Differentiation presentation slides

Achievement in Mathema.cs

Diﬀeren.a.on: Mee.ng the Needs of All
Students

© 2009 Math Solu.ons

If you are having audio problems, call 484-589-1010, and use access code 310-064-690 #

Presenters
   Pa@y Clark, Moderator
    Educa.on Consultant
    Math Solu.ons


Jayne Bamford Lynch
       Na.onal Faculty Lesley University
       District math coach K‐8, Cambridge, Massachuse@s
       Author Math For All: Diﬀeren1a1ng Instruc1on, Grades 3‐5
   Liz Stamson
        Math specialist
        Building math coach
        White Bear Lake Schools, Minnesota


Agenda
•  What is differen.a.on in math instruc.on?
•  Strategies for differen.a.ng mathema.cs
lessons
•  Differen.a.on in ac.on
•  Results of differen.a.ng instruc.on
•  Ques.ons and Answers


Why Differen.ate Instruc.on?
Lev Vygotsky (1978), defined the zone of
proximal development (ZPD), as the range at
which learning takes place.
The diversity of learning needs in classrooms is
growing.
Differen.ated instruc.on is a process to
approach teaching and learning for students
of differing abili.es in the same class.


Diﬀeren.a.ng Instruc.on: What It Is
and How It’s Done
   Jayne Bamford Lynch
   Na.onal Faculty, Lesley University
Author, Math for All: Diﬀeren1a1ng Instruc1on,
               Grades 3‐5


Start with the posi.ve!


Survey! A Key DI Tool
When I diﬀeren.ate a lesson I feel more
comfortable:

A: Suppor.ng struggling students

B: Suppor.ng students who need
enrichment


Share your strength!


Doubling Pot


What is Differen.ated Instruc.on?
Differen.ated instruc.on is instruc.on
that is designed to meet the needs of
differing learners and increase the
likelihood that all students will succeed
and meet required curricular
outcomes.


How it is Done
Carol Tomlinson (1999‐2003) iden.fies three
areas in which teachers can adapt their
curriculum for differen.a.on:
1.  Content
2.  Process
3.  Product
Regardless of the specific subject or grade level,
adap.ng curriculum in these three areas is
key.

Choices to Oﬀer Students

•  Which tasks to complete
•  What materials to use
•  With whom to partner
•  Where to work
•  How long to work on a par.cular task
•  Which topics to study
•  The order in which to complete assignments
•  How to represent and present ideas
•  How to demonstrate what is understood

Example Ques.onnaire: Who Are
You as a Learner?

From Math for All: Differentiating
Instruction, Grades 3–5 by Linda Dacey
and Jayne Bamford Lynch. © 2007
Math Solutions Publications.


Menus

Appe%zer (Chose One)
Make a circle and stars book
Play Mul.plica.on Tic Tac Toe

Main Course (Must Do)
Solve the problem, write a mul%plica%on
equa%on and show your solu%on.
Jack drew some hexagons.
Each hexagon has 6 sides.
There are 30 sides in all.
How many hexagons did Jack draw?

Dessert (Chose One)
Write a song to help you remember you
mul.plica.on facts
Read a book about mul.plica.on from the
basket


Suppor.ng Choice: Think

Tac Toe

From Math for All: Differentiating Instruction, Grades 3–5 by Linda Dacey and Jayne
Bamford Lynch. © 2007 Math Solutions Publications.


Tiered Problem


Teaching With the Goal of
Differen.a.on: 10 Ways to Sustain
Your Efforts
1.  Iden.fy where you already provide differen.a.on
2.  Recognize where you are along the journey
3.  Get support with what you want to learn
4.  Share your strengths
5.  Give students choice
6.  Work with parents
7.  Find sources of professional development
8.  Reflect on your journey
9.  Keep the vision
10.  Feel part of a bigger mission


Diﬀeren.a.ng in Ac.on
   Liz Stamson
   Math specialist
   Building math coach


My Diﬀeren.a.on Journey
•  Recogni.on that my planning and teaching did
not address high achievers and gined students
•  Inves.ga.on of diﬀeren.ated instruc.on
prac.ces that would help me reach all
students
•  Sharing enthusiasm and success with fellow
teachers


Engaging Our Community of
Educators
•  Team teacher
•  Groups of teachers
•  Forma.on of teachers into a PLC focused on
diﬀeren.a.on in math
•  Principal encouraged and funded PD eﬀorts


Trying Different Strategies

•  Tiered lessons
  three or more levels to a lesson
•  Think Tac Toe
  different levels of tasks and different learning
  styles



•  Asking ques.ons that require more thought
than a yes/no ques.on

How did you solve the problem?
How is your strategy like ______’s strategy?
Why does your strategy work?
Do you think your strategy will always work?


•  Open Tasks
Closed Task…typically has one answer
3 n.

10 n.
Open Task…has more than one answer
The area of a garden is 48 square feet. What does it look like?


RAFT

From Math for All: Differentiating Instruction, Grades 3–5 by Linda Dacey and Jayne
Bamford Lynch. © 2007 Math Solutions Publications.


Beneﬁts of Diﬀeren.a.on
•  Student engagement
•  Student response
•  Student par.cipa.on
•  Parents changes
•  Achievement


Lessons Learned
•  Start with one diﬀeren.a.on strategy
•  Brainstorm with other teachers
•  Do what works
•  Listen to student feedback


Math Solu.ons Support for
Diﬀeren.ated Instruc.on
•  Immersion Courses, School Year Courses, and
School Based Coaching
•  Math Solu.ons Publica.ons


Ques.on & Answer
   Pa@y Clark, Moderator
    Educa.on Consultant
    Math Solu.ons


Jayne Bamford Lynch
       Na.onal Faculty Lesley University
       Author Math For All: Diﬀeren1a1ng Instruc1on, Grades 3‐5
   Liz Stamson
        Math specialist
        Building math coach


mathsolu.ons.com
info@mathsolu.ons.com
800.868.9092


Differentiation presentation slides

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