Differentiating Instruction in the Math Classroom Sujata Ganpule Emily Kennedy Andrew Lee 2005 Math...
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Differentiating Differentiating Instruction Instruction in the Math Classroom in the Math Classroom Sujata Ganpule Emily Kennedy Andrew Lee 2005 Math Fellows Ashleigh Lewis Arielle Pool Derek Pope (with help from Amy Germundson)
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Transcript of Differentiating Instruction in the Math Classroom Sujata Ganpule Emily Kennedy Andrew Lee 2005 Math...
Differentiating InstructionDifferentiating Instructionin the Math Classroomin the Math Classroom
Sujata GanpuleEmily Kennedy
Andrew Lee
2005 Math FellowsAshleigh Lewis
Arielle PoolDerek Pope
(with help from Amy Germundson)
Sujata Ganpule –
Emily Kennedy –
Andrew Lee –
Ashleigh Lewis –
Arielle Pool –
Derek Pope –
What Is Differentiation?What Is Differentiation?
• Easy questions vs. hard questions
What It Isn’t… What It Is…
• Questions that encourage growth
• Drill-and-kill vs. higher-level thinking
• Respectful and meaningful tasks
• Different groups working onunrelated tasks
• All students working toward the samebig idea
• Flexible grouping• In-class tracking
Why Do We Differentiate?Why Do We Differentiate?
Motivation
LearningProfile
Growth
Readiness
How Can We Differentiate?How Can We Differentiate?
Foundational Transformational
Simple Complex
Single Facet Many Facets
Small Leap Great Leap
More Structured More Open
Slow Quick
Concrete Abstract
Adapted from C. Tomlinson
How Have We Differentiated?How Have We Differentiated?
Andrew – Calculus Activities(by learning profile)
Arielle – Mark & Recapture (Proportions)(by readiness)
Ashleigh – Solving Linear Systems Graphically(by learning profile)
Derek – Summary of Probability Concepts(by readiness)
Emily – NASA Space Launch (Quadratics)(by learning profile)
Sujata – Cell Phone Plans (Linear Equations)(by learning profile)
How Have We Differentiated?How Have We Differentiated?
Analytical
Ability to analyzeand evaluate ownideas and those of
others.
• Organize the parts/steps of ____.
• Diagram how ____ affects ____.
• Give a step-by-step approach to ____.
Creative
Ability to generatenovel ideas, reactto new stimuli, andsynthesize ideas.
• Find a new way to show ____.
• Use new materials to explain ____.
• Make connections between ___ & ___.
Practical
Ability to solvereal-life problems,& convince others
of ideas’ value.
• Show how someone could use ____ in his or her job.
• Here’s a problem at school. Address it using ____.
How Can How Can YouYou Differentiate? Differentiate?
Algebra 1 – – Linear Relationships(by readiness)
Ashleigh
Algebra 2 – – Equations of Polynomials(by readiness)
Arielle
Geometry – – Distance b/t a point & a line(by learning profile)
Emily
Probability – – “or” Probability(by readiness)
Sujata
Precalculus – – Solving Quadratic Trig Equations(by readiness)
Derek
Calculus – – Extreme Values of a Function(by learning profile)
Andrew
How Can How Can YouYou Differentiate? Differentiate?• What are the big ideas involved?• What should students…
• Know?• Understand?• Be able to do?
• Scaffolding• Structure• Guidance
• Creative• Practical• Analytical
ReadinessLearning
Profile
How How DidDid YouYou Differentiate? Differentiate?
