PVNC MATH3 PROJECT

DIGGING DEEPER WITH DIFFERENTIATION

Agenda8:45 Coffee and Gathering

9:00 Opening Prayer Introductions Goals and Background of the Project

DI at PVNCMathitude

Health Break

DI in MathLooking Ahead – Year at a Glance

11:50 Lunch

Prep and Planning TimeResources AvailableCreating Open Questions and Parallel Tasks

Health Break

Creating a Plan 3:10 Closing Remarks

Learning Goals

• understand the rational and background of DI in PVNC and past DI math projects

• understand the chosen DI strategy and plan how to incorporate them into daily instruction

• understand the process of the learning cycle and what resources are available

After participating in the first stage of this cross panel professional learning cycle, you will...

Success Criteria

• be able to communicate the history of DI at PVNC and why the Math3 project has continued and expanded to a cross panel team

• know what the DI strategy for this project is and begin to plan to incorporate it into math instruction

• Use the resources and time available to plan effective math instruction

After participating in the first stage of this cross panel professional learning cycle, you will...

CKL Intermediate EQAO Data

DI in Math Grant

• St. Mary’s SS 2008 - 2009• CKL Cross Panel 2009 - 2010

DI at PVNC

• A to Z of DI

• CODE projects–REACCH–Deal or No Deal

Sharing DI Stories

Mathitude

Differentiated Instruction in a Nutshell

• Differentiating instruction is about acknowledging a reality- that different students in your class are at different stages of readiness for your planned instruction on a given day!

• It is about finding a way to meet all of their needs and move them all forward efficiently and effectively!

Marian Small, 2009

Why DI in Math?

• To allow an access point for all students at the time of instruction and concept development

• To increase positive attitudes of learning math and a student’s ability to DO math

What DI in Math?

Choice

Flexible Groups

Visual Displays

Process

ProductAssessment

Focus

Instruction Focus

Student Interest

Learning Style

Readiness

Tests/ Quizzes Good

QuestioningMaking a

ConnectionContent

Three strategic approaches:• Fearless listening and speaking• Questioning to evoke and expose thinking• Responding to provide appropriate

scaffolding and challenge

Sharpening the Instructional Focus

Driver for 2008, 2009, 2010,… More specific: Open questions

and parallel tasks

What DI in Math?

GAINS WEBSITE, 2009

Connecting Foci

Questioning

Differentiating

RespondingFearless listening and speaking

GAINS WEBSITE, 2009

What types of Questions?

• Open Questions– Open: many ways to solve, many possible

answers– Open Routed: many routes to solve, one correct

answer• Parallel Tasks

– Choice (based on readiness)

Open QuestionsDefinition: A question that is framed in such a

way that a variety of responses or approaches are possible.

(Marian Small, 2009)

Some questions may have one definitiveanswer (Open Routed) while others may have many possible answers (Open)

Examples of Open QuestionsStart with the answer:

A line goes through point (2, 4) what might the slope of the line be?

Similarities and Differences:

How is multiplying integers likemultiplying whole numbers? How is itdifferent?

Another Example of Open Questions

Omit Values:

Choose two fractions with different denominators then add them using the grid model.

Opening Up a QuestionChoose one of the following to open up using any of the approaches:

1. A line crosses through (4,5) and (6,2). What is the slope?

2. A car travels at a constant speed of 75km/h. It takes 2.5 hours to arrive at the destination. How far did the car travel?

3. A 5m ladder is leaning against a wall. It is 2m form the wall at its base. How far up the wall is the ladder?

Parallel TasksDefinition: A set of tasks (2 or 3) that are

designed to meet the needs of students at different developmental levels, but that get at the same big idea and are close enough in context that they can be discussed simultaneously.

(Marian Small, 2009)

Some Considerations: operations used, size or type of numbers used, types of measurement

Common Questions are used during the discussion to reflect on student work and strategies

GAINS WEBSITE, 2009

Examples of Parallel Tasks

Common Questions:How does your problem use the coefficient of n?How does it use the constant?What led you to the situation you used in your problem?

Marian Small, 2009

Choice B

Write a word problem to match the equation4n + 3 = 27

Choice A

Write a word problem to match the equation28n + 75 = 215

Examples of Parallel TasksChoice A

Write each as an algebraic expression:a) Triple a numberb) Subtract a number

from 10c) Add a number to

itself

Choice B

Write each as an algebraic expression:a) Add one to

number then double it

b) Subtract a number from 10 then divide by 4

c) Triple a number you added 4 to and then add 1 more

A PROFESSIONAL LEARNING CYCLE Plan

Today (Feb.)

Reflect Act Feb. (May) Dec/Jan (Mar/Apr.)

Observe

Dec/Jan (Mar/Apr.)

Between Session

Planning for Instruction

1. Examine data/evidence to determine an area of need related to student achievement and/or engagement.

2. Select a learning focus (e.g., for a 2-4 week module/unit) that addresses the area of student need;

3. Determine educator learning (i.e., what and how) required to address the area of student need

4. Plan ‘with the end in mind’ – Decide what evidence will indicate that the area of student need has been addressed.

Resources

Math Coach

Release Time

DI Materials

Wiki

• Co-plan• Co-teach• Debrief/next steps

Beyond MonetGood QuestionsTIPS4RM

Between session release time is availablefor sharing observations and reflecting and planning

mathcubed.wikispaces.comdiscussionsharingresourceslinks

Your TurnThis afternoon will be dedicated to working on developing some open questions and parallel tasks that you can use in upcoming lessons/units.

In pairs or small groups, take a look the resource you use most often and create a plan for using open questions and parallel tasks. Develop a few to use and share with each other.