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Differentiated instruction updated
Differentiated instruction updated
Differentiated instruction updated
Differentiated instruction updated
Differentiated instruction updated
Differentiated instruction updated
Differentiated instruction updated
Differentiated instruction updated
Differentiated instruction updated
Differentiated instruction updated
Differentiated instruction updated
Differentiated instruction updated
Differentiated instruction updated
Differentiated instruction updated
Differentiated instruction updated
Differentiated instruction updated
Differentiated instruction updated
Differentiated instruction updated
Differentiated instruction updated
Differentiated instruction updated
Differentiated instruction updated
Differentiated instruction updated
Differentiated instruction updated
Differentiated instruction updated
Differentiated instruction updated
Differentiated instruction updated
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Differentiated instruction updated

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  • 1. 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
  • 2. Tiered Lessons <ul><li>The Meat & Potatoes of Differentiated Instruction (Tomlinson, 1999) </li></ul><ul><li>Choose which part you’ll tier </li></ul><ul><ul><li>Content Process Product </li></ul></ul><ul><li>Choose Type of Tier </li></ul><ul><ul><li>Readiness Interest Learning Profile </li></ul></ul>
  • 3. Think of a layer cake Content Process Product Each layer is a tier that can be differentiated
  • 4. 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. <ul><li>Content: </li></ul><ul><li>what you plan to teach </li></ul>
  • 5. Process: how teacher plans instruction <ul><li>How the student accesses the material </li></ul><ul><li>Whole group </li></ul><ul><li>Small groups/pairs </li></ul><ul><li>Cooperative Groups </li></ul><ul><li>Peer learning </li></ul>
  • 6. Product: Assessment <ul><li>How the student shows you that he or she has learned the concept or skill </li></ul><ul><li>Orally, project, written test, poster, Power Point, teaching others, etc </li></ul>
  • 7. <ul><li>And each layer is a different flavor or mode to consider. </li></ul>Readiness Interest Learning Style
  • 8. Readiness <ul><li>Pretest skills at the beginning of a chapter or unit </li></ul><ul><li>Use “are you ready” tests that come with the curriculum </li></ul><ul><li>FCAT subgroups scores </li></ul><ul><li>Previously taught skills </li></ul>
  • 9. Interest <ul><li>Use an interest survey [possibly the first day of school as an icebreaker] </li></ul><ul><li>http://thestudysmartsmorgasbord.blogspot.com/2008/01/student-interest-survey-i.html </li></ul><ul><li>Oral discussions [Remember BEST says to work on positive relationships with students] </li></ul>
  • 10. Learning Styles <ul><li>Use an inventory [Remember Gardner’s 7 [now 8] Multiple Intelligence Theory? </li></ul><ul><li>http://www.howardgardner.com/MI/mi.html </li></ul><ul><li>Here are links to 2 simple ones that indentify 3 learning styles </li></ul><ul><li>http://people.usd.edu/~bwjames/tut/learning-style/ </li></ul><ul><li>http://www.metamath.com/cgi-bin/multiple_choice.cgi </li></ul>
  • 11. Rules for Student Groups <ul><li>6 inch voice </li></ul><ul><ul><li>Each person’s voice should only be heard 6 inches away from you [whisper test] </li></ul></ul><ul><ul><li>Ask 3 before me </li></ul></ul><ul><ul><li>Direct students to always ask 3 peers when they have a question before asking teacher. Bringing those 3 peers with you may eliminate problems </li></ul></ul>
  • 12. Plan Backward Determine the outcome and write your lesson goal first
  • 13. Plan the outcome first <ul><li>Example: </li></ul><ul><li>Students will graph linear equations in the slope-intercept form </li></ul><ul><li>Y=mx+b </li></ul>
  • 14. Teach the lesson to all <ul><li>Choose the tier you are going to differentiate </li></ul><ul><li>Blue group: assign only problems that are already in slope intercept form </li></ul><ul><li>Y = 2x + 8 </li></ul><ul><li>Red Group: assign some that the blue group has and some that need to be changed </li></ul><ul><li>½ y = x + 8 </li></ul><ul><li>Green Group: some of the same as the other groups and some with decimals </li></ul><ul><li>½y = 2x + 1.5 </li></ul>
  • 15. DID ALL 3 GROUPS WORK TOWARD THE OUTCOME? <ul><li>Students will graph linear equations in the slope-intercept form </li></ul><ul><li>Y=mx+b </li></ul>
  • 16. Did you teach to the outcome? <ul><li>Tomlinson cautions teachers to make sure you are teaching to your outcome. </li></ul><ul><li>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]. </li></ul>
  • 17. 8 things to remember when planning <ul><li>Identify grade level </li></ul><ul><li>Identify standard to be taught </li></ul><ul><li>Identify Big Idea, Key concept & generalization </li></ul><ul><li>Identify necessary background knowledge </li></ul><ul><li>Which part will you tier [ content, process, product] </li></ul><ul><li>Which type of tier? [ readiness, interest, learning profile] </li></ul><ul><li>How many tiers will you need? </li></ul><ul><li>Develop Assessment tool </li></ul>
  • 18. CUBING <ul><li>One type of Differentiation </li></ul>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
  • 19.  
