georgia performance standards day 5: differentiation 3 rd -5 th grade mathematics

Georgia Performance Georgia Performance StandardsStandards

Day 5: Day 5: Differentiation

33rdrd-5-5thth Grade Grade MathematicsMathematics

Getting AcquaintedGetting Acquainted• Name Tag:

– First Name or Nickname

• Index Card:– Name– E-mail Address– System/School– GPS Status

Contact InformationContact InformationJessica JettonJessica Jetton

Georgia Department of Education

1754 Twin Towers East

205 Jesse Hill Jr. Drive, SE

Atlanta, Georgia 30334-5040

Office phone: (404) 657- 9063

Office email: jjetton@doe.k12.ga.us

Group Norms and Group Norms and HousekeepingHousekeeping

Group Norms:• Ask questions• Work toward solutions• Honor confidentiality• Meet commitments or

let others know if you are struggling

Housekeeping:• Parking Lot• Phone calls• Rest rooms• Breaks• Lunch

Four Corners, Part 1Four Corners, Part 1Choose a corner based on your confidence in understanding the GPS for 8th Grade Mathematics:

Attended Days 1-4 GPS Training Attended GPS Redelivery Somewhat familiar with GPS What is GPS and why am

I here?

Four Corners, Part 2Four Corners, Part 2

What made you choose your corner?

Discuss what you know and

what you want to know.

Be prepared to share with the group.

CALVIN AND HOBBES © 1993 Watterson. Dist. By UNIVERSAL PRESS SYNDICATE. Reprinted with permission. All rights reserved.

Logical ExerciseLogical Exercise Grade 3 Unit 6 -Culminating Task “We’re Having a Party!” 

• You have square tables which will seat four people, one on each side. For the party,you will place the tables together to form a rectangle (no holes in the middle, solid rectangles!). Describe all the ways that you could arrange the tables to seat 48 people. Use pictures and charts for your solution.

• Find the largest number of tables that one can use as well as the smallest number of tables.

http://www.georgiastandards.org

Mathematics

http://www.gadoe.org

Drop down to Curriculum and Instructional Services

Click here for the Mathematics Webpage.

Click here for the standards and frameworks.

Standards

Frameworks

•Grade 3 •Curriculum Map •Unit 2 - Multiplication and Division of Whole Numbers •Unit 3 - Geometry and Measurement •Unit 4 - Fractions and Decimals •Unit 6 - Algebra

•Grade 4 •Curriculum Map •Unit 1 - Numeration •Unit 4 - Coordinates Geometry and Graphs •Unit 5 - Fractions and Decimals •Unit 6 - Algebra

•Grade 5 •Curriculum Map •Unit 1 - Groovy Graphing •Unit 2 - Divine Decimals •Unit 3 - Funky Fractions •Unit 4 - Plane Figures

Essential Question #1Essential Question #1

What is differentiation and how does it fit into the standards-based education process?

What is Differentiation?What is Differentiation?

What Differentiation is What Differentiation is NOT…NOT…

• Individualized Instruction

• Chaotic

• Homogeneous Grouping

• Tailoring the same Clothes

Carol Ann TomlinsonHow to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition, pp 1-7.

What Differentiation What Differentiation ISIS……

• Proactive

• More Qualitative than Quantitative

• Rooted in Assessment

• Student CenteredCarol Ann Tomlinson

How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition, pp 1-7.

What Differentiation What Differentiation ISIS……

• Provides Multiple Approaches to Content, Process, and Product

• A Blend of Whole-Class, Group, and Individual Instruction

• OrganicCarol Ann Tomlinson

How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition, pp 1-7.

“Come to the edge,” he said.

“We are afraid,” they said.

“Come to the edge,” he said.

THEY DID.

And he pushed them,

And they flew.--Apolonaire

Self-AssessmentSelf-Assessment

Some Underlying Assumptions

Of

Differentiated Instruction

Essential Principles of DifferentiationEssential Principles of Differentiation

1. Good Curriculum Comes First

2. All Tasks Should Be Respectful of the Learner

3. When in Doubt, Teach Up

4. Use Flexible Grouping

5. Become an Assessment Junkie

6. Grade for Growth

--Tomlinson & Eidson, Differentiation in Practice, Grades 5-9, 13-15.

Grade 3 Unit 6 -Culminating Task “We’re Having a Party!” 

• You have square tables which will seat four people, one on each side. For the party,you will place the tables together to form a rectangle (no holes in the middle, solid rectangles!). Describe all the ways that you could arrange the tables to seat 48 people. Use pictures and charts for your solution.

• Find the largest number of tables that one can use as well as the smallest number of tables.

Essential Question #2Essential Question #2

Why and how do we differentiate?

WHYWHY Do We Differentiate? Do We Differentiate?

Two Reasons to DifferentiateTwo Reasons to Differentiate

1. It is the only fair way to teach.

2. Most school districts and parents require it.

HOWHOW Do We Differentiate? Do We Differentiate?

The Role of the TeacherThe Role of the Teacher Instead of being the keeper and

dispenser of knowledge,

the teacher should move toward seeing themselves as

organizers of learning opportunities.

