Differentiating Mathematics Instruction

1
Differentiating Mathematics Instruction

• Session 3
• Assessment for Learning Diagnostic

Adapted from Dr. Marian Smalls presentation
August, 2008
2
Goals for Session 3

• Develop knowledge about a variety of diagnostic
  assessment strategies
• Connecting importance of diagnostic assessment
  data to inform differentiated learning
  instruction
• Practise creating diagnostic assessments

3
Session 2 Follow-up

• Exit Card - Questions or concerns
• Share response with a partner
• How does considering big ideas help in
  differentiating learning?

4
Integer Task

• Choose 4 integers so that the
• product lt quotient lt sum lt difference
• Is this a task for assessment of, for or as
  learning?
• What range of students would this task be
  appropriate for?

5
Diagnostic Information

• Meaningful diagnosis leads to successful
  differentiation responding appropriately to
  challenge or scaffold students learning

Pre-assessment activities include tasks,
interviews, quizzes, graffiti exercises, concept
maps, anticipation guides, games,
6
Grade 8 Integers

• The focus for teaching integers in Grade 8 is
  multiplication and division and problems
  involving all four operations, considering order
  of operations.

7
Task (sample)

• 1. Figure out what you think each of these
  products and quotients might be and why.
• a) 3 x (-4) b) (-4) x 3 c)
  (-3) x (4)
• d) (-12) 3 e) (-12) (-3) f) 12
  (-3)
• 2. Choose 4 integers so that the
• product lt quotient lt sum lt difference

M Small
8
Interview (sample)

• 1. Name three integers between 2 and -8. How
  would you represent them?
• 2. Which is greater their sum or their
  difference? How do you know?
• 3. The sum of a positive and negative integer is
  -4. What could the integers be? What situation
  might this describe?
• 4. The difference between two negative integers
  is 8. What could the integers be? Use a number
  line or counters to show me why.

9
Paper-and-pencil (sample)

• Insert the appropriate inequality signs
• -2 -4 , -8 10 , 4 -1
  
• Fill in the blanks -2 4
• -10 2
• -4 8 etc.
• Explain why the sum of two negatives has to be
  negative.

10
Paper-and-pencil (sample)

• Choose 2 positive and 2 negative integers.
• Show how to compare them, add them, and subtract
  them.
• Which of the tasks was easiest for you to do?
  Why?

11
Graffiti Exercise (sample)

• Questions to which groups respond
• When do you ever use integers?
• How are integers like whole numbers?
• How are integers different from whole numbers?

12
Anticipation Guide (sample)

• Do you agree or disagree? Be ready to explain.
• You can predict the sign of the product of two
  integers if you know the sign of the sum.
• The sign of the quotient of two integers has to
  be the same as the sign of the product.
• You can either multiply first or add first when
  working with integers,
• e.g. (-2) x (-3) 4 (-2) x (-3) 4

M Small
13
Your turn

• Choose one of these topics
• Grade 8 fractions
• Grade 9 linear relations
• Grade 10 quadratics
• Create two diagnostic assessments for collecting
  information on your topic.

14
Diagnostic Strategies

• Task
• Interview
• Paper-and-pencil items
• Graffiti exercise
• Anticipation guide
• Game

15
Home Activity

• In your reflection journal, write about
• something you learned that you think might be
  useful in your teaching.
• something with which you disagree with or have
  doubts about.
• the role diagnostic assessment plays in
  differentiating learning and planning for
  instruction.