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Differentiating instruction
- 2. WHAT IS DIFFERENTIATED INSTRUCTION? “DIFFERENTIATION MEANS TAILORING INSTRUCTION TO MEET INDIVIDUAL NEEDS” (TOMLINSON, 2015)
- 3. DIFFERENTIATED INSTRUCTION IN SCIENCE •STUDENTS CAN…. • EXPLORE AND EXPAND RESEARCH ON TOPICS OF INTEREST • THIS CREATES GREATER ENGAGEMENT FOR THE STUDENT •TEACHERS CAN…. • TEACHERS ARE ABLE TO GIVE STUDENTS THE INDIVIDUAL OR SMALL GROUP INSTRUCTION THAT IS NEEDED • TEACHERS CAN WORK WITH STUDENTS ON MORE COMPLICATED EXPERIMENTS AND HELP STUDENTS FULLY UNDERSTAND A CONCEPT
- 4. DIFFERENTIATED INSTRUCTION IN MATH STUDENTS WITHIN THE MATH CLASSROOM CAN BE AT VERY DIFFERENT LEVELS WITH THEIR MATHEMATICAL SKILLS: • STUDENTS CAN….. • WORK ON THE SKILLS NEEDED TO “CATCH UP” TO THE REST OF THE CLASS • EXPLORE MATH CONCEPTS IN GREATER DEPTH AND LEARN TO APPLY THOSE SKILLS TO EVERYDAY SITUATIONS • TEACHERS CAN….. • SPEND A GREATER AMOUNT OF TIME WORKING WITH STUDENTS TO • DEVELOP MATH SKILLS THAT MAY BE LACKING • WORK TO CHALLENGE STUDENTS WITH A GREATER ABILITY IN MATH.
- 5. TRENDS IN DIFFERENTIATING INSTRUCTION MATH AND SCIENCE
- 7. SELF CONTAINED CENTERS EACH CENTER SHOULD BE WELL EQUIPPED WITH THE NECESSARY RESOURCES AND TOOLS REQUIRED FOR THE INTENDED TOPIC TO BE LEARNED. (KJimenez70, 2012)
- 8. CENTERS USED FOR ASSESSING PRIOR KNOWLEDGE STUDENTS CAN TAKE WHAT THEY HAVE LEARNED IN PREVIOUS LESSONS AND DO HANDS ON ACTIVITIES WITH A GROUP OF THEIR PEERS. •SCIENCE LEARNING CENTERS CAN INCORPORATE ANIMAL DISSECTIONS •MATH LEARNING CENTERS CAN BE CENTERS THAT USE MANIPULATIVES TO GIVE A BETTER UNDERSTANDING OF A CONCEPT.
- 9. ADDRESSING DIFFERENT LEARNING STYLES EACH STATION CAN BE TAILORED TO A PARTICULAR GROUP OF STUDENTS SPECIAL NEEDS STUDENTS MAY NOT BENEFIT FROM THIS TYPE OF LEARNING • THIS MAY BE DEPENDED ON THEIR ABILITY TO WORK IN GROUPS AS WELL AS THEIR ABILITY TO USE THE SAME MATERIAL IN THE LEARNING CENTER. • ADHD STUDENTS MAY ALSO BECOME A DISTRACTION TO OTHER STUDENTS IN THEIR LEARNING GROUP. RESOURCES MAY BE LIMITED IN THE CLASSROOM TO SUPPORT ALL DIFFERENT TYPES OF LEARNING STYLES, SEEK ADVICE AND RESOURCES FROM THE SPECIAL EDUCATION TEACHER AS WELL AS OTHER TEACHERS.
- 10. ROLES AND RESPONSIBILITIES •ROLES AND RESPONSIBILITIES SHOULD BE GIVEN OUT OR MODELED BEFOREHAND. •INSTRUCTIONS SHOULD ALSO BE POSTED OR MODELED AT THE BEGINNING OF THE LESSON. •ACCORDING TO FREDRICK (2005) THE TEACHER SHOULD WALK AROUND TO ENSURE STUDENTS ARE ON TASK, USING THEIR TIME WISELY, AND WORKING WELLWITHIN THEIR GROUP.
