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Differentiated Instructional Strategies in the Mathematics Classroom

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Differentiated Instructional Strategies in the Mathematics Classroom

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    1. Differentiated Instructional Strategies in the Mathematics Classroom Conference for the Advancement of Mathematics Teaching (CAMT) July 2006 Dr. Dawn Parker Texas A&M University

    2. In the Differentiated Classroom… Students are never finished! Learning is a process that is on-going and never ends!

    3. What have you tried? What worked and what didn’t? Working in small groups, take a minute and share your efforts. Make a chart recording group responses. Chart: Content Grade Strategy Comments

    4. What is differentiation? Differentiated instruction is an organized yet flexible way of proactively adjusting teaching and learning to meet students where they are and help all students achieve maximum growth as learners. Instruction can be differentiated in Content Process Product According to the students’ Readiness Interests Learning profile

    6. Learning Cycle and Decision Factors Used in Planning and Implementing Differentiated Instruction

    7. Terms defined as... Content Material that is being presented Process Activities that help students practice or make sense of the content Product Outcome of the lesson or unit, such as a test, project, or paper Readiness Prior knowledge and a student’s current skills and proficiency with the material presented in the lesson Interests Teacher aligns key skills and material for understanding from a curriculum segment with topics or pursuits that intrigue students Learning profile Teacher addresses learning styles, student talent, or intelligence profiles

    8. Circle Map Creating an Integrated Response for Challenging Learners Equitably a model by Adams and Pierce (Mathematics Teaching in the Middle School, NCTM October 2005)

    9. Classroom Management Component Must include rules for working in a variety of configurations Flexible grouping arrangements (pairs, triads, or quads) Whole-group Small-group Two important rules to include… “Six inch voices” “Ask three before me” Flexible use of time allows students to proceed to a natural conclusion of lesson rather than complete in a set block of time

    10. Anchoring Component Anchoring activities can also be called sponge activities. Used when students are waiting for help Used when students have completed lesson and are waiting to begin new lesson Activities include relevant extensions and enrichment work, individual assignments, practice with specific skills, teacher-selected and student-selected activities

    11. Differentiated Assessment Component Formative assessment Observing and taking notes as students share answers Completing a checklist of student concept understanding during a lesson Summative assessment Given at the end of a unit or large block of study Rubric can be used to assess project Paper-and-pencil test (set of questions to whole class and set of questions from which students can select a subset to answer)

    12. Differentiated Instructional Strategies Component Compacting Teacher assesses students before beginning a unit of study or development of a skill. Students that do well on the preassessment do not continue work on what they already know. Flexible Grouping TAPS (Total group, Alone, Partner, Small group) Grouping based on Knowledge of subject Ability to perform task or skill Interest in a specific area of the content Peer-to-peer tutoring Cooperative learning groups Sharing groups

    13. Cooperative Learning Four key components… Positive interdependence Individual accountability Equal participation Simultaneous interaction Other strategies: Jigsaw Role-Playing

    14. Strategies for Differentiation… Centers Area that contains a collection of activities or materials designed to teach, reinforce, or extend a particular skill or concept. Stations Different spots in class where students work on tasks simultaneously. Agendas Personalized lists of tasks a student completes in a specified time, usually two to three weeks. Agendas can have similar and dissimilar elements. Orbital Studies Independent investigations, generally lasting three to six weeks, that revolve around some facet of the curriculum. Entry Points A strategy suggested from Howard Gardner that proposes student exploration of a given topic through as many as five avenues: narrational (presenting a story), logical-quantitative (using numbers or deduction), foundational (examining philosophy and vocabulary), aesthetic (focusing on sensory features), and experiential (hands-on).

    15. More Differentiation Strategies: Problem-Based Learning (PBL) Teacher presents students with an unclear, complex problem. Students seek additional information, define the problem, locate and use resources, make decisions about solutions, pose a solution, and assess the solution’s effectiveness. Choice Boards Work assignments are written on cards that are placed in hanging pockets. By asking a student to select a card from a particular row, the teacher targets work toward student needs yet allows student choice. Cubing Allows students to look at an idea from many different angles and perspectives. Offers a chance to differentiate by readiness, interest, or learning profile by selecting different cube colors or by varying sides. 4MAT Based on several personality and learning inventories, this strategy hypothesizes that students have one of four learning preferences (imaginative learner—experiencing; analytical learner—conceptualizing; common-sense learner—applying; dynamic learner—creating) Tiered Lessons

    16. Tiered Lessons... A tiered lesson is a differentiation strategy that addresses a particular standard, key concept, and generalization, but allows several pathways for students to arrive at an understanding of these components, based on the students’ readiness, interests, or learning profiles.

    17. How to Tier a lesson... Identify the grade level and subject for which you will write the lesson Identify the standard (national, state, or district) that you will target Identify the key concept (what is the big idea) and generalization (what should students come away knowing) Identify what background students need to be successful--what scaffolding is necessary? Determine which part of the lesson (content, process, or product) you will tier Determine the type of tiering: readiness, interest, or learning profile Based on the choices made above, determine how many tiers you will need and develop the lesson Develop the assessment component to the lesson

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