Lincoln Intermediate Unit 12 August 11, 2014 Differentiated Supervision: The Danielson Framework.
Intermediate Differentiated Instruction in Mathematics.
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Transcript of Intermediate Differentiated Instruction in Mathematics.
Intermediate Differentiated Instruction in Mathematics
Sharing: Progress Update
At the last session you completed the purple sheet
Share DI successes
Group Problem Solving Task
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
What effective DI looks and sounds like
Make predictions for each indicator based on your experience
Watch the video and note observationsBe prepared to share with the whole
group how this can support DI
Mathematical Processes:
The actions of mathematicsWays of acquiring and using the content, knowledge
and skills of mathematicsProcesses endure much longer than the content
expectations
Mathematical Processes
The revised Mathematics curriculum identifies 7 process expectations
They are found on pages 11 to 17 of the revised curriculum document
Can you name them without looking?Reasoning and
Proving
Reflecting
Representing Connecting
Selecting Tools and Strategies
Problem Solving
Communicating
Last Word Activity
You will each get a large page with the definition of a process on the front
The other people in your group will tell you what that process looks and sounds like in your class
You have the last word using the information found on the back
Take turns
What is the goal of teaching through the Mathematical Processes?
Problem solvers and life long learners
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
LUNCH
Bless us, O Lord, and these your gifts, which we are about to receive from your bounty. Through Christ our Lord.
Amen.
Frayer Model Samples:
Proportional Reasoning
Create your own Frayer Model for Proportional Reasoning
In your group: combine your work to make one Frayer Model to share
Definition Facts/Characteristics
ExamplesNon-examples
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
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 9 Curriculum Document
Revised and implemented in September 2005
Grade 9 has two streams:
Academic Applied
Locally Developed Compulsory Credit Math (MAT1L) is in a separate document
Balancing Instructional Time
Given that each strand must be reported on twice, should you spend an equal amount of time on each strand?
EQAO Strand Percentages
Grade 9 Academic EQAO
19%
26%
29%
26%Number Senseand Algebra
Linear Relations
Analytic Geometry
Measurement &Geometry
Grade 9 Applied EQAO
29%
45%
26% Number Senseand Algebra
Linear Relations
Measurement &Geometry
Jig Saw Activity:
Home Group: Teachers from your school
Expert Group: Assigned by numbered heads In your expert group, for your assigned grade
9 applied strand: determine the big ideas determine the related grade 7 and/or 8 expectations
Return to your home group and take turns reporting your findings
Balancing Instructional Time
Given that each strand must be reported on twice, should you spend an equal amount of time on each strand?
Manipulatives and Problems Carousel
You now have an opportunity for self directed learning on the effective use of manipulatives
There are 3 stations on the use of manipulatives Work at your own pace with other interested people
Have fun
Carousel Stations
Tangrams Geoboards Relational Rods
Now for the Goodies…
Your kit contains overhead versions of the common manipulatives for your grade 7&8 math program
The kit belongs to the school
Good Morning Miss Tolliver
Homework
Review your long range plans in light of the discussion of balancing instructional time – remember plans can change
Become familiar with the Ministry Classroom Learning for Students. Come prepared to share cheers and challenges
Come prepared to report on an experience of using one of your new manipulatives in your classroom
Thanks:
If you have a question, please contact us: Maggie Boss – Academic Consultant for
Differentiated Instructions (K-8) x24171 Dwight Stead – Mathematical Literacy Consultant
(7-12) x24533