Strategies for Differentiating Mathematics Instruction Day 1, Facilitator Handbook

Strategies for Differentiating

Mathematics Instruction
Grades K–8

Day 1

Professional Development

Facilitator Handbook

-SAMPLER-

Pearson School Achievement Services

Common Core State Standards © 2011

Strategies for Differentiating Mathematics Instruction K–5

Facilitator Handbook

Published by Pearson School Achievement Services, a division of Pearson, Inc.

1900 E. Lake Ave., Glenview, IL 60025

© 2011 Pearson, Inc.

All rights reserved.

Printed in the United States of America.

NPN

Facilitator Agenda

Strategies for Differentiating Mathematics Instruction

Day 1

Section / Time / Agenda Items
Introduction / 30 minutes / Slides 1–5
  • Welcome and Introductions
  • Ice-Breaker
  • Agenda/Table of Contents
  • Overview
  • Outcomes
  • Activity: Math Disposition (+, -)
  • Activity: One Up, One Down: Part 1

1: Developing Ideas About Differentiated Mathematics Instruction / 45 Minutes / Slides 6–10
  • Establishing Assumptions
  • Equitable Instruction
  • Differentiated Instruction
  • John Van de Walle on Approach to Teaching

Break / 15 minutes
1: Developing Ideas About Differentiated Mathematics Instruction / 45 Minutes / Slides 11–24
  • Teaching through Problem Solving
  • Features of a Problem
  • Relational Understanding
  • Multiple Representations
  • Three-Phase Structure

2: Developing Strategies for Supporting Differentiation / 45 minutes / Slides 25–32
  • BEFORE the Task
  • Getting Ready
  • DURING the Task
  • Students Work
  • AFTER the Task
  • Class discussion

Lunch / 60 minutes
3: Applying Differentiated Mathematics Instruction in Your Classroom / 75 minutes / Slides 33-42
  • Supporting All Students
  • Student Profiles
  • Hedden's Continuum
  • Accessibility Issues
  • Accessibility Strategies

Break / 15 minutes
3. Applying Differentiated Mathematics Instruction in Your Classroom (continued) / 75 minutes / Slides 43-58
  • Supporting All Students (continued)
  • Accommodations/Modifications
  • Accessibility Planning
  • Let Go!

4. Reflection and Closing / 15 minutes / Slides 59–60
  • Reflections/Closing

Total / 6 hours

Preparation and Background

Workshop Information

Big Ideas

All students can learn mathematics.

Differentiating instruction is necessary to ensure that the mathematics instruction is accessible to all learners.

Essential Questions

What is differentiated instruction?

What are instructional strategies for supporting differentiation in the classroom?

How can we differentiate for all students every day?

The objectives for the first day's training include support for these outcomes:

  • Developing ideas about differentiated mathematics instruction
  • Developing strategies for supporting differentiation
  • Applying differentiated mathematics instruction in the classroom

Participants will be able to:

  • Make mathematical tasks worthwhile and engaging for all students
  • Develop a rich understanding of differentiated instruction to adapt mathematics instruction to meet student needs
  • Implement the use of flexible grouping and use of ongoing assessments in a mathematics lesson
  • Support purposeful student struggle and identify common misconceptions in mathematics as opportunities for learning
  • Support mathematics learning for diverse student populations, including English language learners

Section 2: Developing Strategies for Differentiated Instruction

(Slides 25–32)

Time: 45 minutes

Materials per Section

  • Computer
  • Projector
  • PowerPoint presentation
  • Pearson Custom Publication
  • Participant Workbook
  • Chart paper
  • Colored markers
  • Pens or pencils
  • 8.5 x 11 paper
  • Graph or grid paper
  • Index cards
  • Brown lunch bags

Topic / Presentation Points / Presentation Preview
Developing Strategies for Supporting Differentiation /
  • Display Slide 25.
  • Tell participants in this section they will learn how to:
  • Support mathematics learning for a diverse student population.
  • Differentiate mathematics instruction to meet student needs/
  • Support mathematics learning for English language learners.
Before, During, and After the Task / PW: Pages18-19
Pearson Custom Publication,
Page 50
BEFORE the Task /
  • Display Slide 26.
  • Remind participants that this is what they discussed earlier, and worked with a buddy, however, in this section they will examine the three phases of the lesson structure in detail while analyzing classroom video that aligns to each phase. Participants will also begin to look at instructional strategies for various student profiles and practice planning accommodations and modifications for each.
  • The key to differentiation is having a framework that gives teachers the opportunity to plan for specific strategies for differentiating instruction within a lesson, so have participants start by further examining the three-phase structure of a lesson, one phase at a time, beginning with the Before phase.
  • Notice the title “Getting Ready”: Who’s getting ready? For what?
/ PW: Page 21
Pearson Custom Publication,
Pages 49-56
Display Slide 27.
  • Set purpose for viewing, by having participants turn to page 21 in Participant Workbook and read the three teacher actions under Getting Ready.
  • While they watch the video have participants take notes regarding the evidence of the teacher actions under each. Ask participants to note how he gets students ready to work on the task at hand.
  • At this point, play Segment 1 of the Conceptual Mathematics video. In this clip, Jimmy Scherrer, a math coach, attempts to provide students access to the mathematics by teaching through problem solving.
  • Discussion questions should point only to the content of the training thus far (i.e., do NOT mention purposeful struggle or level of cognitive demand):
  • Analyzing the Before phase
  • How does Mr. Scherrer activate prior knowledge, connect the task to prior student experiences?
  • How does he ensure the problem is understood and decide it is time to move on to exploring the task?
  • Are expectations clear? How so? Defining equitable/differentiated instruction and three features of a problem and teaching through problem solving.
  • In what ways do Mr. Scherrer’s practices support our assumptions and the three features of a problem?
  • In what ways do Mr. Scherrer’s practices support teaching through problem solving?
  • Have participants work the problem on page 22 in the Participant Workbook. Supply graph paper if participants need it. While debriefing this problem, have participants begin to think about how they use this task or a similar one with their students. Have participants work solo initially for about 5 minutes. Next have them work as a group. Remind participants about providing justification.
  • Debrief segment 1 of the video
/ PW: Pages 21-22
Pearson Custom Publication,
Pages 49-56
DURING the Task /
  • Display Slides 28-29.
  • How did the teacher let go?
  • What was the evidence that the teacher listened actively?
  • Did he provide appropriate hints? Did he scaffold this for some students?
  • Debrief segment 2 of the video
/ PW: Page 23
Pearson Custom Publication,
Pages 49-56

© 2011 Pearson, Inc. All rights reserved.1