Math Professional Development Day

2-18-13

1. What is a learner's profile?

2. How do you differentiate in your classroom?

3. Rate the level of comfort with differentiation:

• 1 I need to learn more

• 2 I had training before

• 3 I want to differentiate more

• 4 I try to incorporate some differentiation

• 5 I differentiate daily in multiple ways

1. How do you utilize formative and summative assessments in your classes?

Reflect:

Conceptual Understanding

Organize these words into a concept map.

differentiation, scaffolding, learner profile, assessment, learning target, instructional strategies, routines and management, flexible grouping, student interests

What is differentiated instruction?

A proactive decision making process that considers critical student learning differences and the curriculum. Differentiated instruction decisions are made by teachers and are based on: formative assessment data, research based instructional strategies, and a positive learning environment.

Create a Climate for Learning

Believe Students CAN Learn

Believe Students CAN Learn

• Students are not motivated to attempt a challenge if they are unable to imagine or perceive success.

• Learning experiences should be just beyond the skill level of each student.

Zone of Proximal Development

Brain Research

Maslow's Hierarchy of Needs

Believe that the learning is useful, relevant, and meaningful

Key points about memory:

• The brains selectively filters memory from senses to short term memory (5-20 seconds)

• Each sense has its own memory

• Visual input is processed separately from auditory input

• Can store 7 +/- 2 new items at one time

• Emotional memory takes precedence over any other type of memory

What do learner's need to succeed?

1. Believe that they CAN learn

2. Believe that what they are learning is a. Usefulb. Relevantc. Meaningful

Instructor's Profile

Know Your Own Intelligences

Know Your Own Learning Style

Modalities of Learning Teachers must...

• Engage at least two of these modalities

OR

• Engage one of these coupled with an emotional experience

Learning Retention

Learner's Profile

• Student MAP scores

• Student WKCE scores

• Student Learning Styles

• Student Multiple Intelligences

• Student Exceptionalities/Strengths

Student Data

Student Profiles

• Student Interests

• Prior Knowledge/Experiences

• What motivates the student?

• Goals

• College/Career plans

• Soft Skills

Sample Student Profiles:

• Linguafolio

Pre-Assessing the Learners

• What the student already knows

• What further instruction for mastery is needed

• What requires re-teaching/enhancement

• How to set up flexible groups

Pretest students before the unit to find out:

Pre-Assessment Strategies

• KWL/Boxing Yes/No Cards

• Ask students if they know vocabulary cards

• Ask questions from upcoming unit

• Use interesting information to build up the desire to learn more

• Ask someone with a yes card to spot check for accuracy

Pre-Assessment Strategies

• Journals

• Concept maps

• Guess box

• Surveys

• Picture interpretation

• Self evaluation

• Demonstration & discussion

• Warm-up activities

• Entrance/exit cards

• Essential questions

Content

CONTENT: Setting Objectives

Setting objectives or learning target gives students a direction for learning

• Start with the highest level of expectations (advanced) and scaffold down to proficient and basic

• Focus on the big ideas (benchmarks, essential ideas, core concepts)

Know-Understand-Do

• 6-8 Curriculum Map

• Delaware Learning Progression

Let's take some time in table groups to complete the tool, Planning a Tiered Lesson.

Process

Assessments

Formative Assessment

What is it?• Assessment which is

sensitive to instruction

• 4-5 questions, intentionally designed by the teacher, used to assess student progress

• Results in changes to instruction by teachers and/or changes to learning tactics by students

How does it work?• You teach

• You gather evidence to see if it was learned

• The teacher and the students make some adjustments to learn it better

Provide Feedback

• Corrective

• Timely

• Specific

• Keep students moving in the right direction

Analyzing Student Work Tool

• Divide the students' work into 4 categories: advanced, proficient, basic, minimal

• Take one sample response from each category and analyze

• What are the strengths? What do they need to improve to move up to the next level?

• Differentiate instruction=flexible grouping & give specific feedback

Strategies for Differentiation in Process• Grouping

o By abilityo By interesto Cooperative groups with roleso Student choice

• Introductiono Front load (pre-teach) vocabulary and conceptso Provide a common experience as a reference point

• Teaching Strategieso modelo gradual releaseo scaffoldo use multi-sensory approaches

Strategies for Differentiation in Process• Learning Activities

o Practice problemso Problem solving taskso Videoo Stationso Labso Reflectionso Inquiryo Discussionso Debate o Jigsawo Games

Strategies for Differentiation in Process and Products• Resources

o Tiered Texto Text with visual support

• Extensionso Choices in activities and varying points

• Timeo Extended timeo Requested help from specialists/EA's

• Productso Leveled problemso Scaffoldingo Student choice in activities/assignments

Student Centered Classrooms

In student centered classrooms, student are allowed some choice and decision making through differentiated instruction. Studies reveal that student-centered classrooms had higher-achieving students, higher standardized test scores, fewer classroom management problems, more on-task behavior, and few dropouts."

Sousa, D. 2008. How the brain learns mathematics. Thousand Oaks, CA. Corwin Press.

Student Centered Strategies

In order to be motivated--students must see a relationship between their behavior and the outcome=Choice

The Role of the Teacher: to provide modeling, scaffolding, feedback, and explanation for the students

Collaboration Time:

Learner's Profile: Sample

Pre-assessment: Choose a strategy

Problem Solving

Content: Setting Objectives

Process: Grouping

Product: Rubric