differentiation with conceptua math “keep the teacher in the equation”

Differentiationwith Conceptua Math

“Keep the Teacher in the Equation”

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What?

• Differentiation…– Is the teacher’s response to learners’ needs.

• To Differentiate– Is to adapt instruction to match student

differences.

Tomlinson, C. (2000). Differentiating Instruction for Academic Diversity. San Antonio, TX: ASCD

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Key Principles

• Ongoing formative assessment– Continually assess to identify areas of need in

order to move them forward• Flexible Grouping

– Opportunities to engage in meaningful discussions in order to learn from one another

• Respective tasks• Problem Solving

– Focus on big ideas and key concepts• Choice

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How?

• Varied materials• Varied questioning• Varied strategies• Tiered lessons• Learning contracts• Small group instruction• Pair and cooperative group work• Compacting, acceleration or scaffolding

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When?

• Prior to the Guided Lesson• During the Guided Lesson• After the Guided Lesson

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When?

• Prior to the Guided Lesson• During the Guided Lesson• After the Guided Lesson

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When?

• Prior to the Guided Lesson• During the Guided Lesson• After the Guided Lesson

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Differentiate instruction to maximum student growth and individual success with Conceptua Math.

Why?

“Keep the Teacher in the Equation”

Differentiation

PRIOR To The Guided Lesson

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How?

“Keep the Teacher in the Equation”

Differentiation

DURINGThe Guided Lesson

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Built-in

Number Pad in Whole Number Units.

Number Pad in Fraction Units.

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Built-in

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Teacher Facilitated

• Whole Class checks for understanding– Time outs– Thumbs up

• Scaffolding– Temporary support which decreases incrementally

• Manipulatives• Anchor Charts or Word Walls

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Developing Independence

• Productive Struggle is good– Respectful tasks

• Supports for Independence– Self-monitoring checklists– Self-monitoring data sheets

• Zone of Proximal Development

I can do this….. ….with practice …if I just keep trying ….if I try a different strategy

“Keep the Teacher in the Equation”

Differentiation

AFTERThe Guided Lesson

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Extensions

• Student Tools• Tool Investigation• Journal Prompts• Fact Fluency

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Fact Fluency

Overview of Fact FluencyWeb access necessary

Experts agree that the ability to recall basic math facts fluently is necessary for students to attain higher order math skills. Conceptual understanding and the ability to solve facts accurately under untimed conditions are prerequisites for automatic recall of basic facts.

-Swerling, 2006

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Strategies

• Tubs, Learning Stations with manipulatives for partner work

• Learning Menu or Choice Board– to provide choice of follow-up activities provide

tasks at different levels• Additional Lessons

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Learning Menus

• Empower students through choice while ensuring adherence to important learning goals.– Teacher outlines a variety of instructional options– Students choose order of completion– Can contain “must dos” and options

Source: Dare to Differentiate

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Think Tac-Toe

• Allow students to complete any 3 tasks even if the completed tasks don't make a Tic-Tac-Toe.– Students select 3 in a row– Can have leveled boards

Source: Carol Tomlinson: Fulfilling the Promise of the Differentiated Classroom,