A Different'iated Algebra Classroom

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A Different.iated Algebra Classroom

• B.J.Haan Conference 2006
• Valorie Zonnefeld
• Western Christian High School

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The river-crossing problem.

• Nineteen campers are hiking through Acadia
  National Park when they come to a river. The
  river moves too rapidly for the campers to swim
  across it.

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The campers have 1 canoe, which holds 3 people.
On each trip across the river, 1 of the 3 canoe
riders must be an adult. There is only 1 adult
among the 19 campers. How many trips across the
river are necessary to get all the children to
the other side?
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Rationale for Differentiation

• Instruction can be a one size fits all approach
• Proverbs 226, Train a child in the way he
  should go, and when he is old he will not turn
  from it
• Gives students an opportunity to express
  themselves
• Gives students ownership for their learning

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Differentiated Instruction

• suggests that you can challenge all learners by
  providing materials and tasks at varied levels
  of difficulty, with varying degrees of
  scaffolding, through multiple instructional
  groups, and with time variations...

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Differentiated Instruction

• Further, differentiation suggests that teachers
  can craft lessons in ways that tap into multiple
  student interest to promote heightened learner
  interest.
  
• Carol Ann Tomlinson

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• Differentiated instruction represents a
  proactive approach to improving classroom
  learning for all students. Kim Pettig

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Characteristics

• Teachers begin where the students are
• Engages students through different learning
  modalities
• Students compete against themselves
• Teachers use classroom time flexibly
• Teachers are diagnosticians, prescribing the best
  possible instruction for each student.

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3 Key Questions

• WHAT IS THE TEACHER DIFFERENTIATING?
• HOW IS HE DIFFERENTIATING?
• WHY IS HE DIFFERENTIATING?

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Tomlinsons 8 Strategies

• Compacting the curriculum
• Independent study
• Interest groups
• Tiered assignments
• Flexible grouping
• Learning centers
• Adjusting questions
• Mentorships

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Strategy 1

• Compacting the curriculum

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Green Contract

• A- or higher.
• May skip all odd problems from assignments.
• May loop out of class lectures.
• Choose a project
• Green projects are more in depth.

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Blue Contract

• B or higher
• May skip every third problem in assignments
• May loop in and out of class lectures.
• Choose a project

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Results

• Increase value of mathematics for students who
  chose to contract
• Most beneficial to students with A- and above
• Decreased motivation for the whole class

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Strategy 2

• Independent study

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Strategy 3

• Interest groups

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Strategy 4

• Tiered assignments

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Circle one

• GREEN I know and can use the distributive
  property.
• YELLOW I have heard of the distributive property
  before and vaguely remember it.
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• RED I do not know what the distributive property
  is or I do not understand it.
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• Solve 9 2(2x 2) 2

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Green

• Do 2 problems from each section in the assignment
  from the book AND choose 1 of the following
  projects
• Research the history of the distributive
  property and give a report or presentation
• Research the applications of the distributive
  property and demonstrate or give a report

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Green

• Be a student aid to others in the classroom
  (limit one aid per day)
• Select a project from the end of the chapter in
  the book.
• Propose another idea. Include your timeline.
  

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Yellow

• 1.a) Calculate mentally Using the distributive
  property how much do 5 tapes cost if they sell
  for 8.97 each?
• b) Monicas hourly wage is 12.00. If she
  receives time and a half for overtime, what is
  her overtime- hourly wage?

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Yellow

• 2. Write five problems similar to the above
  examples that can be solved mentally using the
  distributive property. Exchange your five
  problems with another group and solve them.
  Compare your answers.
• 3. Complete the assignment at the end of the
  lesson. You may work in groups if you desire.

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Red

• 1. Work with Mrs. Z.
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• 2. Do the first five problems of the assignment.
• 3. Complete the assignment. Feel free to work
  with a neighbor.

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Strategy 5

• Flexible grouping

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Strategy 6

• Learning centers

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Strategy 7

• Adjusting questions

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Strategy 8

• Mentorships

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Differentiated instruction has as many faces as
it has practitioners and as many outcomes as
there are learners. Kim Pettig
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TIPS FOR SUCCESS

• Clearly express criteria for success
• For projects, stress planning and check-in dates.
• Provide choice for your students
• Use task cards or assignment sheets
• Give students as much responsibility for their
  learning as possible

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TIPS FOR SUCCESS

• Begin with a familiar topic
• Take small steps
• Gather various resources
• Clearly express criteria for success
• Have a plan to help students when you are busy.
• Use a Sponge Activity

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If you finish early

• Choose another project
• Do Math Stumpers
• Explore math web sites
• Try to solve Tangrams
• Try to solve wooden puzzles
• Play a 2 person game
• Help your neighbor

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Possible Positives

• Teachers are partners with their students
• Student interest is tapped
• Greater retention
• Choice is motivating
• Allows students to learn at different paces

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Possible Positives

• Allows for multiple forms of intelligence
• Gives teachers a different view of students
• Challenges all students

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POSSIBLE NEGATIVES

• Students need to flex their learning styles
• Preparation time
• Fear or frustration by high-achieving students
  and parents
• Classroom time
• Charting and assessing growth

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POSSIBLE ASSESSMENT STRATEGIES

• Portfolios
• Two grades personal grade grade compared to
  class
• Give superscripts A1, A2, or A3
• Replacement grade

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CHRISTIAN RELEVANCE

• Acknowledges students uniqueness
• Avoids a narrow sense of intelligence
• Can create a sense of community
• Assesses student growth
• As opposed to their gift