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Differentiating Mathematics Instruction Through the use of Data Analysis and Technology

Differentiating Mathematics Instruction Through the use of Data Analysis and Technology. Wade Flinner Jennie Simons. Mission and Vision. Mission : Dorchester School District Two leading the way, every student, every day, through relationships, rigor, and relevance.

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Differentiating Mathematics Instruction Through the use of Data Analysis and Technology

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  1. Differentiating Mathematics Instruction Through the use of Data Analysis and Technology Wade Flinner Jennie Simons

  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. Differentiated Instruction • What does it mean to differentiate instruction? • How does differentiation fit the Mission and Vision of Dorchester District Two?

  4. Revisiting Learner Elements • READINESS FOR LEARNING: A student’s entry point relative to a particular understanding or skill • INTERESTS:Refers to a child’s affinity, curiosity, or passion for a particular topic or skill • LEARNING PROFILE: How one learns; learning styles, may be shaped by intelligence preference, gender, culture, etc. • AFFECT: Learner emotions and feelings about themselves, their learning, their peers and their classroom community

  5. How We Use the Learner Elements to Differentiate Our Instruction • Knowing the Learner according to the 4 Elements enables teachers to modify: • the learning environment • the content(what students will learn) • the process(how students will learn) • the products(what students do to extend or apply their learning; the result)

  6. The Responsive Nature of Differentiated Instruction Components TODifferentiate • Learning Environment • Content • Process • Product Learner Elements Readiness Interest Learning Profile Affect

  7. What is the purpose of formative Assessment?

  8. Today’s Focus • Through the analysis of formative assessment data and the use of technology, plan instruction that will support each student to meet the expectation to achieve at his/her optimum level in all areas.

  9. Scholastic Math Inventory

  10. Instructional Focus Assistance Student listing of those needing additional focused support on fact fluency. Additional support resources can be found within SAM

  11. Focus on Critical Foundations www.Quantiles.com

  12. Focus on Extending for Enrichment • How do we use SMI data to address the needs of the students scoring in the Above Average and Core sections? Let’s return to SAM and the IGR Report

  13. Interim Assessment Data • iTargetTeach - http://dsd2.targetteach.com/ • Group Class Test Item Analysis Report (Test Reports) • Reports by standard which students are proficient and which are non-proficient • Provides answer distributions by question • Standard Proficiency by Proficiency Report (Status Reports) • Provides a quick snapshot breakdown of students who are non-proficient by standard • Student Test Answer Report (Test Reports) • Provides a break down by student and by standard that allows teachers to see in the answer distribution which students answer correctly and which chose specific distractors

  14. Group Class Test Item Analysis Report Additional Students

  15. Question #10

  16. Question #12

  17. Question #13

  18. Standard Proficiency by Proficiency Report Additional Students

  19. Student Test Answer Report

  20. ALEKS Technology Support for Advanced Mathematics Classes

  21. Differentiated Instruction Plan • Use data to determine small group clusters • Use data to determine instruction as well as technology support • Plan formative assessment to determine effectiveness • Conduct post instruction reflection

  22. Contact Information Wade Flinner Instructional Technology Specialist wflinner@dorchester2.k12.sc.us 843-323-1990 Jennie Simons Math Interventionist Grades 6-8 jsimons@dorchester2.k12.sc.us 843-725-9558

  23. 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.

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