- 12. ASSESSMENT BASED •STUDENTS SHOULD BE ASSESSED IN THE CLASSROOM BY THE TEACHER. •STUDENTS ARE THEN PUT INTO TEMPORARY GROUPS TO HELP THEM FOR EITHER A SINGLE LESSON/OBJECTIVE, SET OF SKILLS, OR UNIT OF STUDY. •ACCORDING TO CENTER FOR COMPREHENSIVE SCHOOL REFORM AND IMPROVEMENT (2009) THESE GROUPS CAN BE USED FOR AN HOUR, A DAY, A WEEK, OR LONGER DEPENDING ON THE PURPOSE OF THE GROUPING. THESE GROUPS CAN ALSO BE USED AS PEER TUTORING OR SUPPORT GROUPS. THEY CAN BE FORMED BY SKILL LEVEL OR BY USING THE GROUPS TO RETEACH A TOPIC.
- 13. FLEXIBLE GROUPING IN MATH •MATH GROUPS CAN BE CREATED TO HELP, FOR EXAMPLE, WITH MATH FACTS. •THE TEACHER CAN GROUP STUDENTS WHO HAVE MASTERED THE CONTENT WITH STUDENTS WHO NEED MORE PRACTICE. •STUDENTS WHO ARE THE “TEACHERS” ARE GETTING A DEEPER UNDERSTANDING OF THE CONTENT THEY HAVE ALREADY LEARNED •STUDENTS WHO ARE LEARNING GET TO HEAR THE CONTENT TAUGHT AGAIN BY SOMEONE OTHER THAN THEIR TEACHER AND MAY UNDERSTAND IT BETTER COMING FROM THEIR PEERS.
- 14. INDIVIDUAL ATTENTION AND POSSIBLE ISSUES •THE TEACHER CAN USE THIS GROUP TIME TO WORK WITH INDIVIDUAL STUDENTS WHO NEED MORE HELP •THE TEACHER CAN WORK WITH GROUPS OF STUDENTS WHO MAY NEED THE EXTRA PRACTICE. •AN INSTRUCTIONAL GAP THAT IS TOO LARGE BETWEEN STUDENTS IN A GROUP MAY BECOME AN ISSUE. THIS ISSUE CAN LEAD TO FRUSTRATED STUDENTS.
- 15. TECHNOLOGY
- 16. TECHNOLOGY IN MATH INSTRUCTION THERE ARE MULTIPLE COMPUTER-BASED SOLUTIONS AVAILABLE TODAY TO DIFFERENTIATE INSTRUCTION DOWN TO THE INDIVIDUAL LEVEL. IN THE VIDEO, DIFFERENTIATING IN MATH USING COMPUTER GAMES, FOUND ON TEACHINGCHANNEL.ORG, 2ND GRADE MATH TEACHER ROBERT PRONOVOST EXPLAINS HOW HE USES COMPUTER BASED SOLUTIONS TO DIFFERENTIATE MATH INSTRUCTION: HTTPS://WWW.TEACHINGCHANNEL.ORG/VIDEOS/DIFFERENTIATING-IN-MATH
- 17. TECHNOLOGY RESOURCES FOR MATH •PLANET TURTLE - K-5 MATH WEBSITE THAT USES GAME PLAY FOR INTEGRATED MATH INSTRUCTION •DREAMBOX - PRE-K-12 MATH WEBSITE DESIGNED FOR INTELLIGENT ADAPTIVE LEARNING (IAL) •COMPASS LEARNING - ADAPTS TO STUDENT PERFORMANCE •KHAN ACADEMY - IS A FREE ONLINE WEB-BASED TOOL THAT ALLOWS PARENTS AND TEACHER TO COACH STUDENTS AS THEY LEARN AT THEIR OWN PACE.
