The Differentiated Maths Class – Responding to a Learner’s Needs
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Transcript of The Differentiated Maths Class – Responding to a Learner’s Needs
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The Differentiated Maths Class – Responding to a Learner’s Needs
National Numeracy Facilitators ConferenceFeb 2007
Caroline Bird
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• What differentiation is,
• Why focus on differentiating instruction,
• Key Elements of differentiated instruction,
• Strategies for differentiated instruction,
• Classroom management in a Secondary Classroom.
Differentiation is responsive teaching, rather than one-size-fits-all teaching.
Goals for today’s workshop:
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• Responsive teaching
• It is a way of thinking
• Attending to the learning needs of a particular student or small group of student’s
Tomlinson & Allan “Leadership from Differentiating Students & Classrooms “
What is differentiation ?
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Why is this my focus ?
I saw a need!
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Differentiation could help with the implementation of the Numeracy programme in a classroom.
CHANGE
Unnerving
Uncomfortable
Challenges
Comfort zone
Taking risks
Learning new ways of thinking
Unlearning old ways
Entrenched ways of thinking
Change in pedagogy
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Why does there appear to be so much focus on Differentiated Instruction ?
It’s not a new trend!!
It’s about connecting with students (Teacher-Student relationship)
OSFA
Differentiated teaching suggests that a teacher will make modifications in accordance to the student’s needs.
Standardization Individualisation
Tomlinson
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What are the Elements of Differentiated Instruction?
Differentiation of Instruction
Guided by general principles of differentiation, such as;
Respectful tasks
Flexible grouping
Ongoing assessment and adjustment
Tomlinson
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Teachers can differentiate
Content Process Product
according to student’s
through a range of instructional and management strategies such as
Readiness Interests Learning Profile
multiple intelligencesanchor activitiesvaried textsvaried supplementary materials
tiered lessonstiered productslearning contracts
varied questioning strategiesInterest centresVaried homework
Tomlinson
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Using Varied Instructional and Management Strategies
Tools of Differentiation
Instructional
Multiple Intelligences
Howard Gardner: 8 ways to think and learn• Stronger in some areas than others• Need experience in all 8 ways so you can “pump up” the ones you are less strong in• Many things require more than one intelligence to accomplish the task• Aren’t labels – simply an indication of your learning preference Heacox
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A task to which a student automatically moves when an assigned task is finished,
Traits of effective Anchor Activities
Important
Interesting
Allow Choice
Clear routine and expectations
Seldom Graded
Anchor Activities
Tomlinson, Allan
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• An agreement between teacher and student.
• Teacher grants certain freedoms and choices about how a student will complete tasks.
• Student agrees to use the freedoms appropriately in designing and completing work according to specifications.
• Specifies working conditions to which students must adhere during the contract time.
Learning Contracts
Tomlinson
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Focus on essential understandings and skills but at different levels of complexity, abstractness and open-endedness.
Some guidelines;
• Select the concept, generalisation and skill that will be the focus of the activity for all learners.
• Chart the complexity of the activity - decide where the lesson should be placed on the ladder- “Clone” the activity along the ladder to provide different versions at different degrees of difficulty
Tiered Activities
Tomlinson
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Tools of Differentiation continuedManagement
Discuss routines:Beginning a classGiving directionsMoving Encouraging good listenersGetting help when teacher is busyAnchor activities
Gather information about each student - records
Set up behaviour guidelines and procedures to make the classroom work. - discuss them and be consistent about enforcing them - working alone, in pairs, in groups (interest, ability, teacher directed, student choice)
Talk with students early and often ( dialogue)
Tomlinson
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Remember – the teacher does not try to differentiate everything for
everyone every day!• Changing Teacher Practice
• Differentiation is an organised yet flexible way of proactively adjusting teaching and learning to meet kids where they are
• Start small
• Start where you are at
• Differentiate a task for a small block of time
Fairness is not treating all students the same, fairness is providing what individual students need
Tomlinson
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The greatest sign for a teacher is to be able to say
“ The students are now working as if I did not exist “
Maria Montessori
Tomlinson
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Teachers’ beliefs in and about human potential and in the
ability of all children to learn and achieve are crucial.
Education on the Edge of Possibility 1997
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Where to from here for you ?
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National Numeracy Facilitator’s Conference, Feb 2007
Some Resources for Differentiation
Tomlinson, C. A. & Allan, S.D. (2000). Leadership for Differentiating Schools and Classrooms. Alexandria, VA: ASCD.
How to develop differentiation with staff, with strategies to help implement it.
Tomlinson, C. A. & McTighe, J. (2006). Integrating Differentiated Instruction & Understanding by Design. Alexandria, VA: ASCD.
Tomlinson, C. A. & McTighe, J. (1999). The Differentiated Classroom, Responding to the Needs of All Learners. Alexandria, VA: ASCD.
3 chapters describe actual lessons, units and classrooms with differentiated instruction in action.
Heacox, D. (2002). Differentiating Instruction in the Regular Classroom. How to Reach and Teach All Learners, Grades 3-12 Minneapolis,: Free Spirit.
Has reproducible handouts, examples, resources