strategies for differentiating instruction. sjmac what would you like to get out of this session?...

Strategies for Differentiating

Instruction

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What would you like to get out of this session?

• What question(s) do you have about strategies for differentiation?

• What is one area in which you would like some help?

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The Importance of Procedures

• Students know what is expected

• Problems are avoided before they have a chance to occur

• Interruptions are minimized

• Routines, once they have been internalized by students, are easier to share with others, such as guest teachers

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Teaching a Procedure

•Explain•Model•Practice•Feedback

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Quiet Signals

• Stop what you are doing

• Wait quietly

• Keep your hands free

• Look at the speaker

• Listen

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The 3 Rs

•Revisit

•Review

•Reflect

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Empathy Modeling:Making Positive Class Climate a Priority

4 Indicators of Respectful Behavior:

•Tone of Voice

•Choice of Words

•Body Language

•Facial Expression

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Empathy Activity 10

Find your partner in the room. The two of you will have compatible numbers which sum to 10.

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Teaching to the Team

• Present a problem to the group. It should be something they will need to think about (a level 3 question or a challenge)

• The group’s assignment is to explain to the rest of the room how they are going to solve the problem, that is their approach to solving the problem (First, we will…)

• Each member of the group, going around the table, will have to contribute one part of the solution. Everyone needs to speak.

• The group must work together to plan their oral presentation.

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• What is the fewest number of pennies I could have? Use the following information and explain how you got your answer.

• When I put them in 2 equal stacks, there’s one penny left over.

• When I put them in 3 equal stacks, there’s one penny left over.

• When I put them in 4 equal stacks, there’s one penny left over.

• From Good Questions for Math Teaching: Why Ask Them and What to Ask, Grades 5–8

Team Task

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The 3 Rs

•Revisit

•Review

•Reflect

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Put in your two cents worth!

It’s gonna cost ya!

*Idea from Sharon Boudreau

Math Facilitator

Cape Breton-Victoria School Board

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The Purpose of an Anchor Activity is to:

Provide meaningful work for students when they finish an assignment or project, when they first enter the class or when they are “stumped”.

Provide ongoing tasks that tie to the content and instruction.

Free up the classroom teacher to work with other groups of students or individuals.

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Anchor Activities

• Using existing resources for anchor activities

• Keeping an “open mind” about activities

• Student-created anchor activities

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Sample Anchors

• DAY 2\Target a dollar_gr3-5.doc

Once students have used activities like this one, they can create their own versions of it. This adds to your repertoire of activities while instilling a sense of pride in the creator. Everyone wants their activity to be chosen for a weekly anchor!

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Resources for Anchor Activities

• Open-ended questions (little purple book)• I Get It activities• Website exploration (bookmarked sites)• Math Journal writing• Choice Charts completion• Manipulative activities: exploring tangrams,

pattern blocks, pentominoes, etc.• Cribbage, Chess, Jigsaw puzzles, 24• Math Makes Sense Centre Suggestions

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Introducing an anchor

• Explain how to do the activity and how to track it

• Model it with the whole class• Practice with half the class• Feedback and try again with the other half

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24

4

122

4

Difficulty Level

Total

All numbers must be used along with any operation to reach the total

Operation Card Game

4 ÷ 4 = 1 1 x 12 = 12 12 x 2 = 24

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I’m Stuck Form

Date: ____________________ Assigned Activity:____________________________________

Problem:_____________________________________________________________________________

3 strategies tried to solve the problem: _____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Anchor activity selected: _____________________________________________________________________________

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General Tracking Format:

Date: ________________ Activity chosen:____________________

My comments, questions, discoveries:

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

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Sample Tracking Form for Website Work:

Website: ___________________________________

Select an activity to investigate. Record what you have done and the results using words, illustrations and numbers.

Date: ________________ Activity chosen:____________________

My comments:____________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Post Directions: Anchor Charts

• Should be specific.• Reinforces oral

directions.• Eliminates many

housekeeping questions.

• Guides students to manage time.