.

Carol Ann TomlinsonHow to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition, p 16.

Classroom ManagementClassroom Management

There are many effective ways to develop a classroom in which students participate in a variety of interesting and engaging activities.

Preparation for DifferentiationPreparation for Differentiation

ReadinessReadiness

InterestsInterests

Mathematical Learning StyleMathematical Learning Style

ReadinessReadiness A good readiness match pushes the student a little bit beyond his or her comfort zone and then provides support in bridging the gap between the known and unknown.

Carol Ann TomlinsonHow to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition, p 47.

InterestsInterests Match between school and personal desires to learn

Connectedness between all learning

Use skills or familiar ideas as a bridge to new ones

Enhance motivation to learn

Carol Ann TomlinsonHow to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition, p 47.

Mathematical Learning StylesMathematical Learning StylesMASTERY STYLEPeople in this category tend to work step-by-step.

UNDERSTANDING STYLEPeople in this category tend to search for patterns, categories, and reasons.

“Creating a Differentiated Mathematics Classroom” Strong, Thomas, Perini, Silver 2004

Mathematical Learning StylesMathematical Learning StylesINTERPERSONAL STYLEPeople in this category tend to learn through conversation, personal relationship, and association.

SELF-EXPRESSIVE STYLEPeople in this category tend to visualize, create images, and pursue multiple strategies.

“Creating a Differentiated Mathematics Classroom” Strong, Thomas, Perini, Silver 2004

Elements of the CurriculumElements of the Curriculum

ContentContent

ProcessProcess

ProductProduct

 Grade 4 Unit 4 Culminating Task “Polygon Challenge”

 You have been given the task of building at least two different polygons using pattern blocks. There are specific guidelines you must follow.

 Part One:Select the appropriate blocks for beginning your challenge.

Here are the requirements for your building materials.·         Use a total of 8 blocks.

·         You may only use trapezoids, triangles, hexagons, and rhombi pattern blocks for this activity.

·         List the number of each shape and color that was used to build your polygon.

·         Draw and color your polygon on graph paper.·         Label your polygon with the correct name.

Part Two: Design a second polygon that is different from the first one that

you built.·         List the number of each shape and color that was used to build

your polygon.·         Draw and color your polygon on graph paper.

·         Label your polygon with the correct name. 

DifferentiationDifferentiation

Content Process Product

Mastery

Understanding

Interpersonal

Self-Expressive

In your small group, divide your chart paper into four columns and five rows. Complete the chart for our task.

Essential Question #3Essential Question #3

What does a differentiated classroom look like?

A True/False Quiz:A True/False Quiz:

Directions:

• Mark TRUE or FALSE.

• Compare your answers.

• If disagree, discuss to reach consensus.• Share with the whole group.

Traditional vs. DifferentiatedTraditional vs. Differentiated

• Read the characteristics • Prepare to share in a whole group

discussion concerning the similarities and differences of the two.

Grade 5 Unit 2 Culminating Task “Bargain Shopping”Grade 5 Unit 2 Culminating Task “Bargain Shopping”*Adapted from *Adapted from A Collection of Performance Tasks and Rubrics: Upper A Collection of Performance Tasks and Rubrics: Upper

Elementary School MathematicsElementary School Mathematics by C. Danielson. by C. Danielson.

It is time to go shopping for school supplies for next It is time to go shopping for school supplies for next school year. You have ads from two local stores school year. You have ads from two local stores

indicating their prices (which include sales tax) for indicating their prices (which include sales tax) for different school supplies. Your mother has given you different school supplies. Your mother has given you $45.50 to spend, and wants you to find the best prices $45.50 to spend, and wants you to find the best prices

on things you will need.on things you will need.

While working this task, consider how you may differentiate the Content, Process, and Product to accommodate the various mathematical learning styles.

mastery style, understanding style,

interpersonal style, and self-expressive style.

Essential Principles of DifferentiationEssential Principles of Differentiation

1. Good Curriculum Comes First

2. All Tasks Should Be Respectful of the Learner

3. When in Doubt, Teach Up

4. Use Flexible Grouping

5. Become an Assessment Junkie

6. Grade for Growth

--Tomlinson & Eidson, Differentiation in Practice, Grades 5-9, 13-15.

Set a GoalSet a GoalIt is perfectly acceptable

to begin slowly

AS LONG AS WE DO BEGIN!

Your AssignmentYour Assignment

• Redeliver Day 5 Training.

• Bring to Day 6 Training:4 copies of a student work sample A copy of the assignment Two signed permission forms

Criteria for Good TasksCriteria for Good Tasks

• Involves significant mathematics

• Can be solved in a variety of ways

• Elicits a range of responses

• Requires communication

• Stimulates best performance

• Lends itself to a scoring rubric

Give Yourself a HandGive Yourself a Hand

You deserve it. Educators ROCK!

Contact InformationContact InformationJessica JettonJessica Jetton

Georgia Department of Education

1754 Twin Towers East

205 Jesse Hill Jr. Drive, SE

Atlanta, Georgia 30334-5040

Office phone: (404) 657- 9063

Office email: jjetton@doe.k12.ga.us