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Helen Adams hadams@dunstan.school.nz Across school teacher Dunstan Kahui Ako

Effective differentiation in the maths classroom. Helen Adams hadams@dunstan.school.nz Across school teacher Dunstan Kahui Ako. The Golden Circle Simon Sinek. WHY: Differentiate?. Who? When? (stand up meeting). The Golden Circle Simon Sinek. HOW: to differentiate.

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Helen Adams hadams@dunstan.school.nz Across school teacher Dunstan Kahui Ako

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  1. Effective differentiation in the maths classroom Helen Adams hadams@dunstan.school.nz Across school teacher Dunstan Kahui Ako

  2. The Golden CircleSimon Sinek

  3. WHY: Differentiate? • Who? • When? (stand up meeting)

  4. The Golden CircleSimon Sinek

  5. HOW: to differentiate (stand up meeting with a stranger!)

  6. HOW: Differentiate GAINING SKILLS (training) USING SKILLS (playing the game) How can they apply their skills to solving unfamiliar problems?

  7. The Golden CircleSimon Sinek

  8. WHAT: Gaining skills • What do they need to know? Big ideas • What do they need to learn next? Progression • What do they know now? Self-assessment • How do they know that they have progressed? Self-assessment • How do we know that they have progressed? Tracking and assessment

  9. Big Ideas PaCT tool

  10. WHAT: Big ideas

  11. WHAT: Learning progressionMeasurement Sense(handout)

  12. WHAT: Learning progressionMeasurement Sense 5th set Curriculum Level 3

  13. WHAT: Self-assessment Measurement Sense

  14. WHAT: Self-assessment

  15. WHAT: tracking (also can see Y in column of google sheet)

  16. WHAT: Assessment There are different assessments depending on where the student is up to. This makes testing differentiated and more relevant to each student.

  17. WHAT: Gaining skills • Students are on their own personalised learning journey • Students are self-managing • Students are self-regulating • Students are self-determining STUDENTS ASK THE QUESTIONS STUDENTS DO THE TALKING STARTERS WORKSHOPS

  18. Using the google suite • Set up self-regulated learning progression using google sheets • Administer it to students using google classroom (make a copy for each student) • Write checkpoints using google forms (quiz) • Track student achievement via google forms

  19. WHAT: Using skills to solve unfamiliar problems • Takes time • More effective when tackled as a group • RICH task – low floor, high ceiling

  20. Developing Mathematical Communities of Inquiry (DMCI) or Bobby maths Students work collaboratively in groups to solve unfamiliar problems ISSUES • Where do we get the problems from? NZmaths nrich…....... • How do we ensure that students gain the best learning from attempting to solve these problems?

  21. Rich problems plus progression support

  22. Problem: This is a real size photo of a brownie that Sam is gift-wrapping for his friend’s birthday. He is going to put a ribbon around the outside of it. How much ribbon will he need?

  23. WHAT: Using skills to solve unfamiliar problems

  24. Geometric Thinking Training Playing the game Write a rich problem – linking it to the relevant Learning Progression step. Write the solution framework • Write a checkpoint for geometric thinking self-regulated-learning • Find videos/ on-line resources that could be linked to the SRL sheet

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