4. What is Differentiated Instruction?
a mind set where the
plans to meet the
diverse needs of
The learning outcome is
the focus for all
instruction is not:
Not individual lesson
plans for each student
Not “dumbing down”
Not assigning busy work
5. Teacher Differentiates:
One or more of the
they will learn and
will be demonstrated)
According to the
Readiness (for growth
Interests ( for motivation)
Learning Profile (for
6. Learning Styles in Math
Ask students to translate a problem into a picture.
Ask students to explain concepts to each other to see if there
are different ways of understanding
Use a number line on the floor to have students move as
positive and negative numbers
7. Partner Pair Share
Think about your own learning
experiences. Discuss with a partner.
Did you ever realize that there are different learning
Were you given a chance to find out about your own
Did your teacher offer a variety activities to meet
different learning styles?
Do you think this would have been helpful?
8. What you might see in a
differentiated math class
Students may not all be working on the same task
Some students may be working individually; some may be in
The teacher may be guiding groups, teaching whole group
sessions or working individually with students
Students will be encouraged to use more than one method of
finding the answer to a problem
Activities and assessments are based on the curriculum
Flexible groups are planned
10. Typical Classroom Procedures
1. Teacher models a procedure
2. Students practise by doing
3. Teacher assesses
1. students explore a problem
individually or in groups
2. students reflect & share the
strategies they used with the
3. teacher connects what the class
did, and models more examples,
gives handouts, etc.
4. students practice by doing the
assignment using multiple
strategies, explaining/showing as
5. teacher assesses and this drives
12. Why the Change?
Low scores on international testing, compared
to other countries who use a problem- based,
Brain research & constructivist theory shows
deep understanding occurs when students
actively problem solve & construct their own
13. Learning Process
1. Begin by using manipulatives to create an
understanding of why
2. Then use pictures to represent the understanding
3. Next, use symbols and do the procedure that comes
from understanding manipulatives and pictures
4. Finally, reflect and explain the how’s & why’s
14. How has math changed?
Lessons take more time (often multi-day)
More hands on math through the use of manipulatives
Students reflect/explain/show what they did
Many strategies introduced, not just one “correct” procedure
Problem solving occurs in all parts of the lesson
Stations are different locations in the classroom
where students work on different tasks in
It allows students to work with different group
members on different tasks.
It allows teachers to address different learning
styles through different activities.
22. Station Instructions
1. Find a partner.
2. Each group needs to go to a station.
3. You will have 10 minutes at each station to
complete the activity. The buzzer will indicate
when it is time to move to the next station.
4. If you complete your activity before the time
is up, begin working on your reflection.
5. Work cooperatively!!!
Grade 1 -- Patterns
Grade 2 – Measurement
Grade 4 – Addition Using Base Ten Blocks
Grade 5 -- Multiplication Using Arrays (Smart
Grade 7 -- Area of a Triangle Using Geoboards
Bev - Here are some ways that you can address learning styles in a math class.
Examples of what this could look like
Time: 2 minutes
Jade – razzle and dazzle you with a
Quick wardrobe change -
Mrs. Razzle and Mrs. Dazzle
Bev – traditional approach with a short example from her classroom (dividing fractions)
Jade – introducing the explore section of an assignment
Bev – In my day there was none of this explore and reflect business. My new textbooks have all these crazy things. I don’t know why we have to do this new fangled math!!
Jade – Well, Mrs. Razzle, it seems …
Bev – Oh so the manipulatives ….
Jade – Yes and the pictures help students represent their learning
Bev - #3
Jade – when we reflect on learning and explain how and why --- then we fully understand the math concept
Jade – Explore, Connect and Practice
Lucky day – no assessment!!!
Jade – introduce this image
From the Math Makes Sense textbook
Opening of each Lesson follows this format
Purpose of the explore is to have students engage in a task on their own, prior to the teacher introducing the topic
Based on constructivist theory: in order to learn something, we must make meaning of it for ourselves
As opposed to a traditional classroom, the explore allows students to try and figure things out for themselves
The activity connects to the lesson
It also reaches our kinesthetic learners because many of the lessons involve using manipulatives
Bev- teach the explore
Jade – assistant – handing out different coloured tiles and number lines
Bev – teach the connect section
Jade – monitor progress
Jade – Introduce NLVM site
B ev - Model one example using the NLVM site
Ask two Volunteers to come up and try it
Bev – give instructions for this
Jade - We need a handout with the practice 1a and 4 abc.
Bev – Give instructions – purpose of stations is to allow students/participants the opportunity to explore, making sense on your own, work cooperatively to figure out what to do; teacher may provide some support, but independent learning is the focus
Jade – set up the timer