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Copy of Differentiating Instruction

This presentation will show four trends in differentiating instruction for math and science, identify instructional issues for diverse learners and a lesson plan outline that implements one of the trends.

Shanston Boyd-Marks

on 19 March 2012

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Transcript of Copy of Differentiating Instruction

Differentiating Instruction Trends Differentiating Instruction for Diverse Learners Lesson Plan by
Rachel Allen
Shanston Boyd-Marks
Cheriss Eaglin References Lesson Title: Using Your Brain (Tic-Tac-Toe choice board)
Grade level: 4th
Arizona State Math Standards
• Operations and Algebraic Thinking (OA)
o Use the four operations with whole numbers to solve problems.
4.OA.1. Interpret a multiplication equation as a comparison
4.OA.2. Multiply or divide to solve word problems involving multiplicative comparison
4.OA.3. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding
4.OA.3.1 Solve a variety of problems based on the multiplication principle of counting.
a) Represent a variety of counting problems using arrays, charts, and systematic lists, e.g., tree diagram.
b) Analyze relationships among representations and make connections to the multiplication principle of counting
4.OA.4. Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.
4.OA.5. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself.
Lesson Plan Con't. Review
Students just finished up this algebraic unit which covered all of the above standards
The teacher will hand out a quick review page for students to complete just to make sure everyone is on the same page.
Students will switch with their neighbor and grade as the teacher reads the answers.
The teacher will collect the papers and glance through them.
If there is something she sees commonly missed she will quickly review this concept
If there is nothing to review she will introduce the game the students will be playing in pairs
Brain Game (Think-Tac-Toe)
There is a tic-tac-toe board with questions, problems, examples, etc. on each space.
The teacher will approve partner choice according to like-abilities
She will have 3 different tic-tac-toe boards (easy, medium, and challenging)
This way all different ability levels will be covered.
The students must try to get 3 in a row to get a tic-tac-toe while trying to block the other student from getting a tic-tac-toe
Once a student gets a tic-tac-toe the teacher will have a worksheet that is like a pretest to the new information they will be learning the following week
The teacher has to check to make sure all of the answers are answered correctly
If not the students will have to go back and correct their answers either by themselves or with their partner
Lesson Plan Con't. Special Accommodations

This choice board can be altered for diverse students, for special needs students, for ELL students, etc. This choice board has examples of questions that the teacher has reviewed before on worksheets and in-class problems. Students who are having trouble could work in small groups to figure out the answers or the teacher can have each student only answer one question of the teachers picking. There are many different ways to alter this choice board to accommodate all students.
Choice Board for Lesson Plan 5+7= (cc) image by anemoneprojectors on Flickr Differentiating Instruction “Differentiated Instruction, also called differentiation, is a process through which teachers enhance learning by matching students characteristics to instruction and assessment” (Tomlinson ,2007). Differentiated Instructions takes into account students’ readiness, interest, and learning profile.
Tiered assignments- the teacher instructs students in different levels but the content objective is the same

Compacting– lessons are adjusted and taught based the students prior knowledge and mastery of certain objectives

Interest centers- these groups are formed based on student interest in order to motivate student learning

Choice Boards- these boards contain a variety of activities the students can complete as the master a skill
( Tomlinson, 2007)
Arizona Department of Education. (2010). Arizona Mathematical Standards 4th grade. Retrieved from http://www.azed.gov/standards-practices/mathematics-standards/.

Hauser, J. (2004). Differentiated instruction for science. Retrieved from http://www.k8accesscenter.org/training_resources/sciencedifferentation.asp

Logan, B. (2011). Examining differentiated instruction: Teachers respond. Research In Higher Education Journal, 131-14.

Tomlinson, C. A. (2007, July 09). What is differentiated instruction?. Retrieved from http://www.k8accesscenter.org/training_resources/mathdifferentiation.asp
Interest centers- “Centers can focus on specific math skills, such as addition, and provide activities that are high interest, such as counting jelly beans or adding number of eyes on two aliens” (Tomlinson, 2007).

Choice Board- Choice boards are provide for student. Students are learning a lesson on measurement and can select any activity from the choice board. For example, students can choose to complete an inquiry lesson where they measuring the length of different items, can use the computer to complete an activity, or can use literature provide by the teacher to read about measurement . Each activity is based on different learning styles. Students should complete at least two activities.
Examples of trends in Math Examples of trends in math Tiered assignments- In a unit on capacity, some students are taught basic skills about capacity, including using a scale to weigh liquids. Other students can apply their knowledge of capacity by completing word problems.

Compacting- “A third grade class is learning to identify the parts of fractions. Diagnostics indicate that two students already know the parts of fractions. These students are excused from completing the identifying activities, and are taught to add and subtract fractions” (Tomlinson, 2007).
Examples of trends in science Examples of trends in science Tiered assignments- “Some students are provided with direct instruction on the characteristics of living vs. non-living things, and are given guidance in identifying members of both groups. Other students work in teams to identify members of both groups and come up with original examples” (Hauser,2004).

Compacting- “In a science class, students who already know the process of photosynthesis are given a lab assignment in which they must develop and test hypotheses related to the topic, while other students are given more direct instruction on the concept” (Hauser, 2004).
Interest centers- Centers can focus on certain topics Matter. There can be a center on gases, liquids, or air.

Choice Board- Students can decide to create a new climate or students can write a script describing a severe weather pattern and present to the class.
Readiness- explores the basic knowledge, understanding, and skill a student has.
Interest- is important because it explains a students affinity for and engagement with a topic.
Learning Profile- pertains to the students learning style, preferences, gender, and culture.
(Logan, 2011)
Teachers must always know about the diversity of his or her students. Diverse learners must be accommodated in the classroom. Teachers can create cooperative learning groups which include a diverse group of students. According to the National Council of Teachers of Mathematics (NCTM; 1991), learning environments should be created that promote active learning and teaching; classroom discourse; and individual, small group, and whole-group learning. This type of learning can encourage language skills. It may also help to promote peer acceptance.

A is N times more than B

A blue hat costs $6. A red hat costs 3 times as much as the blue hat. How much does the red hat cost?

How many factor pairs are there for the number 96?

Deb ran 3 miles. Karen ran 5 times as many miles as Deb. How many miles did Karen run?

Rule: Starting at 1, create a pattern that starts at 1 and multiplies each number by 3. Stop when you have 6 numbers.

Chris bought clothes for school. She bought 3 shirts for $12 each and a skirt for $15. How much money did Chris spend on her new school clothes?

Kim has 28 cookies. She wants to share them equally between herself and 3 friends. How many cookies will each person get?

A red hat costs $18 and a blue hat costs $6. How many times as much does the red hat cost as the blue hat? Use multiple representations to show the number of meals possible if each meal consists of one main dish and one drink. The menu is shown below. Analyze the various representations and describe how the representations illustrate the multiplication principle of counting.

Main dish Drink
Cheeseburger milk
Burrito water
Pizza juice
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