Differentiated Instruction for Math III Day 1

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Differentiated Instruction for Math IIIDay 1

• Evelyn Blalock
• Columbus State University
• blalock_evelyn_at_colstate.edu
• Summer 2010

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Agenda for the Week

• Purpose of Differentiated Instruction
• Getting to Know the Learners
• Flexible Grouping/ Managing Teams Tasks
• Differentiated Instruction Strategies for
  Content, Process, and Product
• Menu
• Tiered Instruction
• Plan of Implementation Activities
• Complete a learning style inventory
• Create lessons using 2 differentiated instruction
  strategies
• Modify a Tiered Lesson Plan for students with
  disabilities
• Integrate differentiated assessment and
  modifications into lessons
• Gregory Chapman (2007, p. 6) Overview

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Agenda for Today

• Differentiated Instruction Overview
• Purpose
• Getting to know your students
• Learning Styles Interests
• Math Learning Styles
• Plan of Implementation Activity
• Applying Math Tools to a differentiated lesson

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Why Differentiate?

• Think (Individually) 30 seconds
• Pair (share thoughts ideas) 1 min.
• Share with Grade level group 1 min.

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Why Differentiate?

• All kids are different.
• One size does not fit all.
• Differentiation provides ALL students with access
  to the general curriculum.

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Quote from a Teachers Lounge
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Differentiation values Difference

• Fairness is not when everyone gets the same.
• Fairness is when everyone gets what he or she
  needs.
• Think-Pair-Share What does this statement mean
  for students? For teachers? For administrators?

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Why Differentiate?Diversity of Learners

• Readiness
• Achievement gap
• Special needs
• Believe in the possibilities in each student
• Learning Style
• Multiple Intelligences
• Interest
• Motivation
• Accommodations are available to all students
  part of the class structure

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Why Differentiate?
Increased
Motivation Time on-task
Increased Learning
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Why Differentiate? Diversity of content

• Georgia DOE Core Instruction for ALL students
• Standards and Benchmarks
• 25 years to teach them all (Marzano)
• Multiple ways to teach content and concepts

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What type of Learning Style do you use most often
when learning new material?

• Visual
• Auditory
• Kinesthetic

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Learning Styles Interests Inventories

• Learning Styles Inventories
• http//www.engr.ncsu.edu/learningstyles/ilsweb.htm
  l
• http//www.metamath.com/lsweb/dvclearn.htm
• http//www.learning-styles-online.com/
• Multiple Intelligences Inventories
• www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/
  ks1/ict/multiple_int/index.htm Gives a visual
• http//www.personal.psu.edu/bxb11/MI/MIQuiz.htm
• http//www.uen.org/utahlink/tours/tourFames.cgi?to
  ur_id15077 Using your MI in School
• Motivation/ Interests (Gregory Chapman, p.
  54-56)
• http//faculty.citadel.edu/hewett/web_files/inter
  estweb.html

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Differentiated Instruction Intro

• Differentiated Instruction in Action High School
• Flexible Grouping
• Video Quick Fire Challenge in History class
• Heterogeneous by mixing learning styles
• Use of roles

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Math Learning Styles(Silver, Brunsting, Walsh,
2008, pp 4-15)

• Mastery
• Understanding

• Self-expression
• Interpersonal

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4 Math Instructional Styles

• 4 Instructional Styles (6th grade) all studying
  area and perimeter
• Mastery
• Apply formulas, compute accurately, reinforce
  skills through practice
• EX-apply formulas you already know
• Understanding
• Discover patterns, make generalizations, develop
  mathematical explanations
• EX-explain the process you used to figure out
  your answer
• Self-expression
• Think creatively, develop new problems, try our a
  variety of problem solving approaches
• EX-create your own area perimeter problem using
  shapes
• Interpersonal
• Make personal connections and solve real world
  problems
• EX-draw floor plan of your house, How much carpet?

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Math Tool Example

• Interpersonal Math Tool, Whos Right?
• Tool Matrix, pp. 168-169
• Statistics has been used to make a claim.
• Examine the data closely and apply mathematical
  concepts to determine Whos Right?

