Georgia Performance Standards Day 5: Differentiation 7 th Grade Mathematics.

Georgia Performance Georgia Performance StandardsStandards

Day 5: Day 5: Differentiation

77thth Grade Mathematics Grade Mathematics

Getting AcquaintedGetting Acquainted• Name Tag:

– First Name or Nickname

• Index Card:– Name– E-mail Address– System/School– GPS Status

Peggy PoolPeggy Pool

Georgia Department of Education

1754 Twin Towers East

Atlanta, Georgia 30334

Office phone: (404) 657- 9063

Office email: [email protected]

Group Norms and Group Norms and HousekeepingHousekeeping

Group Norms:• Ask questions• Work toward solutions• Honor confidentiality• Meet commitments or

let others know if you are struggling

Housekeeping:• Parking Lot• Phone calls• Rest rooms• Breaks• Lunch

Four Corners, Part 1Four Corners, Part 1

Choose a corner based on your confidence in understanding the GPS for 6th Grade Mathematics:

Needs Rethinking In Development Quality Exceptional

Four Corners, Part 2Four Corners, Part 2

What made you choose your corner?

Discuss what you know and

what you want to know.

Be prepared to share with the group.

Jumping JacksJumping Jacks

• The popularity of bicycle tours gave five college students an idea for a summer business.

• You cannot ride your bike around the classroom, but you can perform a simple experiment.

http://www.georgiastandards.org

Mathematics

Standards

Frameworks

Check it out!

7th Grade Framework is at the bottom of the page.

Essential Question #1Essential Question #1

What is differentiation and how does it fit into the standards-based education process?

What is Differentiation?What is Differentiation?

“Come to the edge,” he said.

“We are afraid,” they said.

“Come to the edge,” he said.

THEY DID.

And he pushed them,

And they flew.--Apolonaire

According to Grant Wiggins:According to Grant Wiggins:

"Good planning leaves room for the unplannable. You do not know what you'll be doing on April 11, and you're a fool if you think so. If you do, then the curriculum is more important to you than your students."

(Grant Wiggins, "Designing and Using Student Reflections and Self-Assessment," ASCD Summer Conference on Differentiated Instruction and Understanding by Design, June 2005)

Self-AssessmentSelf-Assessment

Some Underlying Assumptions

Of

Differentiated Instruction

Essential Principles of DifferentiationEssential Principles of Differentiation

1. Good Curriculum Comes First

2. All Tasks Should Be Respectful of the Learner

3. When in Doubt, Teach Up

4. Use Flexible Grouping

5. Become an Assessment Junkie

6. Grade for Growth

--Tomlinson & Eidson, Differentiation in Practice, Grades 5-9, 13-15.


Why and how do we differentiate?

WHYWHY Do We Differentiate? Do We Differentiate?

The EqualizerThe Equalizer

Concrete to abstractSimple to complexBasic to transformationalFewer facets to multi-facetsSmaller leaps to greater leapsMore structured to more openLess independence to greater independenceSlow to faster Tomlinson,1995

HOWHOW Do We Differentiate? Do We Differentiate?

DifferentiationDifferentiationIn yoursmallgroup,divide your chart paper into four columns and five rows.

What

is it?

How to differentiate

Strategies to use

Content

Process

Product

Learning Environment

Math “Coordinated”Math “Coordinated”

• Coordinating Translations

(From Unit 4 of the Grade 7 Framework.)

• Coordinating Rotations


• Dilations in the Coordinate Plane


PracticePractice• Work assigned task

• List differentiation strategies

• Remember:

*WHY-access, motivation, efficiency

*HOW- content, process, product,

learning environment

*Equalizer

Differentiation Stratego: A Reality GameDifferentiation Stratego: A Reality Game

• Shuffle the deck of profile cards.

• Equally distribute as many of the cards as possible.

• Provide appropriate differentiation for your given task.

• Display your results on chart paper.

• When finished, post your work.

• Be prepared to share your plan.


What does a differentiated classroom look like?

A True/False Quiz:A True/False Quiz:

Directions:

• Mark TRUE or FALSE.

• Compare your answers.

• If disagree, discuss to reach consensus.• Share with the whole group.

Traditional vs. DifferentiatedTraditional vs. Differentiated

• Read the characteristics

• Develop a creative demonstration • Prepare to share

Name That GraphName That Graph(Adapted from Unit 6 of the Grade 7 Framework.)(Adapted from Unit 6 of the Grade 7 Framework.)

• Choose three equations and t-charts to graph.

• Answer the questions.

• Make sure to get tic-tac-toe.

Essential Principles of DifferentiationEssential Principles of Differentiation

1. Good Curriculum Comes First

2. All Tasks Should Be Respectful of the Learner

3. When in Doubt, Teach Up

4. Use Flexible Grouping

5. Become an Assessment Junkie

6. Grade for Growth

--Tomlinson & Eidson, Differentiation in Practice, Grades 5-9, 13-15.

Set a GoalSet a Goal

It is perfectly acceptable to begin slowly

AS LONG AS WE DO BEGIN!

Your AssignmentYour Assignment

• Redeliver Day 5 Training.

• Bring to Day 6 Training:4 copies of a student work sample A copy of the assignment Two signed permission forms

Criteria for Good TasksCriteria for Good Tasks

• Involves significant mathematics

• Can be solved in a variety of ways

• Elicits a range of responses

• Requires communication

• Stimulates best performance

• Lends itself to a scoring rubric

Give Yourself a HandGive Yourself a Hand

You deserve it. Educators ROCK!

Peggy PoolPeggy Pool

Georgia Department of Education

1754 Twin Towers East

Atlanta, Georgia 30334

Office phone: (404) 657- 9063

Office email: [email protected]

Georgia Performance Standards Day 5: Differentiation 7 th Grade Mathematics.

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Transcript of Georgia Performance Standards Day 5: Differentiation 7 th Grade Mathematics.