  • 20. WWW.BSU.EDU <ul><li>Math Sites </li></ul><ul><li>MegaMath Home page www.c3lanl.gov/mega-math </li></ul><ul><li>Math Resources Page members.stratos.net/jetta/math1.html </li></ul><ul><li>Chicago P.S. Math & Science Homepage www.uc.edu/schools/education/csi.htm </li></ul><ul><li>H.S. Math Projects www.columbia.edu/~umk1 </li></ul><ul><li>Math Lesson Plans www.cs.rice.edu/~sboone/lessons/lptitle.html </li></ul><ul><li>Apply Learning Network cfaa.bridges.com </li></ul><ul><li>The Math Forum forum.swarthmore.edu </li></ul><ul><li>Math Maniac Home Page www.geocities.com/Athens/Ithaca/2475/mathmaniac.html </li></ul><ul><li>MathCounts Web Site mathcounts.org </li></ul><ul><li>Math Activities for k-12 Teachers daniel.calpoly.edu/~dfrc/Robin </li></ul><ul><li>Original Historical Sources in Math math.nmsu.edu/~history </li></ul>
  • 21. SOME RESOURCES USED <ul><li>http://www.k8accesscenter.org/training_resources/mathdifferentiation.asp </li></ul><ul><li>http://gate.iweb.bsu.edu/Project_Gate/Instruction/mmath2.htm </li></ul><ul><li>http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl </li></ul><ul><li>http://www.learnerslink.com/curriculum.htm </li></ul><ul><li>http://www.activemath.com/pdf/differentiated_sample.pdf </li></ul><ul><li>http://www.doe.in.gov/exceptional/gt/tiered_curriculum/welcome.html </li></ul><ul><li>Math Curse by Jon Scieszka & Lane Smith , 1995 </li></ul><ul><li>How to Differentiate Instruction in the Mixed-Ability Classroo m, Carol Ann Tomlinson, 2001 </li></ul>
  • 22. Your turn to try it <ul><li>Outcome </li></ul><ul><li>Students will determine the per cent of change when given a price and the discounted amount </li></ul><ul><li>Tiered on process </li></ul><ul><li>Using the newspaper ads, </li></ul><ul><li>BLUE : find 6 sale items and determine the per cent discount </li></ul><ul><li>RED : find 10 sale items and determine the per cent discount and total cost </li></ul><ul><li>GREEN : find 15 sale items and determine the per cent discount and total cost of all items including tax. </li></ul>
  • 23. Choose a math concept <ul><li>Write the outcome </li></ul><ul><li>Pick a tier and differentiate the lesson </li></ul>
  • 24. Some Pages to look at in the book <ul><li>P. 2 – 4 </li></ul><ul><li>P. 6 </li></ul><ul><li>P. 63 – 65 </li></ul><ul><li>P. 97 </li></ul><ul><li>P. 125 </li></ul><ul><li>Zone of Proximal Development </li></ul><ul><li>Choice </li></ul><ul><li>Number Sense </li></ul><ul><li>Net has 10 parts. What does it look like? </li></ul><ul><li>What does 55 mph look like? How can you get a sense of the speed? </li></ul>
  • 25. <ul><li>P. 131 </li></ul><ul><li>P. 153 </li></ul><ul><li>P. 171 </li></ul><ul><li>What do you know about the number π ? </li></ul><ul><li>Data, probability </li></ul><ul><li>Draw a Spinner </li></ul>
  • 26. Q & A Comments

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