What to do while I’m waiting:

•Check my math folder •for unfinished work

•Read a math book

•Choose a math puzzle or challenge activity

•Write in my math journal

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Posting the Schedule

• Helps keep everyone one task.

• Gives time limit for teacher-led group and group working independently.

• Guides students to prioritize their work.

9:00 Mental Math

9:15 Independent Stations

9:45 Plenary Discussion

10:00 Phys Ed

10:30 Recess

10:45 Literature Circles

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R.I.C.E.• Recall what your teacher

said.• Imagine logically what the

directions would be.• Check with a classmate.• See the“expert” for help.

Clip

From The Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson, l999

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Ask 3 Before Me

Students consult three other students or resources (e.g., Word Wall, anchor chart, directions on board) before coming to teacher.

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Don’t “BUG ME” hat!

• A visual cue helps students remember not to interrupt.

*Idea from Marie-Ève St-Pierre

grade 5 teacher

École St.Catherine’s School HRSB

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Doctor is In• ________________

• ________________

• ________________

From The Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson, l999

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Assessment and Instruction

• In a learner-centred classroom, assessment and instruction are inextricably linked.

• There are three sources of assessment data– Conversations (Student Interviews) – Observations– Products Davies, 2000

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Sources of Assessment Data Activity

• Using a Venn Diagram, sort the Worthwhile Tasks into the following categories:

– Conversations (Student Interviews) – Observations– Products

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Tanya Eva Jada Jim

Angela Natalie Anna Dan

Cheryl Janice Jeanne Narda

Soehal Sonya Jerry Penny

Tracy Sally Anne Sandra

Sample tracking sheets for individual and whole class activities are included in the Support Resource

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Rubrics

Student names

Super Clear understanding. Communicates concept in multiple representations. Shows evidence of using idea without prompting.

On Target Understands or is developing well. Uses designated models.

Keep Going Some confusion or misunderstanding. Only models idea with help.

From Elementary and Middle School Mathematics Teaching Developmentally by John A Van de Walle

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EXIT CARDS

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Sample Exit Cards

Today you began tolearn about decimals

List three things you learned

Write at least one question you have about this topic

Today you began tolearn about decimals

List three things you learned

Write at least one question you have about this topic

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Sample Exit Cards

Today we talked about measurement.List three things you would measure

using millilitres and three things you would measure using litres.Write one question that you stillhave about millilitres and litres.

Today we talked about measurement.List three things you would measure

using millilitres and three things you would measure using litres.Write one question that you stillhave about millilitres and litres.

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Students who are struggling with the

concept orskill

Students withsome understanding

of concept or skill

Students whounderstand theconcept or skill

Group 1

Group 2

Group 3

Readiness Groups

Exit Card Groupings

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In the Balance - Discussion

• What are the factors that effect the balance among these three sources of data?

Conversations ObservationsProducts

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Organization, Distribution and Collection of Materials

• Colour

• Number

• Labels

• Tracking

• Storage

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Sample Notebook

Sample Copies

• Provides a template for student notebooks

• Maintains a clean paper copy

• Creates a space to store labeled sheets for absent students

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Storage of Student Work

Ongoing Math Activities

Ongoing Math Activities

Math Journals

Homework

Tracking Sheets

Tracking Sheets

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Storage of Math Manipulatives

Storage for easy access

Thinker Tools…

Math Kit

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Sm

all Gro

up

W

ork S

tation

Teacher Station

Group

AssignmentsSchedule

Storage for activities and notebooks

Mat

h

Cen

tres

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Celebrate Success!

• Memorable Monthly Math Moments

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Literacy Connections

• Many of the strategies we use in literacy classes can be adopted or adapted to meet the needs of a math classroom

• Think of one differentiation strategy teachers use in the teaching of reading and writing

• Discuss your idea with a partner• Be prepared to share an idea with the

group

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• Be clear about why you are differentiating: student readiness, interest, learning profile

• Understand that differentiation is critical for student success, but is not feasible all the time

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•Start small!

•Be flexible.

•Don’t give up!

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Revisit, Review, Reflect

•What is one new idea that you would like to try?

•What question do you still have about strategies for the differentiated classroom?