differentiation presentation slides

© 2009 Math Solu.ons

Achievement in Mathema.cs

Differen.a.on: Mee.ng the Needs of All Students


Presenters Pa@y Clark, Moderator

Educa.on Consultant Math Solu.ons

Jayne Bamford Lynch Na.onal Faculty Lesley University

District math coach K‐8, Cambridge, Massachuse@s

Author Math For All: Differen1a1ng Instruc1on, Grades 3‐5

Liz Stamson Math specialist

Building math coach White Bear Lake Schools, Minnesota

If you are having audio problems, call 484-589-1010, and use access code 310-064-690 #


Agenda

•  What is differen.a.on in math instruc.on? •  Strategies for differen.a.ng mathema.cs lessons

•  Differen.a.on in ac.on •  Results of differen.a.ng instruc.on •  Ques.ons and Answers


Why Differen.ate Instruc.on?

Lev Vygotsky (1978), defined the zone of proximal development (ZPD), as the range at which learning takes place.

The diversity of learning needs in classrooms is growing.

Differen.ated instruc.on is a process to approach teaching and learning for students of differing abili.es in the same class.


Differen.a.ng Instruc.on: What It Is and How It’s Done

Jayne Bamford Lynch Na.onal Faculty, Lesley University District math coach K‐8, Cambridge, Massachuse@s

Author, Math for All: Differen1a1ng Instruc1on, Grades 3‐5


Start with the posi.ve!


Survey! A Key DI Tool

When I differen.ate a lesson I feel more comfortable:

A: Suppor.ng struggling students

B: Suppor.ng students who need enrichment


Share your strength!


Doubling Pot


What is Differen.ated Instruc.on?

Differen.ated instruc.on is instruc.on that is designed to meet the needs of differing learners and increase the likelihood that all students will succeed and meet required curricular outcomes.


How it is Done

Carol Tomlinson (1999‐2003) iden.fies three areas in which teachers can adapt their curriculum for differen.a.on:

1.  Content 2.  Process 3.  Product Regardless of the specific subject or grade level,

adap.ng curriculum in these three areas is key.


Choices to Offer Students

•  Which tasks to complete

•  What materials to use •  With whom to partner •  Where to work

•  How long to work on a par.cular task •  Which topics to study •  The order in which to complete assignments

•  How to represent and present ideas •  How to demonstrate what is understood


Example Ques.onnaire: Who Are You as a Learner?

From Math for All: Differentiating Instruction, Grades 3–5 by Linda Dacey and Jayne Bamford Lynch. © 2007 Math Solutions Publications.


Appe%zer (Chose One) Make a circle and stars book Play Mul.plica.on Tic Tac Toe

Main Course (Must Do) Solve the problem, write a mul%plica%on equa%on and show your solu%on. Jack drew some hexagons. Each hexagon has 6 sides. There are 30 sides in all. How many hexagons did Jack draw?

Dessert (Chose One) Write a song to help you remember you mul.plica.on facts Read a book about mul.plica.on from the basket

Menus


Suppor.ng Choice: Think Tac Toe



Tiered Problem


Teaching With the Goal of Differen.a.on: 10 Ways to Sustain

Your Efforts 1.  Iden.fy where you already provide differen.a.on

2.  Recognize where you are along the journey 3.  Get support with what you want to learn

4.  Share your strengths 5.  Give students choice

6.  Work with parents

7.  Find sources of professional development 8.  Reflect on your journey

9.  Keep the vision 10.  Feel part of a bigger mission



Building math coach

White Bear Lake Schools, Minnesota

Differen.a.ng in Ac.on


My Differen.a.on Journey

•  Recogni.on that my planning and teaching did not address high achievers and gined students

•  Inves.ga.on of differen.ated instruc.on prac.ces that would help me reach all students

•  Sharing enthusiasm and success with fellow teachers


Engaging Our Community of Educators

•  Team teacher •  Groups of teachers •  Forma.on of teachers into a PLC focused on differen.a.on in math

•  Principal encouraged and funded PD efforts


Trying Different Strategies

•  Tiered lessons three or more levels to a lesson

•  Think Tac Toe different levels of tasks and different learning

styles



•  Asking ques.ons that require more thought than a yes/no ques.on

How did you solve the problem?

How is your strategy like ______’s strategy?

Why does your strategy work?

Do you think your strategy will always work?



•  Open Tasks Closed Task…typically has one answer

3 n.

10 n.

Open Task…has more than one answer The area of a garden is 48 square feet. What does it look like?


RAFT



Benefits of Differen.a.on

•  Student engagement •  Student response •  Student par.cipa.on •  Parents changes •  Achievement


Lessons Learned

•  Start with one differen.a.on strategy •  Brainstorm with other teachers •  Do what works •  Listen to student feedback


Math Solu.ons Support for Differen.ated Instruc.on

•  Immersion Courses, School Year Courses, and School Based Coaching

•  Math Solu.ons Publica.ons


Ques.on & Answer Pa@y Clark, Moderator

Educa.on Consultant Math Solu.ons

Jayne Bamford Lynch Na.onal Faculty Lesley University

District math coach K‐8, Cambridge, Massachuse@s

Author Math For All: Differen1a1ng Instruc1on, Grades 3‐5


Building math coach White Bear Lake Schools, Minnesota


mathsolu.ons.com [email protected]

800.868.9092

differentiation presentation slides

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