Math Menu: Differentiated Instruction in Mathematics

Tuesday, November 24, 2009

St. Roch S.S. Room 215

A Teacher’s Prayer:

Lord, Enable me to teach with WISDOM,for I help to shape the mind.Equip me to teach with TRUTH,for I help to shape the conscience.Encourage me to teach with VISION,for I help to shape the future.Empower me to teach with LOVE,for I help to shape the world.

Agenda

Anticipation Guide on Mathematical Processes Overview of DI Differentiated Processes Activity

Introduction to Processes Video Matching Game/ Give it the Gears

What does DI look like in a Classroom? Problem Solving Activity #1 Lunch Problem Solving Activity #2 Curriculum Mapping Learning Styles Homework & Dismissal

Overview of DI

Complete the Anticipation Guide on the Mathematical Processes

Animal School

Overview of DI

What do you know about the Mathematical Processes?

How well do you know the processes?

If you got more than 4, you can either do: Math Processes

Matching Activity Give it the Gears

Activity If you did not, view

this video

Mathematical Processes:

The actions of mathematicsWays of acquiring and using the content, knowledge and

skills of mathematicsProcesses endure much longer than the content

expectations

Give it the gears….

Connecting Achievement Chart and Mathematical Processes

Reasoning and Proving

Thinking

Problem Solving

Knowledge and Understanding

Reflecting

Communication

Application

RepresentingCommunicating

Selecting Tools and Strategies Connecting

Procedural Knowledge Conceptual Understanding

Mathematical Processes

Math Processes Posters

Think, Pair, Share

Think: Review BLM 1.5 Where are your strengths? weaknesses?

Pair In your classroom, how might you shift your

focus to better reflect the indicators?Share

Share your reflections on the indicators

What effective DI looks and sounds like

Make predictions for each indicator based on your experience

Watch the video and note observationsMJ Hobbs VideoBe prepared to share with the whole

group how this can support DI

Group Problem Solving Task #1

In groups of four, each group member takes a card from the envelope

Collaboratively solve the problem using each members clue

Reflect on the benefits of group problem solving

Be prepared to share with the whole group how this can support DI

LUNCH

Bless us, O Lord, and these your gifts, which we are about to receive from your bounty. Through Christ our Lord.

Amen.

Ranking Problems on a Continuum

Rank the problems in the six envelopes on a continuum of “simplest=1” to “most challenging=6”

Self Assessment

Consider your comfort level with DI, as it relates to proportional reasoning

Form a line based on your comfort levelDiscuss your placement choice with

teachers near you to confirm you have positioned yourself appropriately. Adjust if necessary.

Group Problem Solving Task #2

In groups of four, each group member takes a card from the envelope

Collaboratively solve the problem using each members clue

Choose another problem to solve (groups of 3 or 4)

Reflect the similarities and differences between your two problems

Be prepared to share with the whole group how this can support DI

A Flowchart for DI

Grade 1-8 Curriculum Document

Revised and implemented in September 2005

The 7 processes are the same

Each grade has 5 strands: Number Sense and Numeration Measurement Geometry and Spatial Sense Patterning and Algebra Data Management & Probability

Teachers must report on each strand twice over the three terms.

Curriculum Map Jig Saw Activity:

Home Group: Groups of 5Expert Group: Assigned by numbered heads In your expert group, for your assigned grade 8

strand: determine the big ideas What grade 9 (applied and academic) expectations

build on the big ideas of your strand Return to your home group and take turns

reporting your findings Comments/Questions

Learning Styles

The Karen Hume Book Start Where They Are has two ways to determine the learning styles of your students BLM4.4 How do I Learn

Best? BLM 4.5 VAK Inventory

When you know the learning styles of your students you can begin to differentiate according to learning style

Good Morning Miss Tolliver

Homework

Try the VAK Inventory or How I Learn Best with your classes

For one of your classes, plan a unit “Get Ready” diagnostic. Gather information on:What did they know?What misconceptions did you notice?What surprised you?What modifications did you make?

Come prepared to share what you found.

Thanks:

If you have a question, please contact us: Dwight Stead – Mathematical Literacy Consultant (7-

12) x24533 Maggie Boss – Academic Consultant for

Differentiated Instructions (K-8) x24171

Next Sessions are both here @ St. Roch S.S.: March 25th, 2010 April 22nd , 2010