Meeting the Needs of Diverse Learners Math The

Meeting the Needs of Diverse Learners Math

The Plan SWBAT: Discuss inclusive strategies and work to develop a math specific assessment rubric • • • Curricular Overview What is Adaptive/Inclusive Instruction SWBAT: being clear about the goal and assessment Instructional models Paperwork strategies Activity Transition Assignment guidelines Demonstration of Learning Tools Reporting Games

What are the comparative Curricular Key Concepts? Examine the grade specific concepts Discuss the common concepts and scaffolded skills

What is Adaptive/Inclusive Instruction? • Inclusive Instruction is built on the foundation of UDL (Universal • • • Design for Learning) UDL is Multiple means of representation of concepts, multiple means of engaging in learning the concepts, and multiple means of expression for students to demonstrate what they have learned A UDL classroom is more flexible and provides accessibility for all students Regardless of students’ abilities or differentiated learning styles, every student needs and has the right to access the curriculum. • UDL provides student with multiple means of representation, engagement, and expression

What does Inclusive Instruction look like? Whole Brain Teaching • The Basics… • “Class” – “Yes” • “Teach” – “Okay” • “Mirror Words” • Let’s Try it!

Multiple Ways to Engage learners in Diverse Classrooms • • • Auditory – Listening and re-telling (better) – Listening, asking and answering questions (even better) Visual – Using a visual referent (table, chart, anchor chart) – Highlighting, colour-coding, symbol integration – Graphic representation Tactile-Kinesthetic – Using manipulatives – Building a model – Using response cards – Using a game format Affective – Working on student interests – Working with a partner, alone, or in cooperative/collaborative groups – Group discussions – Giving feedback Technology options – Using a talking calculator – Creating graphs, spreadsheets – Interactive games – Using blogging or messaging

SWBAT What is the goal? • Every lesson, every day, the students need to know the AIM • What is expected? • What learning outcome is being assessed? • What is the success criteria? (Evidence) • How will they be assessed?

Rubrics • Assessment tools are ideally developed with the • • • learners Rubrics provide a road map, a tool for assessment for/as/of learning Rubrics can be process based, participation/effort based, collaborative member based, or a combination A standard scale (1 -3 or 1 -4) needs to be established and posted for learners – This is used during observation and checklist assessment

Let’s vary the instructional model • Instructional variations… hmmm… – Whole brain strategies • Connect those left and right hemispheres – Varied learning styles • Musical • Kinesthetic • Visual • Oral

Whoa!!! There’s a first…. Create a welcoming environment • • • – – – Consistent Colours? 2 -3 solid colours music Invite Eat Share Train Format – – – organized Calm Consistent Work with a Growth Mindset • Focus on understanding • Frame challenges as opportunities • Ask questions, look for feedback • Be open minded Other ways of Thinking • Identify patterns, make generalizations • Generate possibilities • Formulate plans, monitor results

Pesky Paperwork • Be consistent – Model page set-up – Create cross grade consistency • Use graph paper – Addresses alignment, spacing, general organization • Create space – Fold page in 4… max # of questions/page • Simplify but clarify – Use colour coding, underlining, boxes, circles, arrows • Standards

Activity Transitions • How often? – Every 15 -20 minutes, 30 minutes at the longest • Management …. PRACTICE!! – – Call to attention Be consistent Be patient Incorporate whole brain strategies – – – Work with a partner or group Choice Safety nets!! • Safe space

Assignment Guidelines • • • SWBAT? (teacher knows, learner knows) How being assessed? Time provided? Scaffolded skills required? Gradual Release – Model – – • Process • Meta-cognition Share process Release process • small group may require re-teaching, clarification, or guided practice • More than a small group? This indicates a new approach is needed, more modeling, shared process

Make learning visible! 3 Essential Questions • Where am I going? • How am I going? • Where to next? Self-reported grades effect highest levels of improvement and learning • With regards to one’s understanding or performance Effective feedback prove next most effective • Results communicated within 24 hours • Opportunities to discuss with partners, evaluate thinking, and make amendments

Strategies to Activate Prior Knowledge Learners need to know what they CAN do before they learn! • Carousel • • brainstorming Two minute talks Think-pair-share Talking drawings First word • • Walk around survey Three step interview In the hot seat T. H. I. E. V. E. S. Kinesthetic T. H. I. E. V. E. S. Questions Read some picture books • There are many with basic and advanced math concepts

Solo Taxonomy

Using the science model, work with partners to develop a ‘Snakes and Ladders Game!’ for a math concept at your grade level

Demonstration of Learning • SWBAT - What is being assessed? • Diverse learners = Diverse ways demonstrate learning • Daily observation!! 3 – 6 learners/day – Use a checklist – Identify skills to observe – Rate using established 1 – 4 scale (posted in class)

What is this 1 -4 rating scale? • 1 = shows incorrect operations & calculations, • • • shows no understanding of how to get answer 2 = shows incomplete operations & calculations, shows little understanding of how to get answer 3 = shows correct operations but minor calculation errors, shows understanding of how to get answer 4 = shows correct operations & calculations, clearly shows understanding of how to get answer

How else can learning be assessed? • Oral demonstration of learning – – – Meta-cognition Ability to verbalize process and understanding Enrichment: Extension to abstract applications • Written • • – Part of assessment, not the whole Graphic Model – Use manipulatives to demonstrate learning • Journaling • Student work samples – Variety of presentations • Observations • Projects

Toolkits • Build toolkits for success – Calculators – Formula anchor charts – Reference charts for student use – Reference tables – Manipulatives always available

Exit Tickets • Exit tickets and ‘keep, grow, change’ templates • One of the things that I like to do with my classes involves giving them an exit ticket • • at the end of the lesson. You can use exit tickets for a variety of uses: Students creating their own learning outcomes for next lesson Setting targets for their next lesson Highlighting their best learning moment in the lesson Writing questions – swapping them with another student. Answer it, and that’s your ticket. Summarize learning in 5 sentences, then 5 words, then one… that’s your ticket Draw learning from the lesson. When another student guesses it – that’s your ticket. Write your learning in one word. Play charades until another person guesses it. That’s your ticket. Take turns to write one word on the ticket and pass it round. When it’s complete, that’s your ticket…