Kerry Math Story As Genre
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The document discusses using math vocabulary and concepts in story writing to help students improve their math knowledge and problem solving skills. It references a study where students wrote math stories using specific word problem structures, which correlated to increased ability to solve word problems. The author plans to collaborate with the math coordinator next year to design lessons introducing math stories and pre- and post-tests to measure student gains in math knowledge.
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1 Differential Instruction Differentia.docx
1
Differential Instruction
Differential Instruction
EDU 381 Curriculum and Instructional Design
2
Differential Instruction
Differential Instruction
“Differentiated Instruction is the way in which a teacher anticipates and responds to
a variety of student needs in the classroom.” (Carlson, n.d.) It is a 4-level process that
enables the teacher to adjust their lesson plan to successfully engage each individual
student and help them to understand the concept that is being taught.
Theoretical or Research Background
The theoretical basis for Differential Instruction (DI) is that each student learns
differently, therefore the teacher must be able to teach a mixed group of learners with
ease. DI provides ways for a teacher to assist the students that needs little extra help than
their peers. A study was done in 2010 in Cyprus (an island in the Mediterranean Sea off
the southern coast of Turkey) on DI and its effectiveness in the classroom. Two test
groups comprised of 4th grade students spread out over 24 classrooms; 14 classrooms
were taught using the DI method, 10 classrooms were the control group and taught
traditionally. The study results show that “differentiation is feasible, effective and
necessary in order to promote quality and equity dimension of effectiveness” in a mixed-
ability classroom. (Valiande, et al., 2010, page 15)
DI is a 4-level model that allows the teacher to adjust their lesson plans to be able to
include each of their students in a mixed-ability class. Level 1 is for the general
education, “What does the teacher want the student to learn?” There teacher wants to
ensure that there will be a solid foundation for their lesson plan to be built upon. Their
plan “should include attention to respectful tasks, quality curriculum, teaching up,
flexible grouping, continual assessment and building community.” (Hansen, et al., 2015,
3
Differential Instruction
Section 2.3) The second level is the original plan itself. It is composed of the content that
is to be learned, the process that the teacher will use to teach the content, the product that
will be the end result and how engaged the teacher will predict the students to be. When
all of these factors are combined the teacher has worked towards a positive learning
environment for his/her classroom. Level 3 is where the adjustments to the original lesson
plan are made. Student characteristics the teacher should take into consideration include
readiness, interest and the individual learning profiles of each student in the class. The
fourth and final level consists of several DI strategies that can be used. For example,
“Acting Out a Problem: students can act out mathematical, scientific, or social problems
to improve their comprehension.” (Rowan, 2013)
How Does it Work
My “classroom” would consist of mostly preschool age children working on reading
and their letters. I believe that my ...
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Many early childhood teachers don’t like math ematics and feel
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Learning Math at Pawar Public School Pre-primary section, Kandivali, Mumbai
Learning Math at Pawar Public School Pre-primary section, Kandivali, Mumbai
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Ooie Gooie Haley B 6h
This 3 sentence summary provides the key details about the document:
The document is a story book written and illustrated by Haley Ooie Gooie in 1996 that tells a story about making an Ooie Gooie dessert to cure the narrator's grandma's headache using graham cracker crumbs, chocolate bits, condensed milk, and other ingredients baked at 350 degrees for 35 minutes. The book also includes some math games and explains how math like multiplication, addition, subtraction, and fractions can be used in cooking.
Marty Mathematician And The Rescue Of The Numbers Cw
This book tells the story of Marty Mathematician rescuing numbers trapped in a cage by the Evil Octagon. Readers must answer four math questions correctly to solve the story. The questions cover shapes, multiplication, subtraction and addition. Getting a question wrong leads to a bonus math problem. By answering all questions right, Marty frees the numbers from the Evil Octagon's trap.
Curly The Blob
Curly the blob wants to sell her house so she plants a flower to improve the curb appeal. She carefully waters and checks on the flower daily, recording its growth in inches over time using addition and multiplication equations. Unfortunately, the flower later dies, but Curly is not discouraged from planting more flowers and learning about basic math equations.
