math menu: differentiated instruction in mathematics tuesday, november 24, 2009 st. roch s.s. room...
DESCRIPTION
Agenda Anticipation Guide on Mathematical Processes Overview of DI Differentiated Processes Activity Introduction to Processes Video Matching Game/ Give it the Gears What does DI look like in a Classroom? Problem Solving Activity #1 Lunch Problem Solving Activity #2 Curriculum Mapping Learning Styles Homework & DismissalTRANSCRIPT
Math Menu: Differentiated Instruction in Mathematics
Tuesday, November 24, 2009
St. Roch S.S. Room 215
A Teacher’s Prayer:
Lord, Enable me to teach with WISDOM,for I help to shape the mind.Equip me to teach with TRUTH,for I help to shape the conscience.Encourage me to teach with VISION,for I help to shape the future.Empower me to teach with LOVE,for I help to shape the world.
Agenda
Anticipation Guide on Mathematical Processes Overview of DI Differentiated Processes Activity
Introduction to Processes Video Matching Game/ Give it the Gears
What does DI look like in a Classroom? Problem Solving Activity #1 Lunch Problem Solving Activity #2 Curriculum Mapping Learning Styles Homework & Dismissal
Overview of DI
Complete the Anticipation Guide on the Mathematical Processes
Animal School
Overview of DI
What do you know about the Mathematical Processes?
How well do you know the processes?
If you got more than 4, you can either do: Math Processes
Matching Activity Give it the Gears
Activity If you did not, view
this video
Mathematical Processes:
The actions of mathematicsWays of acquiring and using the content, knowledge and
skills of mathematicsProcesses endure much longer than the content
expectations
Give it the gears….
Connecting Achievement Chart and Mathematical Processes
Reasoning and Proving
Thinking
Problem Solving
Knowledge and Understanding
Reflecting
Communication
Application
RepresentingCommunicating
Selecting Tools and Strategies Connecting
Procedural Knowledge Conceptual Understanding
Mathematical Processes
Math Processes Posters
Think, Pair, Share
Think: Review BLM 1.5 Where are your strengths? weaknesses?
Pair In your classroom, how might you shift your
focus to better reflect the indicators?Share
Share your reflections on the indicators
What effective DI looks and sounds like
Make predictions for each indicator based on your experience
Watch the video and note observationsMJ Hobbs VideoBe prepared to share with the whole
group how this can support DI
Group Problem Solving Task #1
In groups of four, each group member takes a card from the envelope
Collaboratively solve the problem using each members clue
Reflect on the benefits of group problem solving
Be prepared to share with the whole group how this can support DI
LUNCH
Bless us, O Lord, and these your gifts, which we are about to receive from your bounty. Through Christ our Lord.
Amen.
Ranking Problems on a Continuum
Rank the problems in the six envelopes on a continuum of “simplest=1” to “most challenging=6”
Self Assessment
Consider your comfort level with DI, as it relates to proportional reasoning
Form a line based on your comfort levelDiscuss your placement choice with
teachers near you to confirm you have positioned yourself appropriately. Adjust if necessary.
Group Problem Solving Task #2
In groups of four, each group member takes a card from the envelope
Collaboratively solve the problem using each members clue
Choose another problem to solve (groups of 3 or 4)
Reflect the similarities and differences between your two problems
Be prepared to share with the whole group how this can support DI
A Flowchart for DI
Grade 1-8 Curriculum Document
Revised and implemented in September 2005
The 7 processes are the same
Each grade has 5 strands: Number Sense and Numeration Measurement Geometry and Spatial Sense Patterning and Algebra Data Management & Probability
Teachers must report on each strand twice over the three terms.
Curriculum Map Jig Saw Activity:
Home Group: Groups of 5Expert Group: Assigned by numbered heads In your expert group, for your assigned grade 8
strand: determine the big ideas What grade 9 (applied and academic) expectations
build on the big ideas of your strand Return to your home group and take turns
reporting your findings Comments/Questions
Learning Styles
The Karen Hume Book Start Where They Are has two ways to determine the learning styles of your students BLM4.4 How do I Learn
Best? BLM 4.5 VAK Inventory
When you know the learning styles of your students you can begin to differentiate according to learning style
Good Morning Miss Tolliver
Homework
Try the VAK Inventory or How I Learn Best with your classes
For one of your classes, plan a unit “Get Ready” diagnostic. Gather information on:What did they know?What misconceptions did you notice?What surprised you?What modifications did you make?
Come prepared to share what you found.
Thanks:
If you have a question, please contact us: Dwight Stead – Mathematical Literacy Consultant (7-
12) x24533 Maggie Boss – Academic Consultant for
Differentiated Instructions (K-8) x24171
Next Sessions are both here @ St. Roch S.S.: March 25th, 2010 April 22nd , 2010