Interpret the exam results from these two
classes. The first class (Chart 1) took the exam
in the morning. The second class (Chart 2) took
the exam after lunch. Which class did better on
the exam? Can we use these data to say that it is
better to take this exam in the morning than in
the afternoon?
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Learning Math Instructional Style Activity

• Individual Activity
• Learning Objective Students will investigate the
  relationships between lines and circles.
• What Math Instructional Style do you use most
  often?
• Find 1 Math Tool to teach Conics
• Use the matrix to find a Math Tool
• Pick a style that you use least often.
• Find 1 Math Tool to teach Conics
• Use the matrix to find a Math Tool

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Learning Math Instructional Style Activity

• Group Activity How to teach content
• Share with your Group
• Math Tool for preferred Math Instructional Style
• Math Tool for least used Math Instructional Style
• Expand it
• Create a way to use a Math Tool to teach content
  for any Math Instructional Style not covered
• Alter your instructional plans using the Math
  Tools to use them as a group to differentiate for
  an entire class

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Teachers Can Differentiate
Content
Process
Product
According to Students
Interest
Learning Profile
Readiness
Adapted from The Differentiated Classroom
Responding to the Needs of All Learners
(Tomlinson, 1999)
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What to Differentiate
CONTENT
PROCESS
PRODUCT
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What to Differentiate
CONTENT
WHAT students learn
PROCESS
PRODUCT
HOW students learn
How students SHOW what theyve learned
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Content

• Content What is being taught.
• differentiate the actual content being presented
  to students
• remediate, accelerate, or enrich using basic or
  more complex resources
• Examples
• Connecting learning to real life uses
• Leveling or Tiering materials Adjustable
  Assignments (Gregory Chapman, p. 71-76)
• Using a variety of instructional materials
• Providing choice (Gregory Chapman, p. 152-158)
• Using selective abandonment
• Acceleration, compacting, flexible pacing
• (Gregory Chapman (2007) Differentiated
  Instructional Strategies One Size Doesnt Fit
  All)

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Process

• Process How the student learns what is being
  taught.
• Differentiated by addressing different learning
  styles, levels of thinking, and kinds of thinking
  
• Examples
• Flexible Grouping
• Jigsaw (Gregory Chapman, p. 115-117)
• Task Cards and Tiered groups (Differentiated
  Instruction in Action Video)
• Research and Brain-Based Instructional strategies
  from Marzano like Graphic Organizers (Gregory
  Chapman, p. 101-108)
• Learning contracts (Gregory Chapman, p.
  162-165)
• Choice boards Menus (Gregory Chapman, p.
  153-158 163)
• Compacting (Gregory Chapman, p. 77-81)
• Interest groups flexible grouping (Gregory
  Chapman, p. 84-90)
• Blooms Taxonomy, Higher Level Questioning
  (Gregory Chapman, p. 120-123)
• (Gregory Chapman (2007) Differentiated
  Instructional Strategies One Size Doesnt Fit
  All)

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Product

• Product How the student shows what he or she has
  learned.
• differentiated by addressing different learning
  styles
• providing choice in variety
• different levels of complexity of products
• Performance tasks Examples (Gregory Chapman, p.
  119)
• Oral presentation
• Math Log or journal
• Draw a picture
• Record findings
• Play Who Wants to be a Millionaire or Jeopardy
• Design a brochure for the process
• Color code a sequence
• Write a song
• Make a bar graph and interpret the data
• Learning Contract (Gregory Chapman, p. 162-165)
• (Gregory Chapman, 2007 Differentiated
  Strategies One Size Doesnt Fit All)

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GO-GO-MOGive One, Get One, Move On

• Fill in the first three boxes with ideas of how
  you can differentiate in Math III.
• Circulate around the room.
• Give one idea to someone, get one idea from them
  to write in a box. Move on another person.
• Goal fill all boxes with different ideas.
• Put your Differentiated GO-GO-MO in your folder
  turn your Exit Ticket into Evelyn