- 18. TECHNOLOGY RESOURCES FOR SCIENCE • FEWER RESOURCES AVAILABLE • SCIENCE TEXTBOOKS, LIKE SCIENCE FUSION OFFER WEB LINKS TO VIDEOS AND EXTERNAL SCIENCE RELATED WEBSITES. • KHAN ACADEMY OFFERS CONTENT IN THE FOLLOWING AREAS: PHYSICS, CHEMISTRY, ORGANIC CHEMISTRY, BIOLOGY, HEALTH & MEDICINE AND ELECTRICAL ENGINEERING
- 19. POSSIBLE INSTRUCTIONAL ISSUES WITH TECHNOLOGY •INTERNET FAILURE: WEB-BASED RESOURCES WILL NOT WORK IF THE INTERNET CONNECTION AT SCHOOL FAILS. •BATTERY FAILURE: WHEN USING RECHARGEABLE DEVICES BE SURE ALL STUDENT DEVICES ARE SUFFICIENTLY CHARGED. •HARDWARE FAILURE: AS WITH ALL TECHNOLOGY, THERE IS ALWAYS A RISK OF HARDWARE FAILURE. HEADPHONES, MICE OR KEYBOARDS COULD SUDDENLY FAIL AFTER INTENSE STUDENT USE AND ABUSE.
- 21. TIERED INSTRUCTION FOR THE SCIENCE CLASSROOM •LESSONS CAN BE TIERED EITHER BY: •STUDENT READINESS •STYLE OF LEARNING •STUDENT INTEREST OF THE TOPIC •GROUPS ARE CHOSEN BY THE TEACHER
- 22. TIERED INSTRUCTION BY STUDENT READINESS WHEN TIERING INSTRUCTION BY STUDENT READINESS STUDENTS •ARE GROUPED ACCORDING TO ABILITY AND KNOWLEDGE OF THE SUBJECT. •EXAMPLE: MAGNETISM • TIER 1 - EXAMINES WHICH ITEMS ARE ATTRACTED BY THE MAGNET • TIER 2 - DETERMINES IF THE SIZE OF THE MAGNET MATTERS
- 23. TIERED INSTRUCTION BY STYLE OF LEARNING WHEN TIERING INSTRUCTION BY LEARNING STYLE, STUDENTS • ARE GROUPED ACCORDING TO HOW THEY LEARN BEST. ONE GROUP MAY BE STUDENTS WHO ARE PRIMARILY AUDITORY LEARNERS, ANOTHER VISUAL, AND A THIRD GROUP KINESTHETIC. • FOCUS ON THE 2 OR 3 MOST PREDOMINANT LEARNING STYLES DON’T TRY TO DIFFERENTIATE TO ALL 8 MULTIPLE INTELLIGENCES AT ONCE. (CAMPBELL, 1997) • MULTIPLE INTELLIGENCE MENU
- 24. MULTIPLE INTELLIGENCE MENUSMultiple Intelligences Menus Linguistic Menu Use storytelling to explain ___ Conduct a debate on ___ Write a poem, myth, legend, short play, or news article about ___ Create a talk show radio program about ___ Conduct an interview of __ on __ Musical Menu Give a presentation with appropriate musical accompaniment on ___ Sing a rap or song that explains ___ Indicate the rhythmical patterns in ___ Explain how the music of a song is similar to ___ Make an instrument and use it to demonstrate ___ Logical-Mathematical Menu Translate a ___ into a mathematical formula Design and conduct an experiment on ___ Make up syllogisms to demonstrate ___ Make up analogies to explain ___ Describe the patterns or symmetry in ___ Others of your choice ___ Interpersonal Menu Conduct a meeting to address ___ Intentionally use ___ social skills to learn about ___ Participate in a service project to ___ Teach someone about ___ Practice giving and receiving feedback on ___ Use technology to ___ Bodily-Kinesthetic Menu Create a movement or sequence of movements to explain ___ Make task or puzzle cards for ___ Build or construct a ___ Plan and attend a field trip that will ___ Bring hands-on materials to demonstrate ___ Intrapersonal Menu Describe qualities you possess that will help you successfully complete ___ Set and pursue a goal to ___ Describe one of your personal values about ___ Write a journal entry on ___ Assess your own work in ___ Visual Menu Chart, map, cluster, or graph ___ Create a slide show, videotape, or photo album of ___ Create a piece of art that demonstrates ___ Invent a board or card game to demonstrate ___ Illustrate, draw, paint, sketch, or sculpt ___ Naturalist Menu Create observation notebooks of ___ Describe changes in the local or global environment ___ Care for pets, wildlife, gardens, or parks___ Use binoculars, telescopes, microscopes, or magnifiers to ___ Draw or photograph natural objects ___ (Picture: “Multiple Intelligence Menus”, Campbell, 1997)
- 25. TIERED INSTRUCTION BY STUDENT INTEREST ON A TOPIC • FOR THIS TYPE OF GROUPING TO WORK THE TEACHER MUST PRE-ASSESS THE STUDENTS TO KNOW WHERE THEIR INTERESTS LIE. • THIS WORKS BEST FOR SCIENCE TOPICS THAT HAVE MULTIPLE VARIATIONS. • FOR EXAMPLE IF THE CLASS IS STUDYING ANIMAL ADAPTATIONS, THE TEACHER COULD ASK IN A PRE-ASSESSMENT WHETHER STUDENTS ARE MORE INTERESTED IN MAMMALS, REPTILES, AMPHIBIANS, INSECTS, INVERTEBRATES OR EVEN DINOSAURS. • ONCE PREFERENCES ARE DETERMINED, STUDENTS ALL CREATE THE SAME PRODUCT OR RESEARCH THE SAME TYPE INFORMATION EACH ON THEIR OWN GROUP’S TOPIC OF INTEREST.
- 26. TIERED INSTRUCTION FOR THE MATH CLASSROOM •ENRICHMENT LESSONS •APPLICATION LESSONS
- 27. POSSIBLE INSTRUCTIONAL ISSUES •TOO MANY TIERS •INSUFFICIENT SUPPORT FOR EACH TIER •INSUFFICIENT MATERIALS •STUDENTS WANTING TO SWITCH GROUPS
- 29. TEACHING WITH TECHNOLOGY WWW.PLANETTURTLE.COM STUDENTS WILL USE PLANET TURTLE WEBSITE TO PRACTICE MATHEMATICS • STUDENTS CAN COMPLETE LEARNING CHALLENGES • PRACTICE MATHEMATICAL SKILLS • TEACHERS CAN CUSTOMIZE STUDENTS LEARNING PATH • PARALLEL WITH STANDARDS • HIGHLY ENGAGES STUDENTS WITH FUN INTERACTIVE GAMES (Planet Turtle Homepage Header, n.d.)
- 31. ASSESSMENT OF LESSON STUDENTS WILL COMPLETE ASSESSMENT QUIZ ON ADDITION AND SUBTRACTION GEORGIA STATE STANDARD MATH: MGSE1.OA.1. USING ADDITION AND SUBTRACTION WITHIN 20 TO SOLVE PROBLEMS. (Turtle Addition Worksheet. n.d)
- 32. CONCLUSION TEACHERS SHOULD ALWAYS REMEMBER THE DIFFERENTIATED INSTRUCTION IS AN ONGOING PROCESS. STUDENTS SHOULD BE REGULARLY ASSESSED TO DETERMINED IF THEIR EDUCATION NEEDS ARE BEST BEING ACHIEVED THROUGH THE TYPE OF INSTRUCTION THEY ARE RECEIVING. IF NOT THE TEACHER SHOULD REWORK OR REGROUP THE STUDENT SO THAT THEIR EDUCATIONAL NEEDS ARE BEING MEET. THIS TYPE OF INSTRUCTION IS A TEAM EFFORT, WHEN THE TEAM WORKS TOGETHER THE STUDENT IS CAPABLE OF ACHIEVING ANY GOAL.