The Scavenger Hunt Slde Show
The story is about four friends - Jay, Jillian, Jessie and Jake - who go on a scavenger hunt. Their first tasks are to find 4 platypuses in Australia and 6 goats on Old McDonald's farm. Using a magic flying carpet, they travel to each location, take pictures once they find the required animals, and return home successfully completing the scavenger hunt. As a reward, Jay's mom gives them each a popsicle.
Presentation Gj By Ryan R
Geometric Jones, a geometry teacher, finds an old book in his library about a 3-D temple containing shape keys and an ancient shape script. The book contains a map showing where to find the circle, triangle, and square keys. Geometric Jones travels to each location, overcoming obstacles to retrieve the keys. He then uses the keys to open the temple door. Inside, he must avoid spikes and a rolling boulder to reach the script. However, when he exits the temple, he discovers the script is torn and pages are missing from his book.
Floppy\ S Party
Floppy is preparing a party for her friends and baking various foods. However, some mice steal some of the food before the party. Through word problems, Floppy determines how much food was stolen and needs to make more to have enough for her guests. She bakes additional cookies, cocoa, and cupcakes. At the party, her friends enjoy the various foods and Floppy is happy it is a great party.
Day In A Sentence Colours May 2008
The document is a collection of short posts from various bloggers describing their days or weeks using colors. Many reference the colors of nature they saw like green grass, blue skies, or rainbows. Others describe their moods using colors like feeling blue, seeing red with anger, or having an aubergine or purple mood. Activities mentioned include teaching, gardening, traveling, and spending time with family. The posts capture a variety of experiences and emotions through the lens of color.
Quidditch By Greg
This poem collection explores quidditch through different poetic forms. An acrostic poem spells out "QUIDDITCH" describing the sport as quick, intense, delightful and trying. A nonsense poem depicts a play in a lighthearted way. A couplet acknowledges how the fun never stops but there is always a winner.
Skiiing By Sam
The document contains 3 types of poems: a nonsense poem about skiing and swimming, an acrostic poem spelling out "SKIING" with positive attributes of skiing, and a couplet poem stating a preference for skiing over winning the lottery. It also mentions the author has been skiing since age 3.
Soccer By Kyle
The document describes 4 different types of poems: an acrostic poem about poetry projects using the letters in "SPECIAL CORE", a couplet poem comparing soccer and lockers, a nonsense poem about soccer being fun but not easy, and a cinquain poem describing soccer as fun exercise involving running, sweating, kicking to try and win gracefully as a sport.
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Kerry Math Story As Genre
- 1. WRITING STORIES UTILIZING MATH AS A GENRE Kerry B. WMWP Summer Institute 2007
- 2. “ How does using math vocabulary in story writing affect student knowledge of math concepts?”
- 3. In her book Writing in Math Class , Marilyn Burns writes “Students’ early school experiences with learning mathematics are critical for forming their basic attitudes and understandings. During the elementary grades, they must develop an appreciation for and interest in mathematics, learn to think and reason mathematically, and be prepared to face new mathematical challenges.” (p.5)
- 4. My name is Al Rudnitsky. I was one of Diana Callahan’s professors. Along with Susan Etheredge, Sue J.M. Freeman and Therese Gilbert, I did an important study that had students writing math stories using specific word problem structure and correlated this teaching approach to an increase in student’s ability to solve word problems. I’m not Therese Gilbert – but this image comes up on Google when you search for her.
- 5. Next year, I plan to work collaboratively with the Math coordinator to design lessons that introduce Math as a Genre in Story Writing. Also, we will design and deliver pre- and post-tests to (hopefully) establish student gains in student knowledge of mathematics.
- 6. Works Cited: Burns, Marilyn. Writing in Math Class .. Sausalito: CA. Math Solutions Publications, 1995. Dacey, Linda and Eston, Rebeka. Show and Tell Representing and Communicating Mathematical Ideas in K-2 Classrooms .. Sausalito, CA: Math Solutions Publications, 2002. Gregory, Cinde. Use the muses for math. (story-making activities that boost kids’ math skills). Instructor (1990) v103.n8 (April 1994): pp30(2). Rudnitsky, Al; Etheredge, Susan; Freeman, Sue J. M.; Gilbert, Therese. Learning to Solve Addition and Subtraction Word Problems through a Structure-plus-Writing Approach . Journal for Research in Mathematics Education , Vol. 26, No. 5. (Nov., 1995), pp. 467-486.