Differentiation in the Middle School Math Classroom
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This presentation includes our efforts to differentiate instruction to challenge all learners to meet NYS Common Core standards. This slide show includes a description of our station approach and how technology has helped to make it so successful.
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This document summarizes a presentation on differentiating instruction to advance literacy. It discusses the importance of differentiation given differences between students. Key aspects of differentiation include focusing on essentials, attending to student differences, inseparability of assessment and instruction, and adapting content, process and products. Specific differentiation strategies covered include anchor activities, centers, layered curriculum, tiered lessons, entry points, use of arts, contracts, compacting and strategies for English language learners. The presentation provides examples and tips for implementing these strategies in the classroom.
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Differentiation in the Middle School Math Classroom
- 1. in the Middle School Math Classroom Catherine Roberts and Jennifer Clark
- 2. What wasn’t working? Why we changed our teaching approach and classroom environment? -Whole class approach was not meeting their learning needs -Students were disengaged
- 3. Population of Students -Reluctant learners -Low self-esteem -Students who felt they were ”not good at math” -Students who did not like math -Students who have not mastered their math facts -Students with IEPs, 504s -Students identified as needed AIS services
- 4. T.I.M.E. The acronym T.I.M.E. stands for the four types of stations included in a small unit of instruction: • T stands for Teacher-led- small group instruction, opportunity to check for understanding, tailored instruction to meet specific learning needs, independent practice assigned and modified dependent on student needs • I stands for Independent- students complete independent tasks on previously learned material to show what they know
- 5. T.I.M.E. The acronym T.I.M.E. stands for the four types of stations included in a small unit of instruction: • M stands for Math Facts- students work on fluency skills necessary to be successful with common core standards • E stands for Extension or Essential Review- students engage in enrichment opportunities OR essential review. This station is differentiated depending on the group of students attending the station that day.
- 6. “Quests” mini assessments • During this assessment time, students are also pre-assessed on the following weeks topic. • Each Friday, students are assessed to determine how well they have learned the concepts and skills from that week.
- 7. “Quests” • The results from this quick pre/post assessment are scored and analyzed that day to determine the types of learning activities that need to be developed for next week’s stations. • We also use these results to determine the flexible learning groups for the next week. Depending how students perform from one week to the next, small groups are fluid and often shift.
- 8. Set Up Center Rotation Board -Groups -Days -Stations -Homework
- 9. Set Up Center Bins -Center Directions -Resources needed
- 10. Classroom Set Up
- 11. Classroom Set Up
- 12. Technology is essential in making this approach work!
- 14. Why it works? -Differentiation -Engagement -Readiness Levels -Motivation -Flexible Grouping -Confidence -Direct Instruction -Fluency -Ongoing Student and -Enrichment Teacher Reflection
- 15. Suggestions for the Single Teacher Classroom -One teacher led station vs. two -Clear station expectations need to be taught and practiced -Non teacher-led station activities need to be structured for both group collaboration as well as independent practice -Plan with grade level teachers -Strategically use centers (don’t need to do them every week) -Two stations a day vs. one
- 16. Resources The following resources can be found on *Catherine Roberts HFL Webpage: -Classroom Math Sites -Math Resource Page *NYS Modules *We get many of our new ideas from: -Pinterest -Teachers Pay Teachers -Edmodo learning communities
- 17. Any Questions?
- 18. Feel free to contact us with any questions! Catherine Roberts and Jennifer Clark Catherine.roberts@hflcsd.org and Jennifer.clark@hflcsd.org