: • Flexible Grouping • Jigsaw (Gregory & Chapman, p. 115-117) • Task Cards and Tiered groups (Differentiated Instruction in Action Video) • Research and Brain-Based Instructional strategies from Marzano like Graphic Organizers (Gregory & Chapman, p. 101-108) • Learning contracts (Gregory & Chapman, p. 162-165) • Choice boards & Menus (Gregory & Chapman, p. 153-158; 163) • Compacting (Gregory & Chapman, p. 77-81) • Interest groups; flexible grouping (Gregory & Chapman, p. 84-90) • Bloom’s Taxonomy, Higher Level Questioning (Gregory & Chapman, p. 120-123) • (Gregory & Chapman (2007) Differentiated Instructional Strategies: One Size Doesn’t Fit All) Evelyn Blalock

  24. Product • Product:How the student shows what he or she has learned. • differentiated by addressing different learning styles • providing choice in variety • different levels of complexity of products • Performance tasks Examples (Gregory & Chapman, p. 119) • Oral presentation • Math Log or journal • Draw a picture • Record findings • Play Who Wants to be a Millionaire or Jeopardy • Design a brochure for the process • Color code a sequence • Write a song • Make a bar graph and interpret the data • Learning Contract (Gregory & Chapman, p. 162-165) (Gregory & Chapman, 2007 Differentiated Strategies: One Size Doesn’t Fit All) Evelyn Blalock

  25. GO-GO-MOGive One, Get One, Move On • Fill in the first three boxes with ideas of how you can differentiate in Math III. • Circulate around the room. • Give one idea to someone, get one idea from them to write in a box. Move on another person. • Goal: fill all boxes with different ideas. • Put your Differentiated GO-GO-MO in your folder & turn your Exit Ticket into Evelyn Evelyn Blalock

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