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Measurable Objectives

Measurable Objectives. Identify multiple ways of differentiating instruction Identify ways of implementing various levels of learning Identify ways of actively engaging students in their learning Identify problem solving processes applied in personal and student problem solving

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Measurable Objectives

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  1. Measurable Objectives • Identify multiple ways of differentiating instruction • Identify ways of implementing various levels of learning • Identify ways of actively engaging students in their learning • Identify problem solving processes applied in personal and • student problem solving • Identify ways to use instructional and assistive technology

  2. “I have no special talents. I am only passionately curious.” ~Einstein, 1949

  3. Multiple Solutions Differentiated Instruction Implementing various Levels of Learning Actively Engaging Students in their Learning Using Instructional and Assistive Technology

  4. Differentiated Instruction

  5. 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

  6. Principles of Differentiating Instruction • The teacher is clear about what is important in subject matter. • All students participate in respectful work. • The teacher understands, appreciates, and builds on students’ differences. • Assessment and instruction are inseparable. • The teacher adjusts content, process, and product in response to students’ readiness, interests, and learning profile. • Students and teachers are collaborators. • The goals of a differentiated classroom are maximum growth and individual success. • Flexibility is the hallmark of a differentiated classroom. • ~Tomlinson, 2001

  7. The Purpose of Differentiating Instruction • Helps address individual learning needs of a student. • Offers various methods of instruction or materials used for learning. • Customized to the way individual students learn and how each student is reliably assessed.

  8. Accommodations Think about accommodations students might use in the classroom. Take 2 minutes and write 1 accommodation on each post it.

  9. Accommodations Accommodations may be provided in five general areas: • Instructional methods and materials • Assignments and classroom assessments • Time demands and scheduling • Learning environment • Use of special communication systems

  10. Differentiated Instruction ~Tomlinson, 2001

  11. Multiple Solutions Differentiating the Curriculum Implementing various Levels of Learning Actively Engaging Students in their Learning Using Instructional and Assistive Technology

  12. Concrete Representational Abstract

  13. Concrete Level Definition: A teaching method that uses actual objects such as people, shoes, toys, fruits, cubes, base-ten blocks, or fraction tiles. What concrete items have you used in your classroom to teach math concepts?

  14. Representational Level Definition: A teaching method that uses pictures, tally marks, diagrams, and drawings. These pictorial representations relate directly to the manipulatives and set up the student to solve numeric problems without pictures. From your experiences what can you use that are representational in your classroom? IIIII-III=II OR 

  15. Abstract Level Definition: A teaching method that uses written words (including Braille), symbols (such as variables or numerals), verbal expressions, or sign language. From your experiences what can you use that are abstract in your classroom? 10-a=5 Sam put 18 pencils in 3 equal groups. How many pencils are in each group?

  16. C-R-A “We know it is important that students learn to achieve at an abstract level of problem solving. This is achieved by starting students with concrete learning and progressing to representational learning. Students will then develop strategies, enabling them to problem solve on an abstract level. This model was designed for K-12 students and is known as C-R-A.” ~Witzel, Mercer, & Miller, 2003

  17. Levels of Learning Are you familiar with the Levels of Learning when teaching mathematics? Take several minutes to sort the activities with the appropriate Level of Learning.

  18. Solve This Problem + Car and Cycle Expo is coming up soon. Because of space, there is a limited amount of vehicles able to register. The total number of wheels is 48 and the total number of vehicles is 17. How many cars are able to register?

  19. “It is better to solve one problem five different ways than to solve five problems one way.” ~Polya, 1945

  20. Reflection on Learning • Reflect on meeting different student needs by using accommodations and (C-R-A). • Record your reflections in the Math Journal.

  21. Child Challenge You have a new student… Determine what strategies you could provide to the student and how this will impact your instruction. Be ready to share out!

  22. Research Findings “Studies that involved teaching algebra revealed that C-R-A instruction was more effective than traditional abstract-level instruction.” ~Witzel, 2001

  23. Research Findings “Students who learned how to solve algebra transformation equations through C-R-A outperformed peers receiving traditional instruction.” ~Witzel, Mercer, & Miller, 2003

  24. How do we meet the needs of all students?

  25. ~ taken from IES-WWC

  26. ~ taken from IES-WWC

  27. Multiple Solutions Differentiating the Curriculum Implementing various Levels of Learning Actively Engaging Students in their Learning Using Instructional and Assistive Technology

  28. Actively Engaging Students in Their Learning “Many excellent teachers have discovered that their students can be more successful when they are engaged in doing mathematics— writing about mathematics, modeling mathematical situations, discussing mathematics, exploring mathematical ideas—rather than watching their teacher do mathematics.” ~Engagement As A Tool For Equity, NCTM, 2008

  29. Reflection Think about how you differentiate instruction in your classroom… Take 2 minutes and journal several examples.

  30. References Berkas, N., & Pattison, C. (2008). Differentiated Instruction and Universal Design for Learning. NCTM News Bulletin. Borenson, H. (1997). Hands On Equations. Located at: http://www.borenson.com/. Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. Wakefield, MA: National Center on Accessing the General Curriculum. Located at: http://www.cast.org/publications/ncac/ncac_diffinstructudl.html National Council of Teachers of Mathematics. (2008). Engagement as a tool for equity. Located at: http://www.nctm.org/ Pólya, George (1945). How to solve it. Princeton University Press.

  31. References Tomlinson, C. A., (2001). How to differentiate instruction in mixed-ability classrooms. (2nd Ed.) Alexandria, VA: ASCD. What Works Clearinghouse (2008). About Us. Located at: http://ies.ed.gov/ncee/wwc/aboutus/.  Witzel, B., Mercer, C.D., & Miller, D.M. (2003). Teaching algebra to students with learning difficulties: An investigation of an explicit instruction model. Learning Disabilities Research and Practice, 18, 121–31. Witzel, B., Smith, S. & Brownell, M. (2001). How can I help students with learning disabilities in algebra? Intervention in School and Clinic, 37 (2), 101-105.

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