DifferentiatedInstructionincorporating ratio, whole numbers and fractionsCourse Code: MAP114, MAP115 and MAP116Yeap Ban Ha...
introduction |
| Hanusek, Jamison, Jamison & Woessmann 2008
| Hanusek, Jamison, Jamison & Woessmann 2008Score 1960-1970s 1980s 1990s 2000s500’s Japan Hong KongJapanKoreaHong KongJapa...
CountryGDP per capita incurrent USD2012Singapore 60,400Malaysia 16,900Thailand 10,100Philippines 4,400Upon separation from...
In the 1970’s, Singapore needed a way to help students, mostof whom were not performing well in mathematics, learnmathemat...
differentiated instruction in teaching basic concepts |
29 + 52 =
29 + 52 =1 51
29 + 52 = 811 51
29 + 52 = 30 + 51 = 81
Charter Schools, Hawaii
Nanakuli Elementary School, Hawaii
Nanakuli Elementary School, Hawaii
multiplication |
differentiated instruction in teaching basic concepts:another example |
Nanakuli Elementary School, Hawaii
Nanakuli Elementary School, Hawaii
Nanakuli Elementary School, Hawaii
differentiated instruction in application problems |
Charter Schools, Hawaii
Charter Schools, Hawaii
Charter Schools, Hawaii
Nanakuli Elementary School, Hawaii
Nanakuli Elementary School, Hawaii
case study |Lesson Structure for DI• Anchor Task• Guided Practice• Independent Practice
differentiation |
“The idea of differentiating instruction is an approach toteaching that advocates active planning for andattention to stud...
Goh’s Report (1978) recommended adifferentiated education system forSingapore.Grade 1 to 4MathematicsFoundationMathematics
Grade 1Regular ProgramLearning SupportGoh’s Report (1978) recommended adifferentiated education system forSingapore.
We want to make our education system evenmore student-centric, and sharpen our focusin holistic education – centred on val...
Differentiated instruction is reflected in the ProfessionalLearning Communities (PLC) four criticalquestions| DuFour 2004E...
what is it that the teacher wantsstudents to learn
how does a teacher know whenstudents have learnt it
what if students do not learn it
what if they already learnt it
model ofdifferentiation |
What to Differentiate• Content• Process• Product
the content of instruction
Grade 1 to 4MathematicsFoundationMathematicsExampleSingapore Grade 5 and 6 Curriculum isan example of content differentiat...
the processes and techniques used to help makesense of a given topic
the products produced by students that demonstratetheir learning
Levels of Differentiation• Student Level• Class Level
differentiation for the entire class
differentiation for groupswithin a class
Differentiation for Advanced Learners• Acceleration model• Enrichment model
acceleration
enrichment
concepts learning|
Charter Schools, Hawaii
Charter Schools, Hawaii
practice|
Charter Schools, Hawaii
Teaching of Ratioincorporating multiplication and divisionYeap Ban Haryeapbanhar@gmail.comMarshall Cavendish InstituteSlid...
teaching of ratio |
word problem|
The number of boys to the number ofgirls in a group was in the ratio 2 : 3.
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,...
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,...
MAP114 Differentiated Instruction in Primary Mathematics
MAP114 Differentiated Instruction in Primary Mathematics
MAP114 Differentiated Instruction in Primary Mathematics
MAP114 Differentiated Instruction in Primary Mathematics
MAP114 Differentiated Instruction in Primary Mathematics
MAP114 Differentiated Instruction in Primary Mathematics
MAP114 Differentiated Instruction in Primary Mathematics
MAP114 Differentiated Instruction in Primary Mathematics
MAP114 Differentiated Instruction in Primary Mathematics
MAP114 Differentiated Instruction in Primary Mathematics
MAP114 Differentiated Instruction in Primary Mathematics
MAP114 Differentiated Instruction in Primary Mathematics
MAP114 Differentiated Instruction in Primary Mathematics
MAP114 Differentiated Instruction in Primary Mathematics
MAP114 Differentiated Instruction in Primary Mathematics
MAP114 Differentiated Instruction in Primary Mathematics
MAP114 Differentiated Instruction in Primary Mathematics
MAP114 Differentiated Instruction in Primary Mathematics
MAP114 Differentiated Instruction in Primary Mathematics
MAP114 Differentiated Instruction in Primary Mathematics
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MAP114 Differentiated Instruction in Primary Mathematics

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This class was on 31 May 2013 for teachers from Charter Schools in Hawaii.

