MAP114 Hawaii 28 May 2013
Upcoming SlideShare
Loading in...5
×
 

MAP114 Hawaii 28 May 2013

on

  • 380 views

This is an updated file including the discussion we had in class.I will teach this course to three different groups. Today, it was with teachers from Grade 4 to Grade 6.

This is an updated file including the discussion we had in class.I will teach this course to three different groups. Today, it was with teachers from Grade 4 to Grade 6.

Statistics

Views

Total Views
380
Slideshare-icon Views on SlideShare
380
Embed Views
0

Actions

Likes
0
Downloads
8
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    MAP114 Hawaii 28 May 2013 MAP114 Hawaii 28 May 2013 Presentation Transcript

    • 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
    • introduction |
    • | Hanusek, Jamison, Jamison & Woessmann 2008
    • | Hanusek, Jamison, Jamison & Woessmann 2008Score 1960-1970s 1980s 1990s 2000s500’s Japan Hong KongJapanKoreaHong KongJapanKoreaSingaporeHong KongJapanKoreaSingapore400’s Thailand PhilippinesSingaporeThailandMalaysiaThailandMalaysiaThailand300’s IndonesiaPhilippinesIndonesiaPhilippines
    • opening examples |
    • 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.
    • 29 + 52 =
    • 29 + 52 =1 51
    • 29 + 52 = 811 51
    • 29 + 52 = 30 + 51 = 81
    • Nanakuli Elementary School, Hawaii
    • Nanakuli Elementary School, Hawaii
    • Nanakuli Elementary School, Hawaii
    • differentiation |
    • “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
    • 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 values andcharacter development.| Heng 2011
    • Differentiated instruction is reflected in the ProfessionalLearning Communities (PLC) four criticalquestions| DuFour 2004Educational LeadershipMay 2004 | Volume 61 | Number 8Schools as Learning Communities
    • 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 differentiation.
    • 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
    • concept learning |
    • Struggling students get to understand the idea of line of symmetry through paperfolding. Ideas such as the two parts overlap when folded at the line of symmetry makesmore sense after having actually done it. At the same time, students who already knowabout lines of symmetry get to (1) look for a pattern (2) explain the pattern.Differentiated instruction provides every student to learn what they need to learn.
    • concept learning |
    • concept learning |
    • word problem|
    • There is amethod ofsolving that ismore literal andconcrete – guess-and-check.The model method is visual. The use of algebra is more abstract.Differentiated instruction provides students with methods of differentlevel of abstraction to respond.
    • practice|
    • teaching of ratio |
    • Ratio is about multiplicative comparison.
    • 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, there were 51 more girlsthan boys in the group.
    • reflections |