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Differentiated Instruction
for Teaching the “New” Math
“One Size Does NOT Fit All”
Beverly Ptolemy
and
Jade Ballek
Anticipation Guide
An anticipation guide is a form
of pre-assessment.
If helps teachers determine
student readiness.
True or False Activity
What is Differentiated Instruction?
What differentiated
instruction is:
a mind set where the
teacher proactively
plans to meet the
diverse needs of
students
The learning outcome is
the focus for all
What differentiated
instruction is not:
Not individual lesson
plans for each student
Not “dumbing down”
curriculum
Not assigning busy work
for enrichment
Teacher Differentiates:
One or more of the
following:
Content:
(knowledge/skills/values
they will learn and
materials)
Process: (activities)
Product:(how knowledge
will be demonstrated)
According to the
students’:
Readiness (for growth
and achievement)
Interests ( for motivation)
Learning Profile (for
efficient learning)
Learning Styles in Math
ClassroomsVisual
Ask students to translate a problem into a picture.
Auditory
Ask students to explain concepts to each other to see if there
are different ways of understanding
Kinesthetic
Use a number line on the floor to have students move as
positive and negative numbers
Partner Pair Share
Think about your own learning
experiences. Discuss with a partner. Did you ever realize that there are different learning
styles?
Were you given a chance to find out about your own
learning style?
Did your teacher offer a variety activities to meet
different learning styles?
Do you think this would have been helpful?
What you might see in a
differentiated math class
Students may not all be working on the same task
Some students may be working individually; some may be in
groups
The teacher may be guiding groups, teaching whole group
sessions or working individually with students
Students will be encouraged to use more than one method of
finding the answer to a problem
Activities and assessments are based on the curriculum
outcomes
Flexible groups are planned
On-going assessment
Typical Classroom Procedures
Traditional Approach:
1. Teacher models a procedure
2. Students practise by doing assignment, usually individually, following procedure taught
3. Teacher assesses periodically
New Approach:
1. students explore a problem individually or in groups
2. students reflect & share the strategies they used with the class
3. teacher connects what the class did, and models more examples, gives handouts, etc.
4. students practice by doing the assignment using multiple strategies, explaining/showing as they go
5. teacher assesses and this drives next lesson
Why the Change?
Low scores on international testing, compared
to other countries who use a problem- based,
constructivist approach
Brain research & constructivist theory shows
deep understanding occurs when students
actively problem solve & construct their own
meaning
Learning Process
1. Begin by using manipulatives to create an
understanding of why
2. Then use pictures to represent the understanding
3. Next, use symbols and do the procedure that comes
from understanding manipulatives and pictures
4. Finally, reflect and explain the how’s & why’s
How has math changed?
Lessons take more time (often multi-day)
More hands on math through the use of manipulatives
Students reflect/explain/show what they did
Many strategies introduced, not just one “correct” procedure taught
Problem solving occurs in all parts of the lesson
Adding Integers Using Tiles
Connect: p 56-57
(using technology)
Online Integers
Stations
Stations are different locations in the classroom
where students work on different tasks in
groups.
It allows students to work with different group
members on different tasks.
It allows teachers to address different learning
styles through different activities.
Station Instructions
1. Find a partner.
2. Each group needs to go to a station.
3. You will have 10 minutes at each station to
complete the activity. The buzzer will indicate
when it is time to move to the next station.
4. If you complete your activity before the time
is up, begin working on your reflection.
5. Work cooperatively!!!
Stations
Grade 1 -- Patterns
Grade 2 – Measurement
Grade 4 – Addition Using Base Ten Blocks
Grade 5 -- Multiplication Using Arrays (Smart
Board)
Grade 7 -- Area of a Triangle Using Geoboards
Exit Slip
32075
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