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Teaching Up

Differentiation
by

Darlene Burkhart

on 26 April 2014

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Transcript of Teaching Up

Differentiation
Websites and Resources
We need to look hard for all the positives within our struggling learners.

Don’t let what’s broken extinguish what works. Few adults would ever choose to spend the majority of their day practicing what they can’t do.

Struggling learners need to feel that school is relevant.

Because struggling learners can’t learn everything, what should we as teachers do? --focus on big ideas and key concepts, crucial skills.

Teach up, even with struggling learners. Use their learning profiles as often as possible as their learning channel.
Where are you
in your understanding
of differentiation?
What’s the
difference
between
Teaching Up,
Respectful Tasks,
and High Quality Curriculum?
Individually, by grade level, or group of your choice, choose any topic from your math curriculum.

For this topic, create one of these activities:

One set of Open Questions or Parallel Tasks
One Anchor Activity sheet (with math options)
One Menu
Differentiation Strategy of your choice

Be prepared to share your group’s ideas
Your Time to Create
Parallel Tasks Sample 5
Parallel Tasks Sample 4
Parallel Tasks Sample 3
Parallel Tasks Sample 2
Parallel Tasks Sample 1
To create parallel tasks that address the same big idea, think about how students at different developmental levels might approach the idea.

Perhaps they will use different size numbers or are comfortable with different types of measurement.

Then select an available task (i.e. from the math text) and tweak it to meet the needs of the students.

Think about follow-up questions that allow for varied levels of understanding and affirmation of all correct answers.
Parallel Tasks (cont.)
Parallel tasks are two or three tasks
created at different developmental levels.

They are designed to get at the same big idea or concept and are alike enough that they can be discussed in tandem.
Parallel Tasks
Open Question Writing Strategy
Changing the question
Open Question Writing Strategy
Using "soft" words
Open Question Writing Strategy
Replacing a number with a blank
Open Question Writing Strategy
Asking for similarities and differences
Open Question Writing Strategy
Turning around a question
A question is open when it is framed in such a way that a
variety of responses or approaches are possible.
Open questions allow for students of

all abilities to contribute
and see that math has a
variety of perspectives.
Open questions
enrich math conversations.
Open questions can also serve as a

quick assessment

as they allow the teacher to hear the student's thinking.
To be useful in instruction, open questions have to focus on an important math
concept or skill
, consider the readiness level of students, and allow for
correct responses at all levels
Open Questions
In your 10:00 o’clock group,
think about the learning needs of
advanced or struggling learners. What recommendations for teaching and differentiation for your unique population can your group brainstorm in three minutes?
In your choice of a group of one, two, or three, create an analogy, metaphor, or visual symbol that represents differentiation. Post them on the wall.
Why do we differentiate?
Check-in Slips (Frayer Diagram)
(
TU
) Teaching Up
Inquiry, Critical Thinking, Adding Complexity, Effective Questioning
Working at a level of complexity just above the student's comfort zone
.


(
RT
) Respectful Tasks
Content, Process, Product, Readiness, Interest, Learning Profile
Tasks that are responsive to individual need.


(
QC
) High Quality Curriculum
Planning with the end in mind.
Differentiation Rubrics
Where are we?
http://district20teachingup.
pbworks.com
D20 Teaching Up Wiki
Open Question Writing Strategy
Creating a sentence
WebQuests
Graphic Organizers
Open Questions
Parallel Tasks
Task Cards
Anchor Activities
Menus
RAFTS
Differentiation Strategies
Advanced learners can become mentally lazy, even if they do well in school.

Advanced learners may become “hooked” on the trappings of success.

Advanced learners may develop their self-esteem by their sense of how they think they are perceived by others.

Advanced learners may fail to develop study and coping skills.
Advanced learners:
Struggling learners:
Developing Mathematical Thinking through Effective Questions
Millennium Mathematics Project, University of Cambridge
Figure This! Math Challenges for Families (NCTM)
Bite Size Maths (BBC)
!
(
TU
) Teaching Up
(
RT
) Respectful Tasks
(
CA
) Continual Assessment
(
QC
) High Quality Curriculum
(
FG
) Flexible Grouping
(
BC
) Building Community
Task Cards
Anchor Activities
RAFT(S)
What is an Open Question?
What is a
Parallel
Task?
http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/01/response_ways_to_differentiate_instruction.html
A final note from Rick Wormelli: "What is the best advice you can give to teachers about differentiating instruction?"
Is education fair?
Menus
10 Quick and Easy Strategies
Chart Task
The Story of the Young Map Colorer
Full transcript