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Differentiated Mathematics Instruction Strategies: Enhancing Inclusivity and Engagement

Practice applying differentiated strategies in mathematics instruction, reflect on open questions vs. parallel tasks, explore inclusive lesson adaptations, and share insights from Dr. Marian Small's session. Discuss advantages and disadvantages, use additional differentiation strategies, and reflect on collaborative teaching efforts.

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Differentiated Mathematics Instruction Strategies: Enhancing Inclusivity and Engagement

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  1. Differentiating Mathematics Instruction Session 5: Practising the Practices: Applying Differentiated Instruction (DI) Strategies Adapted from Dr. Marian Small’s presentation August, 2008

  2. Goals for Session 5 Reflect on open questions and parallel tasks Practise adapting lessons to be more inclusive Practise using generic DI strategies presented in Session 1.

  3. Open Questions vs Parallel Tasks Placemat • Individually write a response to the question. What are the advantages and disadvantages of open questions and parallel tasks? • Share in your group and place common or key elements in the centre. • Share with the whole group.

  4. Most Interesting Comments Which comment from your colleagues did you find the most intriguing or thought provoking?

  5. More Inclusive Consider the overall topic for the lesson you differentiated in Session 4. Use another differentiation strategy. Choose from menus, tiering, tic-tac-toe, cubing, RAFTS, or stations.

  6. Sharing Highlights What additional DI strategy did you use? Did you use it for instruction or consolidation?

  7. Exit Card Write about: • Something you learned that would be useful • A question you still have or something you have doubts about

  8. Home Activity Reflect on today’s work… • What was easy and what was hard? • How were the needs of each of your four students met? • Why is working collaboratively helpful in creating adapted activities? • How useful or practical areor are not the DI strategies presented?

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