Differentiated Instruction. Rob Irwin . Purpose. Develop shared and practical understandings of differentiation as related to the effective teaching of Mathematics Tiering as a differentiation strategy Tiering Math Games & Trailblazers lessons. Processes/Payoff. Processes:
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Question Car Park; Think, Pair, Share; Paired/ Quad Brainstorm; Games Rotations; Discussion; Gallery Walk; Group Planning
Write down your questions and issues on the post-it notes provided throughout the sessions and “park” them in the “Question Car Park” charts on the walls of the room.
I will work at answering them at the beginning of the next two sessions.“Question Car Park”
Using the Treasure Hunt grid, complete each section by finding colleagues who match the description.Treasure Hunt for Diversity
The diversity of students in your classroom: finding colleagues who match the description
“Learning styles (visual, spatial, auditory, tactile, kinaesthetic)
Attitudes/ Motivation/ Persistence/ Confidence
Socio-Economic and Family Factors
Cultural/Ethnic influencesChallenges of today’s students
“Normal is only a setting on the washing machine”
Schmidt, M (2006). Losing Sight of the Shore: Differentiating Curriculum and Instruction.
Once upon a time there was a lovely, young student named Goldilocks. She was an adventurous sort, so one day she went walking through the forest in search of a teacher.
As Goldilocks rounded a bend in the path, she came into a bright clearing in the forest. She was very excited to find a teacher presenting a lesson that at first captured her attention. Goldilocks tried to stay engaged and learn, but she became frustrated as it was just too difficult.
She sighed, waved goodbye to the first teacher, and continued on her way.
Goldilocks walked a bit longer and ambled up a hill where she found herself in a wide, flower-filled pasture. There a second teacher sat, seemingly waiting just for her.
This teacher began her lesson, but Goldilocks soon became bored because it was just too easy. She waved goodbye to the second teacher, and once again went on her way.
Think, Pair, Share: finding colleagues who match the description
Individually, jot down your own thoughts as to what you think differentiation is.
Share with partner.
Share with group of 4.What is Differentiation?
Math instruction can be differentiated to allow students to work on skills appropriate to their readiness level and to explore mathematics applications through -
Differentiated Instruction finding colleagues who match the description
is the proactive acceptance of and planning for student differences, including their
readiness interests learning profiles
Teachers can respond to student differences by differentiating
content process products environment
while always keeping in mind the guiding principles of
respectful tasks ongoing assessment & adjustment flexible groups
Traditional Classroom Vs Differentiated Classroom finding colleagues who match the description
Using the handout, place an X on each continuum where you believe your teaching is now and a Y where you’d like to be.
Discuss with your group.What is reality now and Where you want to be: Self-Assessment
Tiering finding colleagues who match the description
What is it?
Planning Tiered Assignments almost the meat and potatoes of differentiation.”
Concept to be Understood
Skill to be Mastered
Create on-level task first then adjust up and down.
When Tiering: almost the meat and potatoes of differentiation.”
5. Smaller Leap
6. More Structured
7. Clearly Defined Problems
8. Less Independence
4. Fewer Facets
* Low Readability
What is Tiered Instruction? Lessons”
Teachers use tiered activities so that all students focus on
essential understandings and skills but at different levels of complexity, abstractness, and open-endedness.
Use the standards (current state standards or Common Core standards) to inform the tiering by seeing the sequence of development of the concept
Let’s look at how to tier a game
Importance of teachers knowing content & Standards
Let’s look at and then later play…
HANDOUT IN FOLDER
Tier 1: One group of students in the class are very unsure of the basic Count-On (count on 1,2,3,0) facts
Tier 2: One group of students in the class may need to practice doubles
Tier 3: One group of students in the class have automaticity with addition facts to 12, including Make Ten strategy
WHAT TO DO?
Tiered Games: Lessons”
Let’s Experience It
Work with a partner
# 1 Sequence the games in order of
# 2 Find as many activities that you could
differentiate into 3 tiers
Table 6:Carousel the Games Around the Groups/Tables
Each group will find a Math game, planning template and butcher’s paper on their table.
As a group and using the ‘Equalizer’ and the Standards in your handout, adapt the game and plan for a variety of students’ needs- tier for three groups of children
Tape your group’s poster up for the gallery walkDifferentiate the Games using the Equalizer- It’s your turn!
All groups rotate and the poster leader describes the tiering.
Rotate on given signalGallery Walk
Tiering a Trailblazer Lesson poster.
Using the template in your packet, choose some lessons from the program (eg. first weeks of school in September) and,
consulting the standards,
tier the student activity portion of each lesson
Let’s Recap poster.
The cryptic admonishment,
When you feel how depressingly slow you climb
It’s well to remember that
THINGS TAKE TIME.
From Tomlinson, C.Things Take Time
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