- 33. RESOURCES ADAMS, C. M., & PIERCE, R. L. (2003). TEACHING BY TIERING. SCIENCE AND CHILDREN, 41(3), 30-34. RETRIEVED FROM HTTP://SEARCH.PROQUEST.COM/DOCVIEW/236892597?ACCOUNTID=458 A LOOK AT DIFFERENTIATING INSTRUCTION. (2009, FEBRUARY). THE CENTER FOR COMPREHENSIVE SCHOOL REFORM AND IMPROVEMENT. RETRIEVED FROM HTTP://FILES.ERIC.ED.GOV/FULLTEXT/ED506362.PDF CAMPBELL, L. (1997, SEPTEMBER). VARIATIONS ON A THEME—HOW TEACHERS INTERPRET MI THEORY. EDUCATIONAL LEADERSHIP, 55(1), 14-19. RETRIEVED FROM HTTP://WWW.ASCD.ORG/PUBLICATIONS/EDUCATIONAL- LEADERSHIP/SEPT97/VOL55/NUM01/VARIATIONS-ON-A-THEME%E2%80%94HOW- TEACHERS-INTERPRET-MI-THEORY.ASPX DIFFERENTIATION FOR SCIENCE. (N.D.). RETRIEVED FROM HTTP://WWW.BISD.US/SPECIALSERVICES/SPECIAL%20SERVICES/RTI/SCIENCE/SCIENCE% 20DIFFERENTIATION%20BRIEF.PDF
- 34. DIFFERENTIATED INSTRUCTION FOR MATH. (N.D.). RETRIEVED FROM HTTP://165.139.150.129/INTERVENTION/DIFFERENTIATED%20INSTRUCTION%20FOR%20MATH .PDF DREAMBOX LEARNING. (2016). INTELLIGENT ADAPTIVE LEARNING: AN ESSENTIAL ELEMENT OF 21ST CENTURY TEACHING AND LEARNING. RETRIEVED FROM HTTP://WWW.DREAMBOX.COM/WHITE-PAPERS/INTELLIGENT-ADAPTIVE-LEARNING-AN- ESSENTIAL-ELEMENT-OF-21ST-CENTURY-TEACHING-AND-LEARNING EDUTOPIA (N.D.). DIFFERENTIATING IN MATH USING COMPUTER GAMES [VIDEO FILE]. RETRIEVED FROM TEACHINGCHANNEL.ORG WEBSITE: HTTPS://WWW.TEACHINGCHANNEL.ORG/VIDEOS/DIFFERENTIATING-IN-MATH FREDERICK, AD. (2005). LEARNING CENTERS. RETRIEVED FROM HTTP://WWW.TEACHERVISION.FEN.COM FREDERICK, AD. (2005). LEARNING CENTERS. RETRIEVED FROM HTTP://WWW.TEACHERVISION.FEN.COM RESOURCES CONTINUED
- 35. GEORGIA PERFORMANCE STANDARDS. (2015). RETRIEVED FROM HTTPS://WWW.GEORGIASTANDARDS.ORG/STANDARDS/PAGES/BROWSESTANDARDS/BROWSEGP S.ASPX INTELLIGENT ADAPTIVE LEARNING: AN ESSENTIAL ELEMENT OF 21ST CENTURY TEACHING AND LEARNING. (2016). RETRIEVED FROM HTTP://WWW.DREAMBOX.COM/WHITE- PAPERS/INTELLIGENT-ADAPTIVE-LEARNING-AN-ESSENTIAL-ELEMENT-OF-21ST-CENTURY- TEACHING-AND-LEARNING KJIMENEZ70. (2012) WRITING CENTER (PHOTOGRAPH) RETRIEVED FROM HTTPS://KJIMENEZ70.WIKISPACES.COM/ORGANIZATION MC GRAW HILL. (N.D). [PLANET TURTLE HOMEPAGE HEADER]. RETRIEVED FROM HTTP://MHECDI.COM/PT_ABOUT.HTML MYSUNWILLSHINE. (N.D). [TURTLE ADDITION WORKSHEET]. RETRIEVED FROM HTTP://HTTPS://WWW.PINTEREST.COM/PIN/319896379764012637/ PLANET TURTLE. (N.D.). RETRIEVED FROM HTTPS://WWW.PLANETTURTLE.COM/G_LOGIN.HTML TOMLINSON, C. A. (2015). WHAT IS DIFFERENTIATED INSTRUCTION?. RETRIEVED FROM HTTP://WWW.READINGROCKETS.ORG/ARTICLE/WHAT-DIFFERENTIATED-INSTRUCTION RESOURCES CONTINUED
Editor's Notes
