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Differentiated Instruction for Math
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What Is Differentiated Instruction
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Differentiated Instruction for Math
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What Is Differentiated Instruction?
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Differentiated instruction is not a single strategy, but rather an approach to instruction that incorporates a variety of strategies.
Teachers can differentiate content, process, and/or product for students (Tomlinson, 1999). Differentiation of content refers to a change in the material being learned by a student. For example, if the classroom objective is for all students to subtract using renaming, some of the students may learn to subtract two-digit numbers, while others may learn to subtract larger numbers in the context of word problems. Differentiation of process refers to the way in which a student accesses material. One student may explore a learning center, while another student collects information from the web. Differentiation of product refers to the way in which a student shows what he or she has learned. For example, to demonstrate understanding of a geometric concept, one student may solve a problem set, while another builds a model.
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Teachers can differentiate content, process, and/or product for students (Tomlinson, 1999). Differentiation of content refers to a change in the material being learned by a student. For example, if the classroom objective is for all students to subtract using renaming, some of the students may learn to subtract two-digit numbers, while others may learn to subtract larger numbers in the context of word problems. Differentiation of process refers to the way in which a student accesses material. One student may explore a learning center, while another student collects information from the web. Differentiation of product refers to the way in which a student shows what he or she has learned. For example, to demonstrate understanding of a geometric concept, one student may solve a problem set, while another builds a model.
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Use diagnostic assessments
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Teachers can give pre-tests
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05 Mar 12
Amanda TortiGreat website with lots of resources/articles on various education related subjects: co-teaching, differentiated instructions, ELL
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06 Feb 12
Jamie FacineGreat article that sums up differentiated instruction and further gives suggestions on how to differentiate instruction for math.
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cathey gornikThis site discusses differentiating math instruction using strategies consistent with Guided Math.
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Before beginning instruction, teachers should do three things:
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Use diagnostic assessments to determine student readiness.
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Determine student interest
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Identify student learning styles and environmental preferences
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Learning contracts begin with an agreement between the teacher and the student. The teacher specifies the necessary skills expected to be learned by the student and the required components of the assignment, while the student identifies methods for completing the tasks. This strategy (1) allows students to work at an appropriate pace; (2) can target learning styles; and (3) helps students work independently, learn planning skills, and eliminate unnecessary skill practice
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Samantha GravesDiffereniation article with tips and detailed explaination of what differentiation is.
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Abby ShultzThis is a great article discussing differentiation in mathematics. The are also many other resource links included on this site that could be utilized.
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Patrick SmithGreat table on how-to differentiate in really any subject.
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Heather AndrzejewskiThe site shows how to implement differentiating instruction as it varies for each student and lesson. It gives the strategy and and an example of how to use it in your classroom.
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Andrea VasileThere are some good strategies at the bottom, and some examples of how to use them in a math classroom.
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Gale HamiltonDifferentiated instruction, also called differentiation, is a process through which teachers enhance learning by matching student characteristics to instruction and assessment. Differentiated instruction allows all students to access the same classroom cu
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Paula NevilleProvides sample activies for differentiating the content, process and product in math using Thomlinson's model.
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Teachers can differentiate content, process, and/or product for students (Tomlinson, 1999)
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Readiness
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Interest
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learning profile includes learning style
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Teachers can ask students to tell them what specific interests they have in a particular topic, and then teachers can try to incorporate these interests into their lessons
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Jennifer Fuller1) diagnostic assessment for readiness
2) Determine student interest (surveys, etc.)
3) learning styles/preferences-
- Use diagnostic assessments to determine student readiness. These assessments can be formal or informal. Teachers can give pre-tests, question students about their background knowledge, or use KWL charts (charts that ask students to identify what they already Know, what they Want to know, and what they have Learned about a topic).
- Determine student interest. This can be done by using interest inventories and/or including students in the planning process. Teachers can ask students to tell them what specific interests they have in a particular topic, and then teachers can try to incorporate these interests into their lessons.
- Identify student learning styles and environmental preferences. Learning styles can be measured using learning style inventories. Teachers can also get information about student learning styles by asking students how they learn best and by observing student activities. Identifying environmental preferences includes determining whether students work best in large or small groups and what environmental factors might contribute to or inhibit student learning. For example, a student might need to be free from distraction or have extra lighting while he or she works.
How Is it Implemented?
Implementation looks different for each student and each assignment. Before beginning instruction, teachers should do three things:
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