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Differentiation tip questioning strategies


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Using questioning strategies to differentiate in the math classroom.

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Differentiation tip questioning strategies

  1. 1. Love of Learning Educational ServicesBringing Curiosity, Relevance, and Enjoyment to the Math ClassroomDifferentiationTipQuestioning Strategies – Open and ClosedTasksUsing Questioning Strategies as a means to differentiate in the math classroom. 2/9/2011
  2. 2. Differentiation Tip: Questioning StrategiesVarying your questioning and targeting specific questions to specific students is a greatway to differentiate instruction. During the course of a class, you can ask higher level ormore open questions to students are at a higher level of readiness. You can directlower level or more closed questions to students who have a lower level of readiness forthe skill or concept being taught.If youre doing a lesson that involves manipulatives or problem solving, you can providemore or less scaffolding depending on the needs of the student. Many times opening(providing few parameters) or closing tasks (providing more parameters) can be aneasy way to differentiate.Example of Differentiating by Opening or Closing a Task:Lesson: Exploring Fractions with Multilink CubesStudents are shown an example of a fraction tower made with multilink cubes. They arethen given tasks to create their own fraction towers. This is a fraction tower that has one-half red cubes.Task A: Build a fraction tower that is made up of two-thirds red cubes.This task is completely open. The only parameter is that is must have two-thirds redcubes. Students have to decide how many total cubes to use. Some students mightuse 2 different colors and some students may use more than 2 colors to build theirtowers.Task B: Build a fraction tower with 9 total cubes and is made up of two-thirds redcubes.This task is now somewhat closed because you have stated how many total cubes touse for the tower. If students were having trouble with the Task A because it was tooopen, this would be one way to make it easier. It does still have an open element to itbecause you havent stated if the tower has to have exactly 2 colors or more than 2colors. ©2010 Love of Learning Educational Services, LLC. All rights reserved.
  3. 3. Task C: Using 3 different colors, build a tower that represents two-thirds.This task is mostly open with 2 parameters: 3 colors and represents two-thirds.Task D: Using 3 different colors and 6 total cubes, build a tower that representstwo-thirds.This task is completely closed. Since you are using 6 total cubes and representing two-thirds, you would not be able to create a tower with more than 3 colors. If you hadspecified a value greater than 6 for the total cubes, there would still be an open elementto the task.Task E: Build a tower that is one-half red, one-third green, and one-sixth blue.This task has 3 parameters, but is open in respect to the total number of cubes used tobuild the tower. If students were struggling with this task, it could be made easier bygiving a total number of cubes or by scaling back on the given parameters. Forexample, you could just say to build a tower that represents one-sixth.Adjusting questions and tasks can be a quick and easy way to differentiate instruction,but it does take some practice. The great thing about this strategy for differentiation isthat you have plenty opportunities to practice and fine tune it!Website’s Weekly Features:If you like this, see more Differentiation Tips for math teachers as part of the WeeklyFeatures on our website.You’ll find the following topics as part of our Weekly Features:Math Manipulative of the WeekTechnology TipDifferentiation TipBrain-Based Learning Teaching StrategyFeatured VideoFeatured BlogFeatured BookCheck out our Weekly Features at:www.loledservices.comRead our Blog ©2010 Love of Learning Educational Services, LLC. All rights reserved.
  4. 4. Contact Us:Kristi ©2010 Love of Learning Educational Services, LLC. All rights reserved.