DifferentiationTrying to meet all learners’ needs

Dr. T.L. Sullivan Junior High

February 16, 2009

Jody MacLean

What is differentiation?

A teacher’s response to a learner’s needs within a classroom– Considers each student’s readiness, interest, and

learning profile – Affects content, process, or product

Carol Ann Tomlinson, 1999

Why do I need to differentiate activities?

All students are not the same. All students need moderate challenge.

Why do I need to differentiate activities?

Teachers are responsible for teaching all students who are placed under their supervision and care. This includes responsibility for safety and well-being, as well as program planning, implementation, and evaluation. This is not a responsibility that can be transferred or delegated to non-teaching staff.

(Education Act, sections 26 and 38)

Principles of Differentiation

Respectful tasks Flexible grouping Ongoing assessment and adjustment

What can I differentiate?

(Tomlinson 1999, 2003)

ContentWhat students learn

for

Readiness

ProcessActivities to make sense

of content

Interest

ProductStudents show what

they know

Learner Profile

How do I differentiate?

Clearly identify the essential concept that you want every student to learn (outcome)

Think of different ways of approaching this essential concept

Assign student tasks according to readiness, interest, or learning profile

Consolidate the concept with all students

Strategies for Differentiation

Open tasks Parallel Tasks Centres Tiered Activities Compacting Anchor activities

Open task

Using Percents

72 is ___ % of ____.

Fill in the blanks in different ways.

(Marian Small, 2007)

Some Possibilities

o 100% of 72o 50% of 144o 72% of 100o 200% of 36o 1% of 7200o 150% of 48o 600% of 12o 0.1% of 72,000

Open Task

Alike and Different

How are these numbers alike and how are they

different?

4

3

8

5

Some possibilities

o They are both fractions.o They are both less than 1.o Both have odd numerators and even

denominators.o They can both be written as eighths.o They can both be written as thousandths.

Some more possibilities

o One is more than 7/10 and the other is less.o One has a denominator of 8 and the other has

a denominator of 4.o One is more than 2/3 and one is less than 2/3.o One can be written as 12ths and the other

can’t. (at least not as a simple fraction)o The decimal for one starts with 0.6.., but the

decimal for the other starts with 0.7…

Where Does It Go?

Choose one of these sets of numbers for theends of the line:

0 and 20 15 and 16 -8 and -10 What number describes the position of the dot?Why?

Parallel Task

Cookie prices

Find the price of the larger bag of cookies if you know the price of the smaller one.

15 for ?6 for $3

6 for $2.50 20 for ?

OROR

Parallel Task

Do I need to differentiate every lesson?

No. “Effective differentiated classrooms include many times in which whole-class, nondifferentiated fare is the order of the day”

(Tomlinson)

Differentiate only when– You see a student need and– You believe it will help the learner understand

important ideas and use important skills as a result

Final Thoughts

Things mentors can do to help

Give you time and support to: Develop yearly, unit or lesson plans Collaborate with colleagues Develop assessments Research topics of special interest Evaluate mathematics software

jmmaclean@staff.ednet.ns.ca

Some Resources

Tomlinson, C. (1999). The DifferentiatedLearner, Alexandria, VA: ASCD

Murray, M. (2007). The Differentiated MathClassroom, Portsmouth, NH: Heinemann

Dacey, L., and Lynch, J.B. (2007) Math for All,Differentiating Instruction, Sausalito, CA:Math Solutions Publications

Small, M. (2008). Making Math Meaningful to Canadian Students , K-8, Toronto. ON: Nelson Education