MAP114 Differentiated instruction in Primary Mathematics

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This course incorporates teaching of ratio. Also enrichment and remediation..

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MAP114 Differentiated instruction in Primary Mathematics

  1. 1. Differentiated Instructionincorporating ratio, whole numbers and fractionsCourse Code: MAP114, MAP115 and MAP116Yeap Ban Haryeapbanhar@gmail.comMarshall Cavendish InstituteSlides are available at www.banhar.blogspot.com
  2. 2. introduction |
  3. 3. | Hanusek, Jamison, Jamison & Woessmann 2008
  4. 4. | Hanusek, Jamison, Jamison & Woessmann 2008Score 1960-1970s 1980s 1990s 2000s500’s Japan Hong KongJapanKoreaHong KongJapanKoreaSingaporeHong KongJapanKoreaSingapore400’s Thailand PhilippinesSingaporeThailandMalaysiaThailandMalaysiaThailand300’s IndonesiaPhilippinesIndonesiaPhilippines
  5. 5. opening examples |
  6. 6. In the 1970’s, Singapore needed a way to help students, mostof whom were not performing well in mathematics, learnmathematics.CPA Approach based on Bruner’s work and a host of otherlearning theories were applied. Today, many people refer tothis approach as Singapore Math.
  7. 7. 29 + 52 =
  8. 8. 29 + 52 =1 51
  9. 9. 29 + 52 = 811 51
  10. 10. 29 + 52 = 30 + 51 = 81
  11. 11. 29 + 52 = 81
  12. 12. differentiation |
  13. 13. “The idea of differentiating instruction is an approach toteaching that advocates active planning for andattention to student differences in classrooms,in the context of high quality curriculums.”| www.caroltomlinson.com
  14. 14. Goh’s Report (1978) recommended adifferentiated education system forSingapore.Grade 1 to 4MathematicsFoundationMathematics
  15. 15. Grade 1Regular ProgramLearning SupportGoh’s Report (1978) recommended adifferentiated education system forSingapore.
  16. 16. We want to make our education system evenmore student-centric, and sharpen our focusin holistic education – centred on values andcharacter development.| Heng 2011
  17. 17. Differentiated instruction is reflected in the ProfessionalLearning Communities (PLC) four criticalquestions| DuFour 2004Educational LeadershipMay 2004 | Volume 61 | Number 8Schools as Learning Communities
  18. 18. what is it that the teacher wantsstudents to learn
  19. 19. how does a teacher know whenstudents have learnt it
  20. 20. what if students do not learn it
  21. 21. what if they already learnt it
  22. 22. model ofdifferentiation |
  23. 23. What to Differentiate• Content• Process• Product
  24. 24. the content of instruction
  25. 25. Grade 1 to 4MathematicsFoundationMathematicsExampleSingapore Grade 5 and 6 Curriculum isan example of content differentiation.
  26. 26. the processes and techniques used to help makesense of a given topic
  27. 27. the products produced by students that demonstratetheir learning
  28. 28. Levels of Differentiation• Student Level• Class Level
  29. 29. differentiation for the entire class
  30. 30. differentiation for groupswithin a class
  31. 31. Differentiation for Advanced Learners• Acceleration model• Enrichment model
  32. 32. acceleration
  33. 33. enrichment
  34. 34. teaching of ratio |
  35. 35. word problem|
  36. 36. The number of boys to the number ofgirls in a group was in the ratio 2 : 3.
  37. 37. The number of boys to the number ofgirls in a group was in the ratio 2 : 3.After ¼ of the boys and 69 girls leftthe group, there were 51 more girlsthan boys in the group.
  38. 38. applying concepts|
  39. 39. practice|
  40. 40. concept learning |
  41. 41. authentic stimulus|
  42. 42. Source: http://www.deliciousasianfood.com/2007/05/17/pineapple-tart-pastry/This is my mother-in-law’s recipe for Pineapple Tart Pastry.Ingredients to make the pastry for the tarts1 lb. flour10 oz. butter3 egg yolkssome cold water4 teaspoon castor sugarMethodSift the flour and add in the castor sugar.

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