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MAP114 Differentiated Instruction in Primary Mathematics

  1. 1. DifferentiatedInstructionincorporating ratio, whole numbers and fractionsCourse Code: MAP114, MAP115 and MAP116Yeap Ban Haryeapbanhar@gmail.comMarshall Cavendish InstituteSlides are available atwww.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. CountryGDP per capita incurrent USD2012Singapore 60,400Malaysia 16,900Thailand 10,100Philippines 4,400Upon separation from Malaysia in 1965, Singapore wasfaced with … high levels of unemployment andpoverty. 70% of Singapore’s households lived in badlyovercrowded conditions, and a third of its peoplesquatted in slums on the city fringes. Unemploymentaveraged 14%, GDP per capita was less than $2,700,and half of the population was illiterate.
  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. differentiated instruction in teaching basic concepts |
  8. 8. 29 + 52 =
  9. 9. 29 + 52 =1 51
  10. 10. 29 + 52 = 811 51
  11. 11. 29 + 52 = 30 + 51 = 81
  12. 12. Charter Schools, Hawaii
  13. 13. Nanakuli Elementary School, Hawaii
  14. 14. Nanakuli Elementary School, Hawaii
  15. 15. multiplication |
  16. 16. differentiated instruction in teaching basic concepts:another example |
  17. 17. Nanakuli Elementary School, Hawaii
  18. 18. Nanakuli Elementary School, Hawaii
  19. 19. Nanakuli Elementary School, Hawaii
  20. 20. differentiated instruction in application problems |
  21. 21. Charter Schools, Hawaii
  22. 22. Charter Schools, Hawaii
  23. 23. Charter Schools, Hawaii
  24. 24. Nanakuli Elementary School, Hawaii
  25. 25. Nanakuli Elementary School, Hawaii
  26. 26. case study |Lesson Structure for DI• Anchor Task• Guided Practice• Independent Practice
  27. 27. differentiation |
  28. 28. “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
  29. 29. Goh’s Report (1978) recommended adifferentiated education system forSingapore.Grade 1 to 4MathematicsFoundationMathematics
  30. 30. Grade 1Regular ProgramLearning SupportGoh’s Report (1978) recommended adifferentiated education system forSingapore.
  31. 31. We want to make our education system evenmore student-centric, and sharpen our focusin holistic education – centred on values andcharacter development.| Heng 2011
  32. 32. Differentiated instruction is reflected in the ProfessionalLearning Communities (PLC) four criticalquestions| DuFour 2004Educational LeadershipMay 2004 | Volume 61 | Number 8Schools as Learning Communities
  33. 33. what is it that the teacher wantsstudents to learn
  34. 34. how does a teacher know whenstudents have learnt it
  35. 35. what if students do not learn it
  36. 36. what if they already learnt it
  37. 37. model ofdifferentiation |
  38. 38. What to Differentiate• Content• Process• Product
  39. 39. the content of instruction
  40. 40. Grade 1 to 4MathematicsFoundationMathematicsExampleSingapore Grade 5 and 6 Curriculum isan example of content differentiation.
  41. 41. the processes and techniques used to help makesense of a given topic
  42. 42. the products produced by students that demonstratetheir learning
  43. 43. Levels of Differentiation• Student Level• Class Level
  44. 44. differentiation for the entire class
  45. 45. differentiation for groupswithin a class
  46. 46. Differentiation for Advanced Learners• Acceleration model• Enrichment model
  47. 47. acceleration
  48. 48. enrichment
  49. 49. concepts learning|
  50. 50. Charter Schools, Hawaii
  51. 51. Charter Schools, Hawaii
  52. 52. practice|
  53. 53. Charter Schools, Hawaii
  54. 54. Teaching of Ratioincorporating multiplication and divisionYeap Ban Haryeapbanhar@gmail.comMarshall Cavendish InstituteSlides are available atwww.banhar.blogspot.com
  55. 55. teaching of ratio |
  56. 56. word problem|
  57. 57. The number of boys to the number ofgirls in a group was in the ratio 2 : 3.
  58. 58. 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.
  59. 59. 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.

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