- Planet Turtle – is a K-5 math website that uses game play for integrated math instruction. It is designed by McGraw Hill and works in conjunction with their Math curriculum. Teachers are able to designate what topic students are to be practicing, but the choice of game is up to the student. Planet turtle also offers individual and whole class analytics so teachers can monitor student progress. Dreambox- is a pre-k -12 math website designed for Intelligent Adaptive Learning (IAL). According to DreamBox Learning (2016), “The Intelligent Adaptive Learning Systems of Dreambox are Designed to serve as a personal tutor to the student, adapt the sequencing of the curriculum and associated learning experiences, individualize the pace of learning, regulate cognitive load for the student, and engage students in learning through gaming” Compass Learning: Compass Learning adapts to student performance. Teachers can assign tasks then the program adapts to student performance giving the students more practice in areas where they are struggling and moving students on to more complex topics upon mastery. Khan Academy: is a free online web-based tool that allows parents and teachers to coach students as they learn at their own pace. There are practice exercises, and instructional videos to help both struggling students and those who are ready to dig deeper into a subject or move beyond what their class is studying. Coaches can monitor student progress, and suggest new topics or practice activities to help students achieve mastery. * Technology Resources for Science
- Fewer resources available: Not as many resources available as math, but there are resources available. Some science textbooks are now offering links to web-based content, videos and external science related websites, but there are not as many intelligent adaptive learning options for science as there are for math. Khan Academy: is one web-based tool that does allow students to learn at their own pace in several areas of scientific study including: Physics, Chemistry, Organic Chemistry, Biology, Health & Education and Electrical Engineering. Practice exercises, and instructional videos help both struggling students and those who are ready to dig deeper into a subject or move beyond what their class is studying. Many of these subjects are aimed at High School or College level students, but for high achieving middle school students they may provide a much needed challenge. As with math, coaches can monitor student progress, and suggest new topics or practice activities to help students achieve mastery. While it is possible to use Technology Resources to differentiate lessons for Science, it is not as easy or fluid as it is for math. Current technology resources available are better suited for research and guided instruction than individualized differentiation of an elementary lesson.
- In Tiered instruction, students work in teacher chosen groups for a particular lesson. Experts encourage teachers to only work with 2-4 tiers at a time because trying to monitor 8 or more different types of groups in the room is too difficult. Instead, try having 2-3 groups of one type and 2-3 groups of another. Teachers choose groups based on the method of tiering being used for the lesson.
