teachers differentiate the secondary mathematics i curriculum via teachers differentiate according...

Teachers Differentiate the Secondary Mathematics I Curriculum Via

Teachers Differentiate According to Student

Teachers Use a Range of Instructional and Management Strategies

Representation Expression Engagement (content) (process) (environment)

Readiness Interest Learning Profile

We are interested in the instructional strategies to help us better present the material to our varied students.

SO . . .

Have you found yourself in this situation?

Your students…1. Lack initiative?2. Lack perseverance?3. Lack retention?4. Avoid word problems?5. Become eager for formulas?

These are the reasons for the objectives for

this presentation.

OBJECTIVES

1.We will develop methods for presenting the Secondary Mathematics I curriculum as useable knowledge for ALL of our students?

2.We will generate strategies to maximize transfer and generalization so that the learning that takes place in our classrooms is not about individual-isolated facts?

Presentation Outline

I. Introduction A. Dan Meyer Video – to get us

thinking B. Universal Design (Differentiated

     Instruction) and the Secondary     Mathematics I curriculum

II. Methods for making the curriculum accessible for ALL studentsIII. Strategies to aid transfer and

connections to prevent learning topics in isolationIV. Conclusion

Dan Meyer’s Video

Dan Meyersblog.mrmeyer.com

Born in Ukiah, California Applied to USC film school and was rejected

Majored in math at UC Davis Pursuing Doctorate at Stanford

2004 Guiness World Record Teachers need MKT

holder “most paper clips strung (Mathematical Knowledge for

Teaching)together in a 24-hour period”

Delegates sense-making to his students

Universal Design(Comparable to Differentiated

Instruction)

1. Lesson design keeps student differences in mind from the beginning

2. Places modifications and adaptions directly in the lesson, providing a benefit for ALL students

3. Provides students with their own tools to take charge of their own learning

What do you think it is? - and -

How does it apply to our Secondary Mathematics I Curriculum?

Comparisons Comparisons Comparisons

Universal Design

Secondary Mathematics I

Standards for Mathematical

Practice Dan Meyer

1. Representation – various methods for acquiring and disseminating information

2. Expression –result or product of the learning

3. Engagement – generate interest, provide a challenge and the motivation or spark to ignite learning

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively

3. Construct viable arguments and critique the reasoning of others

4. Model with mathematics5. Use appropriate tools

strategically6. Attend to precision

1. Use multimedia2. Use student

intuition3. Ask short

questions4. Let students build

the problem5. Be less helpful

Silence is Golden. Duct tape is

silver.

Methods for Making the Curriculum Accessible for ALL Students

Any ideas?-Define the mathematical terms by making connections between syllables and language the students already know

-Define the instructional language so that all students understand clearly their instructions

-Represent topics in the curriculum using equations, verbal descriptions, tables, graphs, and diagrams

-Connect the mathematics to problems and situations from everyday life

-Allow the use of a variety of of tools: pencils, paper, graph paper, number

lines, rulers, protractors, calculators, computer software (geometer’s sketchpad, grapher, virtual manipulatives)

-Allow students to collaborate with one another - use flexible grouping

-Provide concrete examples and materials

Strategies to Aid Transfer and Connections to Prevent Learning Topics in IsolationAny ideas?

-Define the mathematical terms by making connections between syllables and language the students already know

-Provide students with an opportunity to discuss and formulate questions and ideas about the mathematics being presented

-Promote the transfer and connection from one topic to the next by simply asking students to “remember”

-Promote the transfer and connection from one topic to the next by simply asking students to “use what we learned last week in today’s situation”

-Suggest that students look for patterns and regularity in topics being presented

-Provide multiple examples

-Present ideas using multiple media formats (photographs, diagrams, graphs, tables, videos, stories, etc.) that would be of interest to students

This product promptedand drove the next day’s work.

Did we meet the objectives planned

for today?