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Whi DI? A Differentiated Math Workshop

Whi DI? A Differentiated Math Workshop. Ashley Clemmons. Fort Dorchester Elementary School Math Intervention. Mission and Vision. Mission : Dorchester School District Two leading the way, every student, every day, through relationships, rigor, and relevance.

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Whi DI? A Differentiated Math Workshop

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  1. Whi DI? A Differentiated Math Workshop Ashley Clemmons Fort Dorchester Elementary School Math Intervention

  2. Mission and Vision Mission: Dorchester School District Two leading the way, every student, every day, through relationships, rigor, and relevance. Vision: Dorchester School District Two desires to be recognized as a “World Class” school district, expecting each student to achieve at his/her optimum level in all areas, and providing all members of our district family with an environment that permits them to do their personal best.

  3. What is Differentiated Instruction & Why do we do it? • Providing multiple and varied avenues for students to acquire and use knowledge.

  4. What is Not DI? • Tracking • Increased or decreased workload for students • Just for gifted or labeled students • Too time-consuming, nor something that can be improvised • Individualized instruction • Merely providing centers in the classroom • Chaotic • Incompatible with Standards-based instruction • The Latest Trend

  5. Background Research • According to Carol Ann Tomlinson, a DI guru: “Children already come to us differentiated. It just makes sense that we would differentiate our instruction.” • Focus on the essential ideas and skills of the content area, eliminating ancillary tasks and activities. • Respond to individual student differences (such as learning style, prior knowledge, interests, and level of engagement). • Group students flexibly by shared interest, topic, or ability. • Integrate ongoing and meaningful assessments with instruction. • Continually assess; reflect; and adjust content, process, and product to meet student needs Anderson, 2007; Rock, Gregg, Ellis, & Gable, 2008; Tomlinson, 2000

  6. Universal Design for Learning (UDL) • Recognition Learning: • provide multiple examples, highlight critical features, multiple media and formats, background context • Strategic Learning: • flexible models of performance, opportunities to practice with supports, ongoing relevant feedback, flexible opportunities for demonstrating skills • Affective Learning: • choice of context and tools, adjustable levels of challenge, choices of learning context, choices of rewards Rose & Meyer, 2000

  7. Action research in the classroom

  8. Dorchester District II Math Model • 80 Total minutes of Instruction • Spiral Review: Approximately 5-10 Minutes • Grade Level Instruction with Problem Solving Embedded: Approximately 40 minutes • 30-40 minutes of Differentiated Instruction

  9. Differentiated Instruction Structure • Classroom: Rotating Groups with independent, teacher instruction, technology, fluency, etc. • Workstation Model • Computer Lab: Small Group, Individual Students on computer program • Based on your home school’s expectations • How do you do it?

  10. Independent assignments • Formative & Summative Assessments • Drill & Practice • Textbook • Performance Tasks • Written Expression • Games (EM or from your brain, or from the google) • Learning Menus or Choice Boards

  11. Fact Fluency • Drill & Practice • Multiplication Chart in a sheet protector • Math Wraps • Fast Math • Other Computer Activities

  12. Technology • Brain Pop, LearnZillion, and Compass Activities on the SMARTBoard with wireless headphones or on independent computers • IPads • Computer Workstations • Odyssey Writer

  13. Literature • Read Any Good Math Lately? Whitin & Wilde, 1992 • Invoke Curiosity • Independent Projects • Whole Group Activities

  14. Teacher led small group • Guided Activities • Whiteboards • Games • Constructing Tasks • Remediation • Extension

  15. Project based learning • PBL projects are focused on questions or problems that "drive" students to encounter (and struggle with) the central concepts and principles of a discipline. • Not Simply Enrichment • Student Driven • Realistic- questions and solutions have the potential to be implemented Barron, Schwartz, Vye, Moore, Petrosino, Zech, Bransford, & The Cognition and Technology Group at Vanderbilt, 1998

  16. Brainstorm • Feel free to use the materials around the room, the internet, each other, and anything else you can think of to gather ideas for DI in your own classroom. • I want you to leave today with an arsenal of tools for differentiation!

  17. Session EvaluationParticipants are asked to complete a session evaluation for each session attended. Credit (attendance, renewal, and/or technology) will be added following evaluation completion. For each question, use 1=Strongly Disagree, 2=Disagree, 3=Neither Agree nor Disagree, 4=Agree, 5=Strongly Agree. Your responses will assist us in planning future professional development in Dorchester School District Two. • The instructor was well prepared for the workshop. • The materials for the workshop were appropriate. • The concepts presented were appropriate to my job. • I will benefit from attending this session. • I would recommend this training to others.

  18. Contact Information Ashley Clemmons Fort Dorchester Elementary School Math Intervention Teacher aclemmons@dorchester2.k12.sc.us

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