- This type of instruction works especially well for science experiments where a teacher can break up parts of the investigation and assign those parts to different groups. READINESS: When tiering by readiness, students are placed in groups according to their ability in the subject. In a 2003 report in Science and Children, Adams & Pierce give an example of a lesson on Magnetism that is tiered by Readiness. Group A is given 10-12 objects and examines which items are attracted by the magnet. Group B is given different size magnets and is tasked with determining if the size of the magnet matters. In this example the more capable students are placed in Group B which is assigned a more intricate task. Lessons like the Magnetism example given above, that only lend themselves to 2 tiers may need multiple groups of each tier. Rather than dividing a class of 24 students into 2 groups of 12, it would be more effective to divide students into 6 groups of 4 student. Depending on the breakdown of the class you may have 4-tier 1 groups and 2-tier 2 groups, or you may have 3 of each type.
- STYLE OF LEARNING: When tiering by learning style, students are groups according to how they learn best. One group may be students who are primarily auditory learners, another visual, and a third group kinesthetic. In an article in Educational Leadership, Linda Campbell gives a Multiple Intelligence Menu created that offers examples of activities designed around different intelligences. (1997)
- These are examples of the types of questions that can be asked in each of the intelligence areas. http://www.ascd.org/publications/educational-leadership/sept97/vol55/num01/Variations-on-a-Theme%E2%80%94How-Teachers-Interpret-MI-Theory.aspx
- STUDENT INTEREST ON THE TOPIC: For this type of grouping to work, the teacher must pre-assess the students to know where their interests lie. This works best for science topics that have multiple variations. For example if the class is studying animal adaptations, the teacher could ask in a pre-assessment whether students are more interested in mammals, reptiles, amphibians, insects, invertebrates or even dinosaurs. Once preferences are determined, students all create the same product or research the same type information each on their own group’s topic of interest. Unlike flexible groups which remain the same for several weeks until benchmark assessments can be made, a student in a tiered group for one lesson may be in a different group for the next lesson.
- In Tiered instruction is much better suited for Science, but can also be used in the math classroom in a project setting. Choosing groups that can be tiered for either enrichment lessons or application lessons are the best way to utilize this strategy in a math context. Lessons in which students are asked to apply mathematical principles in real world scenarios could be tiered by Student Interest Area. What tools a group of students is allowed to use, would be a good example of how you can tier based on student readiness. - Multiplication example: Tier 1 – Gets Calculators, Tier 2 – Multiplication Chart, Tier 3 – No multiplication aids. Students could be broken up into groups according to their Style of learning for enrichment activities. - Geometry example: Tier 1 – Visual Learners – working with pictures of figures, Tier 2 – Kinesthetic learners, working with physical shapes, Tier 3 – Auditory Learners, listening to songs about shapes (this could include ESL students listening in a first language)
- Too many tiers - if there are too many tiers in the classroom, none of the tiers can be sufficiently monitored for problems by the teacher. Insufficient support for each tier - each tier needs to have a clear understanding of their task. Unclear instructions will lead to all groups requiring additional instruction from the teacher to get started. Insufficient materials - each group will need their own set of materials for any experiment conducted. Sharing materials between groups could cause additional problems. Students wanting to switch groups - since tiered groups are chosen by the teacher, students may want to switch groups. Encourage students to stay in their assigned group for this assignment, and remind them that they can be moved for the next one.
- This lesson is designed to make learning basic math problems seem easier and more fun. The students will log into www.planetturtle.com and begin the “First Grade Math Problems”. Each student will be paired with a peer in order to allow room for all students to participate. The most important part of teaching Math is to make sure the students are comprehending the problem. Students need to have fun in the classroom. Planet Turtle allows teachers to use interactive games to bring together past and future learning. Planet Turtle helps the students with their math skills, it is parallel with standards, and the best part is that it is fully customizable.
- Once the students have practiced their Math problems on Planet Turtle, there will be an assessment quiz worksheet. Each student will have to complete the worksheet and turn it in for a grade. The standard for mathematical content would be that students should be able to represent and solve problems involving addition and subtraction. The standard is MGSE1.OA.1. “Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.” Turtle Image Worksheet can be found here: https://www.pinterest.com/pin/319896379764012637/ Image for Planet Turtle found here. http://mhecdi.com/pt_about.html