Strategies for Differentiating Instruction

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Strategies for Differentiating Instruction
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What would you like to get out of this session?

• What question(s) do you have about strategies for
  differentiation?
• What is one area in which you would like some
  help?

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The Importance of Procedures

• Students know what is expected
• Problems are avoided before they have a chance to
  occur
• Interruptions are minimized
• Routines, once they have been internalized by
  students, are easier to share with others, such
  as guest teachers

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Teaching a Procedure

• Explain
• Model
• Practice
• Feedback

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Quiet Signals

• Stop what you are doing
• Wait quietly
• Keep your hands free
• Look at the speaker
• Listen

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The 3 Rs

• Revisit
• Review
• Reflect

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Strategies to Support Group Work
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Empathy ModelingMaking Positive Class Climate a
Priority

• 4 Indicators of Respectful Behavior
• Tone of Voice
• Choice of Words
• Body Language
• Facial Expression

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Empathy Activity 10

• Find your partner in the room. The two of you
  will have compatible numbers which sum to 10.

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Teaching to the Team

• Present a problem to the group. It should be
  something they will need to think about (a level
  3 question or a challenge)
• The groups assignment is to explain to the rest
  of the room how they are going to solve the
  problem, that is their approach to solving the
  problem (First, we will)
• Each member of the group, going around the table,
  will have to contribute one part of the solution.
  Everyone needs to speak.
• The group must work together to plan their oral
  presentation.

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Team Task

• What is the fewest number of pennies I could
  have? Use the following information and explain
  how you got your answer.
• When I put them in 2 equal stacks, theres one
  penny left over.
• When I put them in 3 equal stacks, theres one
  penny left over.
• When I put them in 4 equal stacks, theres one
  penny left over.
• From Good Questions for Math Teaching Why Ask
  Them and What to Ask, Grades 58

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The 3 Rs

• Revisit
• Review
• Reflect

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Put in your two cents worth!
Its gonna cost ya!
Idea from Sharon Boudreau Math Facilitator Cape
Breton-Victoria School Board
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The Purpose of an Anchor Activity is to
Provide meaningful work for students when they
finish an assignment or project, when they first
enter the class or when they are
stumped. Provide ongoing tasks that tie to the
content and instruction. Free up the classroom
teacher to work with other groups of students or
individuals.
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Anchor Activities

• Using existing resources for anchor activities
• Keeping an open mind about activities
• Student-created anchor activities

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Resources for Anchor Activities

• Open-ended questions (little purple book)
• I Get It activities
• Website exploration (bookmarked sites)
• Math Journal writing
• Choice Charts completion
• Manipulative activities exploring tangrams,
  pattern blocks, pentominoes, etc.
• Cribbage, Chess, Jigsaw puzzles
• 24
• Math Makes Sense Centre Suggestions

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Introducing an anchor

• Explain how to do the activity and how to track
  it
• Model it with the whole class
• Practice with half the class
• Feedback and try again
• with the other half

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Operation Card Game
Total
Difficulty Level
4
All numbers must be used along with any operation
to reach the total
12
2
4
4 4 1 1 x 12 12 12 x 2 24
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Strategies to Support Independent Work
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Im Stuck Form

• Date ____________________ Assigned
  Activity____________________________________
• Problem
• __________________________________________________
  ___________________________
• 3 strategies tried to solve the problem
• __________________________________________________
  ___________________________
• __________________________________________________
  ___________________________
• __________________________________________________
  ___________________________
• Anchor activity selected
• __________________________________________________
  ___________________________

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General Tracking Format

• Date ________________ Activity
  chosen____________________
• My comments, questions, discoveries
• __________________________________________________
  _____
• __________________________________________________
  _____
• __________________________________________________
  _____
• __________________________________________________
  _____

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Sample Tracking Form for Website Work

• Website ___________________________________
• Select an activity to investigate. Record what
  you have done and the results using words,
  illustrations and numbers.
• Date ________________ Activity
  chosen____________________
• My comments
• __________________________________________________
  _____
• __________________________________________________
  _____
• __________________________________________________
  _____
• __________________________________________________
  _____

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Post Directions Anchor Charts
What to do while Im waiting Check my math folder for unfinished work Read a math book Choose a math puzzle or challenge activity Write in my math journal

• Should be specific.
• Reinforces oral directions.
• Eliminates many housekeeping questions.
• Guides students to manage time.

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Posting the Schedule

• Helps keep everyone one task.
• Gives time limit for teacher-led group and group
  working independently.
• Guides students to prioritize their work.

900 Mental Math 915 Independent Stations 945
Plenary Discussion 1000 Phys Ed 1030
Recess 1045 Literature Circles
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R.I.C.E.

• Recall what your teacher said.
• Imagine logically what the directions would be.
• Check with a classmate.
• See theexpert for help.

From The Differentiated Classroom Responding to
the Needs of All Learners by Carol Ann Tomlinson,
l999
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Ask 3 Before Me

• Students consult three other students or
  resources (e.g., Word Wall, anchor chart,
  directions on board) before coming to teacher.

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Dont BUG ME hat!

• A visual cue helps students remember not to
  interrupt.

Idea from Marie-Ève St-Pierre grade 5 teacher
École St.Catherines School HRSB
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Doctor is In

• ________________
• ________________
• ________________

From The Differentiated Classroom Responding to
the Needs of All Learners by Carol Ann Tomlinson,
l999
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Other Considerations
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Organization, Distribution and Collection of
Materials

• Colour
• Number
• Labels
• Tracking
• Storage

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Sample Notebook

• Provides a template for student notebooks
• Maintains a clean paper copy
• Creates a space to store labeled sheets for
  absent students

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Storage of Student Work
Math Journals
Ongoing Math Activities
Tracking Sheets
Homework
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Storage of Math Manipulatives
Storage for easy access Thinker Tools
Math Kit
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Storage for activities and notebooks
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Celebrate Success!

• Memorable Monthly Math Moments

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Literacy Connections

• Many of the strategies we use in literacy classes
  can be adopted or adapted to meet the needs of a
  math classroom
• Think of one differentiation strategy teachers
  use in the teaching of reading and writing
• Discuss your idea with a partner
• Be prepared to share an idea with the group

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Some Final Thoughts...
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• Be clear about why you are differentiating
  student readiness, interest, learning profile
• Understand that differentiation is critical for
  student success, but is not feasible all the time

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• Start small!
• Be flexible.
• Dont give up!

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Revisit, Review, Reflect

• What is one new idea that you would like to try?
• What question do you still have about strategies
  for the differentiated classroom?