Differentiated%20Instruction%20for%20Math%20II%20Day%203

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Differentiated Instruction for Math IIDay 3

• Evelyn Blalock
• Columbus State University

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Agenda for Today

• Differentiated Instruction Review
• Content, Process, Product
• Flexible Grouping
• Tiered Tasks and Assignments
• Tiered to the next level
• Plan of Implementation Activity
• Improve and fine tune your Tiered Lesson for a
  Math 3 lesson/objective

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• Check your Group Assignment

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Groups

• Oranges
• Ivy K
• Ashley J
• Saretta W
• Alan H
• Melissa Stanley
• Mango
• Steve C
• Susan D
• Kimberly J
• Alesia B
• Melon
• Claire H
• B. Perryman
• Karan C
• Jami G
• Apples
• Sarah F
• Jan M

• Berries
• Paula T
• Cathy F
• Karen M
• Gina Y
• Dana B
• Bananas
• Vijay
• Tammy S
• Marianne S
• Jim G
• Kendrall
• Grapes
• Amanda M
• Donna B
• Sharon H
• Pat B
• Kiwi
• Melissa S

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Differentiated Instruction Review

• High-impact Differentiated Unit
• Support the learning of ALL students
• Varying levels of difficulty
• Variety of teaching methods
• To match instruction to a variety of student
  strengths and interests
• Accommodations and modifications
• Universally designed
• To meet the needs of students with disabilities

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Rally Table

• Form groups of 3-4 students/group
• Take out one blank sheet of paper per group
• After I introduce the topic, each member, in
  turn, writes an answer down on the piece of paper
  and passes it to the next member of the group.
• When the next member receives the paper, you must
  read the previous responses so as not to repeat
  an answer.
• Members keep passing around the paper until time
  is called.

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Rally Table Review

• Generate as many answers to this question as you
  can on the paper provided in 3 minutes.
• Questions
• How can you differentiate CONTENT?
• How can you differentiate PROCESS?
• How can you differentiate PRODUCT?
• Large group report out

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Flexible Grouping

• Purpose
• To increase learning (Piaget, Vygotsky,
  Research-based Best Practice)
• To facilitate students with disabilities
  belonging and being accepted as equal members of
  the class community
• Flexible, Heterogeneous Grouping (TAPS)
• Total group Everyone should know
• Working Alone problem-solve in their own way
• Partner (Pairs) generate more ideas, show each
  other the solutions
• Cooperative/Small group groups ideas talents
  to accelerate learning

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Assigning Students to Groups

• Heterogeneously
• Random
• Playing cards
• Pull a string
• Mixed by ability or learning style
• By academic performance
• The Wheel Above grade level, at grade level,
  below grade level (Gregory Chapman, p. 88)
• By Learning style or multiple intelligence
• By Math Learning Style
• Change groups periodically, i.e. within one class
  period, once a month
• Homogenously
• Interests
• Readiness
• Knowledge about a topic

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• WHAT CHILDREN CAN DO TOGETHER TODAY, THEY CAN DO
  ALONE TOMORROW.
• Vygotsky, 1965

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Managing Groups using Task Cards

• VIDEO- Flexible Grouping Tiered Instruction
• Flexible Grouping
• Video Quick Fire Challenge in History class
• Heterogeneous by mixing learning styles
• Use of roles
• Flexible grouping
• Readiness levels interests (Mid Respectful
  Tasks intro Foreign Language class example)
• Tiered by readiness

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Think-Pair-Share

• Individually Think
• How do you currently use flexible grouping in
  your classroom?
• What improvements or changes would you make as
  you continue to support flexible grouping in your
  classroom?
• Pair to discuss and share uses and improvements
  of flexible grouping
• Share strategies with group at your table
• Write a list of uses for flexible grouping in
  Math III classrooms
• Add Flexible Grouping to your Menu or Tiered unit

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The Differentiated Instruction Umbrella
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Differentiated Learning Strategies

• Post-holing    
• Learning Centers
• Tiered Instruction 
• Tic-Tac-Toe Choices
• Differentiated Assessment           
• Brain Compatible Learning
• Collaborative Learning    
• Project Based Learning
• Creative Problem Solving

• Acceleration
• Curriculum Compacting
• Flexible Grouping
• Literature Circles
• Mentoring
• Contracting
• Independent Study                     
• Telescoping
• Inquiry Based Learning

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Structure of Tiered Lesson

• Whole Group
• Tiered Tasks/Small Groups, Pairs, Individual work
• Beginning, Intermediate, Advanced
• Straight Ahead, Uphill, Mountainous
• Emerging, Experimenting, Engaging
• See Example of Central Inscribed Angles
  Differentiated Task
• Assessment Grading

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Tiered Structure Whole Group

• Whole Group
• 1st Step in the Learning Process
• Essential information that all students must know
  used
• to build the base of knowledge needed
• to complete all tiered tasks covers vocabulary
• Instructions needed to complete tiered tasks
• Learn new information for the first time
• Go over homework/ textbook materials
• Pre-assessment or on-going progress monitoring

Benjamin, A. (2008). Differentiated Instruction
Using Technology
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Tiered Structure Tier Tasks

• Tiered tasks/ groups
• 2nd Step in the Learning Process To gain a
  deeper understanding of the content, solidifying
  their new knowledge to maintain learning
• To practice skills within their zone of proximal
  development
• To integrate their new knowledge into existing
  schema
• Move through the learning process
• Activities for early finishers
• Note Advanced students get a more complex
  project, not more tasks

Benjamin, A. (2008). Differentiated Instruction
Using Technology
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Level 1- Emerging Learners Straight Ahead

• Less difficult text at students reading level
• Concrete, low level of abstraction
• Knowledge and comprehension (Blooms)
• Fewer steps
• Support strategies graphic organizer

Northey, S.S. (2005). Handbook on Differentiated
Instruction for Middle High School
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Level 2 Average Learners Uphill

• Text on grade level
• Use concrete concepts to help transition to more
  abstract
• More steps
• Knowledge, comprehension, application on their
  own teacher assistance for analysis higher
  levels

Northey, S.S. (2005). Handbook on Differentiated
Instruction for Middle High School
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Level 3 Gifted Learners Mountainous

• Text more complex than textbook
• More lengthy sources (can read faster)
• Abstract concepts
• Analyze, synthesize, and evaluate
• Work more independently

Northey, S.S. (2005). Handbook on Differentiated
Instruction for Middle High School
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Hints that Help with Tiers

• Always move students to more abstraction. Use
  increased scaffolding to give some students more
  support.
• Works best when working collaboratively with
  another teacher. Team up with each other and the
  special ed teacher.
• Only tier when students are at different levels
  of readiness, not all the time.
• Grading Self-assessment, peer assessment, dont
  grade all
• Email me

Benjamin, A. (2008). Differentiated Instruction
Using Technology
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Fine-Tune Your Unit Activity

• Tiered Menu or Unit to be presented on Friday
• Include all handouts and rubrics that would be
  helpful
• Post units and support materials on Ning

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Exit Ticket

• Examples of Differentiating
• Content
• Process
• Product
• Post Menus to PDworks
• Groups can post bursts of genius that may come in
  the middle of the night.