Differentiated Instruction in Mathematics Miranda Sigmon EDU 610

Differentiated Instruction in Mathematics Miranda Sigmon EDU 610 – Final Project

What is Differentiated Instruction? Teaching to each student's individual needs and academic level or starting point Using assessments to plan instruction Having many small leveled lessons within each lesson Teaching based on readiness and interest

DI in Math Class Daily math schedule 10: 00 – 10: 10 Review of concepts 10: 10 – 10: 15 Brief introduction of current day's concepts and goals for students 10: 15 – 11: 00 Group Instruction (During this time, the teacher rotates to each small group and teaches the lesson for the day in a way that is modified for those particular students while other groups complete individual assignments. ) 11: 00 – 11: 15 Whole class review of that day and reminder of homework assignment

DI in Math Class continued. . . Classroom Setup: Our desks are arranged in small groups. Each group consist of students who have been grouped together based on their starting point for the current unit. Groups change for each unit based on pretest scores. Group Learning: During classwork assignments when the teacher is working with another group, students are encouraged to asked other group members for help. They work as a learning team in becoming independent learners. (Being an independent learner is one of many goals in using differentiated instruction. An independent learner will work on their own for the most part. These learners know how to utilize their resources when they are struggling, such as asking group members, using the computer, looking back in math book or at class notes, etc. )

Short Term Goals The students will learn the goals for the current unit. Each student will be able to proceed within the unit at their own pace.

Long Term Goals The students will become independent learners. The students will develop a yearning to learn more and be challenged. The students will become used to learning in a variety of ways including whole group, individual, and group instruction.

How Students Progress Within each lesson of a unit, there are leveled ways of teaching the concepts. Certain groups may use manipulatives to learn at the concrete level whereas others may start with a list of steps. Groups with a better understanding move on to challenging activities, games using the concepts or interactive Internet activities that require them to apply their new knowledge. At the start of a new unit, students complete a pretest to show their understanding of upcoming concepts. This helps the teacher determine which group to place them in for the next unit. Having flexible groups allows students to be taught based on their strengths and weaknesses. If a student is strong in division and placed in the “higher” group, they may be moved to a “lower” group if their understanding in geometry is not as strong.

TOPIC 9 overview (Geometry) 9 -1 Geometry: Points, Lines, and Planes (NCSCOS 6. 01 a, 6. 02, 6. 03 a, 6. 03 c, 6. 05) EQ: What are some important geometric names for lines? -introduce vocabulary and draw pictures to illustrate each word -discuss chart and pictures on pages 196 -197 -together work #1 -7 on page 196 -classwork page 196 #8 -17 -homework: workbook page -quiz (reteach copy 9 -1) and vocabulary quiz -extra intervention activity(if needed) using street map w/ activity on TE p. 197 B -advanced groups – enrichment master 9 -1 9 -2 Geometry: Line Segments, Rays, and Angles (NCSCOS 6. 01 a, 6. 02, 6. 03 a, 6. 03 c, 6. 05) EQ: What geometric terms describe types of angles? -introduce vocabulary and draw pictures to illustrate each word -small group interaction activity using dot paper on TE p. 198 B -discuss chart and illustrations on pages 198 -199 -together work problems #1 -7 on page 198 -classwork p. 198 #8 -16 -homework: workbook page -quiz (reteach copy 9 -2) and vocabulary quiz -advanced group: enrichment activity 9 -2 -intervention (if needed) – use e. Tools Geometry Drawing 9 -3 Geometry: Measuring Angles (NCSCOS 2. 01 a, 2. 01 d, 6. 01, 6. 02, 6. 05) EQ: How can you draw an angle? -vocabulary terms and illustrations -visual animations -together work through reteach copy 9 -3 -classwork p. 200 #1 -22 -homework: workbook page -quiz (enrichment copy 9 -3 #9 as extra credit) -extra intervention center activity 9 -3 (described on TE p. 201 B) -demonstration for using a protractor http: //www. mathopenref. com/constmeasureangle. html -advanced group – measuring angles game http: //www. mathplayground. com/measuringangles. html -intervention – make flash cards for each quadrilateral and play various matching games

