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MEETING THE NEEDS OF HIGH, MEDIUM, AND LOW STUDENTS

DIFFERENTIATED MATH
WHAT IS DIFFERENTIATED MATH?

Differentiated instruction allows all students to access the same


classroom curriculum by providing entry points, learning tasks, and
outcomes that are tailored to students needs (Hall, Strangman, &
Meyer, 2003). Therefore, it is designing a math lesson that meets the
needs of diverse learners
HOW CAN YOU DIFFERENTIATE THE MATH
LESSON?
Math Content
The process of a math skill
Math Product
BEFORE PLANNING TO DO DIFFERENTIATED
INSTRUCTION
Ask
What is it want my class to learn from this math lesson
What are the students prior knowledge on the math skill?
How can I build on what they already know?
How can I expand the lesson using various learning styles, Multiple
Intelligences, culture, and readiness?
HOW TO IMPLEMENT DIFFERENTIATED MATH

1. Use Diagnostic Assessments


2. Determine students interest
3. Identify learning profile (a students preferred way of learning which
is influenced by learning style, intelligence level, gender, and culture)
(Loeser, 2015).
4. Multiple Intelligences (Verbal, logical, visual, bodily, musical,
naturalist, interpersonal, and intrapersonal) (Loesser, 2015).
5. Identify environmental preference (small group, large group, on on
one)
STRATEGIES FOR DIFFERENTIATED MATH

Tiered Assignments
Compacting
Interest Centers or Interest Groups
Flexible Grouping
Learning Contracts
Choice Boards
TIERED ASSIGNMENTS

Assignments given can be tiered such as


Open-endedness
Based on complexity from easy to difficult
Abstractness
According to Loesser (2015), This type of instruction directly addresses the
differing needs of both struggling students and advanced students and offers a
direct alternative to the "one size fits all" model employed in most traditional
classrooms.
Example: On a measurement lesson a teacher would give one group basic
measurement skills task, another would use rulers to measure objects and another
group of students would apply measurement to perimeter
COMPACTING

According to Loesser (2015), Curriculum compacting is a methodology


employed for those students who can demonstrate they have already
mastered a particular skill or understanding..
Teachers first diagnoses the mastery of the lesson. If teacher feels that
the student has mastered a skill, the teacher can then assign a more
challenging task for the student, next.
Example: If a student is unable to do multi step division, he or she is
then excused from that assignment and is given basic division.
INTEREST CENTERS OR INTEREST GROUPS

Interest Centers focus on a math skill. Each center can focus on a specific
aspect such as with addition one may provide addition manipulatives,
computer center with math program, Real life problem in which students
have to use addition to solve.
Interest Group targets the usage of small groups to research on math
topics. Example of how geometry is used in engineering.
This can also be used in creating math clubs. According to Wegner, Issak,
Tesch, and Zehne, (2016), Pupils of various age groups can enter the
clubs on a voluntary basis (p. 414).
FLEXIBLE GROUPING

Teacher groups students based upon various interest and learning


profile. Sometimes teachers will allow students to choose which group
they want to work on a specific tasks.
According to Loeser (2015), Flexible grouping strategies provide
opportunities for students to work with different people throughout the
year and to more deeply appreciate the richness and complexity of
diverse learning styles, abilities, and interests among their peers.
LEARNING CONTRACTS

According to Loesser (2015), A learning contract is one differentiated instructional


technique used by teachers primarily to provide an element of choice in an assignment.
Learning Contracts allow for students to do their own inquiry research at their own pace
on a math assignment. Teacher specifies the math skill that will targeted in the task that
they want the student to learn. Teacher points out the components of the assignment and
then the student tells the teacher what methods they are going to use in order to
complete the assignment.
Example, the skill taught is interpretation and designing of graphs. The student agrees to
observe one of the sports teams stats for each game. The student and the teacher devise
a plan of doing the assignment. The student decides to create a graph using EXCEL.
CHOICE BOARDS

Choice Boards are graphic organizers that allow for students to choose
from a variety of math activities. It also can be based upon learning
styles and readiness level. Teacher sill also determine how many
centers must be visited.
For example, a choice board for a lesson on volume may contain do an
inquiry lesson on containers, use the math book for lesson on volume,
or watch a video on volume. Teacher states that students must visit two
centers and they must be from different categories (learning style or
readiness levels).
TAKEAWAYS FOR DIFFERENTIATED MATH

Believe student can do the work


Remember every student learns differently
Give work on their level to build confidence
Build strong learning communities
Assess often rather informal or formal
Create an supportive environment
REFERENCE

Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and
implications for UDL
implementation. National Center on Accessing the General Curriculum.
Retrieved July 9, 2004 from:
http://www.k8accesscenter.org/training_resources/udl/diffinstruction.asp
Loeser, J. W. (2015). Differentiated Instruction. Research Starters: Education
(Online Edition),
Wegner, C., Issak, N., Tesch, K., & Zehne, C. (2016). Science Club--A
Concept. European Journal
Of Science And Mathematics Education, 4(3), 413-417.
SUGGESTED READING

Kaplan, S., Kaplan, J., Madsen, S., & Gould, B. (1980). Change for children: Ideas and
activities for
individualizing learning. Glenview, IL: Scott Foresman.

Lawrence-Brown, D., (2004). Differentiated instruction: Inclusive strategies for standards-


based
learning that benefit the whole class. American Secondary Education, 32 ; pp. 34-62.
Retrieved March 11, 2017 from EBSCO online database Education Research Complete.
Tomlinson, C. & Eidson, C. (2003). Differentiation in practice: A resource guide for
differentiating curriculum grades 5-9. Alexandria, VA: Association for Supervision and Curriculum
Development.

Strong, R., Perini, M., & Harvey, T. (2004). Creating a Differentiated Mathematics Classroom.
Educational Leadership, 61 ; pp. 73-78. Retrieved May 17, 2007 from EBSCO online database
Education Research Complete.

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