Differentiated instruction updated


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Differentiated instruction updated

  1. 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. 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. 3. Think of a layer cake Content Process Product Each layer is a tier that can be differentiated
  4. 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. 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. 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. 7. <ul><li>And each layer is a different flavor or mode to consider. </li></ul>Readiness Interest Learning Style
  8. 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. 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. 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. 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. 12. Plan Backward Determine the outcome and write your lesson goal first
  13. 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. 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. 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. 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. 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. 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>
  20. 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>
  21. 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>
  22. 23. Choose a math concept <ul><li>Write the outcome </li></ul><ul><li>Pick a tier and differentiate the lesson </li></ul>
  23. 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>
  24. 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>
  25. 26. Q & A Comments