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
I will work at answering them at the beginning of the next two sessions.“Question Car Park”
“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.
Math instruction can be differentiated to allow students to work on skills appropriate to their readiness level and to explore mathematics applications through -
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
What is it?
Concept to be Understood
Skill to be Mastered
Create on-level task first then adjust up and down.
5. Smaller Leap
6. More Structured
7. Clearly Defined Problems
8. Less Independence
4. Fewer Facets
* Low Readability
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?
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
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
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