Differentiating Instruction Dr. Laura McLaughlin Taddei.
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Transcript of Differentiating Instruction Dr. Laura McLaughlin Taddei.
![Page 1: Differentiating Instruction Dr. Laura McLaughlin Taddei.](https://reader036.fdocuments.net/reader036/viewer/2022062519/5697bff01a28abf838cbad0a/html5/thumbnails/1.jpg)
Differentiating InstructionDr. Laura McLaughlin Taddei
![Page 2: Differentiating Instruction Dr. Laura McLaughlin Taddei.](https://reader036.fdocuments.net/reader036/viewer/2022062519/5697bff01a28abf838cbad0a/html5/thumbnails/2.jpg)
Learning Outcomes
• Learning Goal: Students plan teaching and learning experiences to create a learning environment which promotes questioning, exploration and problem solving, and which allows for individual differences in students.
• Learning Goal: Students plan for activities that embrace multicultural and diverse experiences.
• Learning Goal: Through a service-learning experience, the students demonstrate the ability to interact with pre-school children and effectively implement mathematics lessons, which demonstrates the ability to individualize mathematics towards the developmental needs of the students.
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Differentiation and Problem-Based Teaching
• Why do you think problem-based approach to teaching is the best way to teach mathematics to a range of children in your classroom?
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Nuts and Bolts of Differentiating Instruction
• Instructional approach that focuses on all children. • Three basic ideas:• Planning lessons around meaningful content• Recognizing each child’s readiness, interest and approach to
learning• Connecting content and learners by modifying content,
process, product and the learning environment
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Recognizing Children as Learners
• How can you gather information on children’s readiness?
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Connecting Content and Learners
• What is learned should be generally the same for each child
• How children engage with and make sense of the content differs
• What a child produces may differ; how they share their ideas may differ
• How can you modify the learning environment – seating arrangement, grouping strategies, access to material, etc.
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Parallel Tasks
• Two or three tasks that focus on the same big idea but offer different levels of difficulty – all children should be able to participate in a meaningful discussion with the whole group
• Examples
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Open Questions
• Open when it can be solved in a variety of ways• Open when it can have a variety of answers• High level of cognitive demand – why?• Examples
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Strategies to create open questions
• Give answer and ask for the problem• Replace a number in a given problem with a blank or
question mark• Offer two situations and ask for similarities and
differences• Create a question in which children have to make choices
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Activity – Practice using strategies and create open questions
• In your group, practice using strategies and create open questions – pages 47-48
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Learning Centers
• Provide tasks that can be repeated multiple times during one visit
• Allows children to remain engaged until they are ready to transition
• Any other benefits for using learning centers
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Tiered Lesson
• Practice creating a tiered lesson – use pages 49 to 52 to assist you and template for tiered lesson plan.
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Flexible Grouping
• Need individual accountability• When one member of a small group asks a question, ask
the other members of the group for their feedback. • Teammates should be first resource and teacher help is
sought when the whole group needs help• How might this create a shift in your role as teacher?
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Questions
Please let me know if you have any questions or comments.
Complete a short exit activity – Minute paper.
Thank you!!!
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Resources
Van de Walle, J., Lovin, L., Karp, K., Bay-Williams, J. (2014). Teaching student-centered
mathematics. Second edition. Pearson Education.
Smith, S. (2013). Early childhood mathematics. Pearson Education