Differentiated Instruction in the Math Classroom

Differentiated Instruction

for Teaching the “New” Math

“One Size Does NOT Fit All”

Beverly Ptolemy

and

Jade Ballek

Anticipation Guide

An anticipation guide is a form

of pre-assessment.

If helps teachers determine

student readiness.

True or False Activity

Determining Your

Learning Style

The VAK Inventory

What is Differentiated Instruction?

What differentiated

instruction is:

a mind set where the

teacher proactively

plans to meet the

diverse needs of

students

The learning outcome is

the focus for all

What differentiated

instruction is not:

Not individual lesson

plans for each student

Not “dumbing down”

curriculum

Not assigning busy work

for enrichment

Teacher Differentiates:

One or more of the

following:

Content:

(knowledge/skills/values

they will learn and

materials)

Process: (activities)

Product:(how knowledge

will be demonstrated)

According to the

students’:

Readiness (for growth

and achievement)

Interests ( for motivation)

Learning Profile (for

efficient learning)

Learning Styles in Math

ClassroomsVisual

Ask students to translate a problem into a picture.

Auditory

Ask students to explain concepts to each other to see if there

are different ways of understanding

Kinesthetic

Use a number line on the floor to have students move as

positive and negative numbers

Partner Pair Share

Think about your own learning

experiences. Discuss with a partner. Did you ever realize that there are different learning

styles?

Were you given a chance to find out about your own

learning style?

Did your teacher offer a variety activities to meet

different learning styles?

Do you think this would have been helpful?

What you might see in a

differentiated math class

Students may not all be working on the same task

Some students may be working individually; some may be in

groups

The teacher may be guiding groups, teaching whole group

sessions or working individually with students

Students will be encouraged to use more than one method of

finding the answer to a problem

Activities and assessments are based on the curriculum

outcomes

Flexible groups are planned

On-going assessment

What is “new”

about our

approach to

math?

Typical Classroom Procedures

Traditional Approach:

1. Teacher models a procedure

2. Students practise by doing assignment, usually individually, following procedure taught

3. Teacher assesses periodically

New Approach:

1. students explore a problem individually or in groups

2. students reflect & share the strategies they used with the class

3. teacher connects what the class did, and models more examples, gives handouts, etc.

4. students practice by doing the assignment using multiple strategies, explaining/showing as they go

5. teacher assesses and this drives next lesson

Math Makes Sense

Lesson Organization

Explore/Investigate

Reflect & Share

Connect

Reflect

Practice

Why the Change?

Low scores on international testing, compared

to other countries who use a problem- based,

constructivist approach

Brain research & constructivist theory shows

deep understanding occurs when students

actively problem solve & construct their own

meaning

Learning Process

1. Begin by using manipulatives to create an

understanding of why

2. Then use pictures to represent the understanding

3. Next, use symbols and do the procedure that comes

from understanding manipulatives and pictures

4. Finally, reflect and explain the how’s & why’s

How has math changed?

Lessons take more time (often multi-day)

More hands on math through the use of manipulatives

Students reflect/explain/show what they did

Many strategies introduced, not just one “correct” procedure taught

Problem solving occurs in all parts of the lesson

A Model Lesson

Adding Integers Using Tiles

Math Makes Sense 7

Adding Integers Using Tiles

Connect: p 56-57

(using technology)

Online Integers

1a,

4a,b,c

Instructional Strategies that

Support Differentiation

Learning Stations

Stations

Stations are different locations in the classroom

where students work on different tasks in

groups.

It allows students to work with different group

members on different tasks.

It allows teachers to address different learning

styles through different activities.

Station Instructions

1. Find a partner.

2. Each group needs to go to a station.

3. You will have 10 minutes at each station to

complete the activity. The buzzer will indicate

when it is time to move to the next station.

4. If you complete your activity before the time

is up, begin working on your reflection.

5. Work cooperatively!!!

Stations

Grade 1 -- Patterns

Grade 2 – Measurement

Grade 4 – Addition Using Base Ten Blocks

Grade 5 -- Multiplication Using Arrays (Smart

Board)

Grade 7 -- Area of a Triangle Using Geoboards

Wrapping Things Up

Reflect and share

– Complete your reflection sheet

Questions

Exit Slip

32075

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