Differentiated instruction updated

Differentiated Instruction Ideas for the Math classroom Michelle Hosmer, MEd, NBCT, Jackson MS & Jacalyn Anderson, Central MS Materials used: Carol Tomlinson and Ball University GATE Project

Tiered Lessons The Meat & Potatoes of Differentiated Instruction (Tomlinson, 1999) Choose which part you’ll tier Content Process Product Choose Type of Tier Readiness Interest Learning Profile

Think of a layer cake Content Process Product Each layer is a tier that can be differentiated

Change in the material being learned by a student EXAMPLE: Integers you teach one group single digit Integers then you teach another group 2 digit integers and then fractional integers to another group. Content: what you plan to teach

Process: how teacher plans instruction How the student accesses the material Whole group Small groups/pairs Cooperative Groups Peer learning

Product: Assessment How the student shows you that he or she has learned the concept or skill Orally, project, written test, poster, Power Point, teaching others, etc

And each layer is a different flavor or mode to consider. Readiness Interest Learning Style

Readiness Pretest skills at the beginning of a chapter or unit Use “are you ready” tests that come with the curriculum FCAT subgroups scores Previously taught skills

Interest Use an interest survey [possibly the first day of school as an icebreaker] http://thestudysmartsmorgasbord.blogspot.com/2008/01/student-interest-survey-i.html Oral discussions [Remember BEST says to work on positive relationships with students]

Learning Styles Use an inventory [Remember Gardner’s 7 [now 8] Multiple Intelligence Theory? http://www.howardgardner.com/MI/mi.html Here are links to 2 simple ones that indentify 3 learning styles http://people.usd.edu/~bwjames/tut/learning-style/ http://www.metamath.com/cgi-bin/multiple_choice.cgi

Rules for Student Groups 6 inch voice Each person’s voice should only be heard 6 inches away from you [whisper test] Ask 3 before me Direct students to always ask 3 peers when they have a question before asking teacher. Bringing those 3 peers with you may eliminate problems

Plan Backward Determine the outcome and write your lesson goal first

Plan the outcome first Example: Students will graph linear equations in the slope-intercept form Y=mx+b

Teach the lesson to all Choose the tier you are going to differentiate Blue group: assign only problems that are already in slope intercept form Y = 2x + 8 Red Group: assign some that the blue group has and some that need to be changed ½ y = x + 8 Green Group: some of the same as the other groups and some with decimals ½y = 2x + 1.5

DID ALL 3 GROUPS WORK TOWARD THE OUTCOME? Students will graph linear equations in the slope-intercept form Y=mx+b

Did you teach to the outcome? Tomlinson cautions teachers to make sure you are teaching to your outcome. If the outcome is for students to graph linear equations in slope-intercept form, then that is what you should expect from the “lower” group [the minimum] and take the upper groups to the next steps [a maximum].

8 things to remember when planning Identify grade level Identify standard to be taught Identify Big Idea, Key concept & generalization Identify necessary background knowledge Which part will you tier [ content, process, product] Which type of tier? [ readiness, interest, learning profile] How many tiers will you need? Develop Assessment tool

CUBING One type of Differentiation Decide in advance which group [tier] is assigned which face(s) EXAMPLE: Blue group choose 2 faces Red group choose 4 Green group choose 5

WWW.BSU.EDU Math Sites MegaMath Home page www.c3lanl.gov/mega-math Math Resources Page members.stratos.net/jetta/math1.html Chicago P.S. Math & Science Homepage www.uc.edu/schools/education/csi.htm H.S. Math Projects www.columbia.edu/~umk1 Math Lesson Plans www.cs.rice.edu/~sboone/lessons/lptitle.html Apply Learning Network cfaa.bridges.com The Math Forum forum.swarthmore.edu Math Maniac Home Page www.geocities.com/Athens/Ithaca/2475/mathmaniac.html MathCounts Web Site mathcounts.org Math Activities for k-12 Teachers daniel.calpoly.edu/~dfrc/Robin Original Historical Sources in Math math.nmsu.edu/~history

SOME RESOURCES USED http://www.k8accesscenter.org/training_resources/mathdifferentiation.asp http://gate.iweb.bsu.edu/Project_Gate/Instruction/mmath2.htm http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl http://www.learnerslink.com/curriculum.htm http://www.activemath.com/pdf/differentiated_sample.pdf http://www.doe.in.gov/exceptional/gt/tiered_curriculum/welcome.html Math Curse by Jon Scieszka & Lane Smith , 1995 How to Differentiate Instruction in the Mixed-Ability Classroo m, Carol Ann Tomlinson, 2001

Your turn to try it Outcome Students will determine the per cent of change when given a price and the discounted amount Tiered on process Using the newspaper ads, BLUE : find 6 sale items and determine the per cent discount RED : find 10 sale items and determine the per cent discount and total cost GREEN : find 15 sale items and determine the per cent discount and total cost of all items including tax.

Choose a math concept Write the outcome Pick a tier and differentiate the lesson

Some Pages to look at in the book P. 2 – 4 P. 6 P. 63 – 65 P. 97 P. 125 Zone of Proximal Development Choice Number Sense Net has 10 parts. What does it look like? What does 55 mph look like? How can you get a sense of the speed?

P. 131 P. 153 P. 171 What do you know about the number π ? Data, probability Draw a Spinner

Differentiated instruction updated

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Differentiated instruction updated