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?
