Choose Maths What is differentiation Differentiation is responsive

Choose Maths

What is differentiation?

Differentiation is responsive teaching rather than one size fits all teaching (Tomlinson, 2005) Learner focussed (not teacher focussed)

Abiliti es Attitudes Ach nts e m ieve Know your students Know your maths m u l u c Curri Growth points Act ivit ies

Setting up for differentiation Teacher qualities • Listener • Flexible and adaptive • Good Pedagogical Content Knowledge Classroom Environment • Learning community o Discussion and sharing are valued • Have a go mentality o trial and error is expected • Support and respect

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But how? ? ?

Abiliti es Attitudes Ach nts e m ieve Know your students What learning styles and preferences do your students have? ? What abilities and interests do your students have? What is the students’ prior experience and knowledge in the topic? What introductory task will engage the students into the topic? And let you know what they know.

What is the learning goal – what do student need to be able to do and understand? What is the pre-knowledge students need to access the goal? What are the stepping stones (growth points) to achieve the goal? Know your maths m u l u c Curri Growth points Act ivit ies

Abiliti es Attitudes Ach nts e m ieve Know your students Example Year 3 class Abilities range from year 1 to year 5 2 students on behaviour management plans 4 students on IEPs Social group – like to talk Active group – respond well to physical activities General positive attitude to maths Have been playing skip counting game since the beginning of the year Feel pressure to learn times tables (parental, school)

ACMNA 056 Formal learning times tables Groups of, and sharing Commutative 2 x 3 = 3 x 2 Associative (3 x 4) x 5 = 3 x (4 x 5) Distributive 12 x 6 = 10 x 6 and 2 x 6 Inverse x and ÷ (fact families) Skip counting, modelling, rote learning, practise, Know your maths m u l u c Curri Growth points Act ivit ies

An apple farmer plants his trees in straight lines. He likes his lines to have equal numbers of trees. He has 72 new trees to plant in two fields. One field is smaller than the other. How could he plant out his two fields?

1. Find out where students are at…… v simple diagnostic or formative task v teacher knowledge

2. Choose a task which is open, hands on, problem solving and allows for student choice. v Open – has more than one solution v Hands on – Requires manipulation v Problem solving – the solution is not yet known v Student choice – leads to thinking, and independence

3. Prepare your enabling and extending prompts and questions for discussion.

Give me three numbers that equal 50. Open – has more than one solution Hands on – Requires manipulation Problem solving – the solution is not yet known Student choice – leads to thinking, and independence

Give me three numbers that equal 50. Enabling 1: Give two numbers that equal 50 Enabling 2: One of the numbers is 20, what are the other two? Extending 1: Give me five different numbers that equal 50 Extending 2: Your numbers must be decimals

Give me three numbers that equal 50. Questions: What other numbers could you use? What strategies did you use? Show me how you found your answer.

Divide a hexagon in half. How many different ways can you find? Open – has more than one solution Hands on – Requires manipulation Problem solving – the solution is not yet known Student choice – leads to thinking, and independence

Divide a hexagon in half. How many different ways can you find? Enabling: Give a cut out hexagon to fold. Extending: Can you show me half using more than two pieces? can you divide it in half with curves?

Divide a hexagon in half. How many different ways can you find? Questions: What makes a half? How do you know your hexagon is in half? Tell me about symmetry? How many lines of symmetry could we find? How many lines of symmetry would there be in an octagon?

Show me three different shapes with the same perimeter. Open – has more than one solution Hands on – Requires manipulation Problem solving – the solution is not yet known Student choice – leads to thinking, and independence

Show me three different shapes with the same perimeter. Enabling: show me three rectangles with the same perimeter. Extending: Show me three triangles with the same perimeter

Show me three different shapes with the same perimeter. Questions: What is perimeter? How do you work it out? How can you vary the perimeter of a shape? Is there a relationship or a pattern between regular polygons with the same perimeter?

Benefits of differentiating with one task : v Enables comparison / moderation v Promotes discussion that everyone can join in v Easier to plan v Teacher can focus on a group v Teacher can visit every child

So what’s the scary bit!

Explicit teaching comes in discussion and sharing. Opportunities for focus group and one on one time with students.

What next? ? ?

Choose a task which is open, hands on, problem solving and allows for student choice. v Open – has more than one solution v Hands on – Requires manipulation v Problem solving – the solution is not yet known v Student choice – leads to thinking, and independence

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