9 -4 Geometry: Polygons (NCSCOS 6. 01 a, 6. 02, 6. 03 a, 6. 03 c, 6. 05) EQ: How do you identify polygons? -vocabulary terms and illustrations -work with geoboards to create each shape from the vocabulary list -together using the geoboards, complete #1 -4 on p. 202, discuss #5, 6; classwork on p. 202 #7 -19 -homework: workbook page -quiz (reteach copy 9 -4) and vocabulary quiz -extra intervention if needed - play the game on TE p. 203 B -advanced groups – magic eraser tool on Promethean Board, guess the polygon 9 -5 Geometry: Triangles (NCSCOS 6. 01 a, 6. 02, 6. 03 a, 6. 03 c, 6. 05) EQ: How can you classify triangle? -vocabulary terms and illustrations -practice making the different types of triangle on the geoboards -visual animations -together #1 -7 on p. 204, discuss #20, 21 -classwork p. 204 #8 -19 -homework: workbook page -quiz (reteach copy 9 -5) and vocabulary quiz -advanced groups – enrichment master 9 -5 -intervention if needed – making triangles with straws activity on TE p. 205 B 9 -6 Geometry: Quadrilaterals (NCSCOS 6. 01 a, 6. 02, 6. 03 a, 6. 03 c, 6. 05) EQ: How can you classify quadrilaterals? -vocabulary terms and illustrations -practice making the quadrilaterals using dot paper, find an example of each within our classroom -small group interaction activity using a venn diagram on TE p. 206 B -together #1 -7 on p. 206 -classwork p. 206 #8 -16 -homework: workbook page -quiz (reteach copy 9 -6) and vocabulary quiz -advanced group – enrichment master 9 -6 -intervention – make flash cards for each quadrilateral and play various matching games Topic 9 Review -angle review http: //www. mathplayground. com/alienangles. html -sample test questions #1 -12 on pages 210 -211, reteaching pages if needed

Monitoring Student Progress Student progress is monitored throughout each lesson using informal and formal assessments. These assessments include computer assessments, unit test, classwork assignments, oral questioning, quizzes, etc. At the start of the lesson, students are shown the outline for graded assignments in the unit. Students meet with the teacher at the end of each lesson to view grades for the unit up to that point. An example of the student version grade book for geometry is on the following slide.

TOPIC 9 Lines, Angles, and Shapes STUDENT NAME: ___________________________ Lesson 9 -1 Geometry: Points, Lines, and Planes Grade _____ 9 -1 Geometry: Vocabulary Quiz _____ 9 -2 Geometry: Line Segments, Rays, and Angles _____ 9 -2 Geometry: Vocabulary Quiz _____ 9 -3 Geometry: Measuring Angles _____ 9 -4 Geometry: Polygons _____ 9 -4 Geometry: Vocabulary Quiz _____ 9 -5 Geometry: Triangles _____ 9 -5 Geometry: Vocabulary Quiz _____ 9 -6 Geometry: Quadrilaterals _____ 9 -6 Geometry: Vocabulary Quiz _____ Problem of the Day week 1 _____ Problem of the Day week 2 _____ Topic Test _____

Next Steps of Action PARENT INVOLVEMENT Talk with your child at home about what they are learning in school. Having them orally example new concepts to you ensures that they have a good understanding of the materials. Have your child complete their homework on their own then offer to look back over the problems with them and give help if needed. Discuss what resources are available at home to help in being an independent learner such as the Internet or older siblings. Make sure your child is being responsible by checking to see they have completed homework each night and showing you their grades in the Wednesday folder each week.

Resources Tomlinson, C. A. T. (2004). How to Differentiate instruction in mixed-ability classrooms. Danvers, MA: Association for Supervision & Curriculum Development. Chapman, C. C. , & King, R. K. (2006). Differentiated assessment strategies. Thousand Oaks, CA: Corwin Press.