Differentiated Instruction and Problem Solving
Research shows that within a class a range of readiness, interests and learning exists among students. Students have diverse entry points and it is essential to meet their needs. As educators we have an important responsibility to reach all learners.
How do we reach every student and have all students’ needs met?
We need to keep in mind…
How do we get to know the learner?
“Ultimately, our aim is to shape the learning experience so that it is appropriate to the learning preferences, interests and/or readiness of each student.” (Student Success Differentiated Instruction Educator’s Package 2010, p. 3 via Edugains)
How do we respond to students’ strengths and needs?
Once we know the learner’s readiness, interests and learner preferences (i.e. strengths and needs), teachers can respond by differentiating.
Students’ needs can be reached by…
Focusing instruction on Key Concepts / Big Ideas
“It is impossible to differentiate instruction meaningfully for any mathematical concept, procedure and / or strategy if teachers do not recognize key concepts.” (Differentiating Mathematics Instruction – Capacity Building Series, 2008, p.3)
Using an Instructional Trajectory / Landscape for Planning
Download the file below and go to page 4 for an example of an instructional trajectory. https://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/different_math.pdf
How do we reach every student and have all students’ needs met?
We need to keep in mind…
- Effective mathematics instruction is differentiated to meet the diversity of students’ learning needs.
- Differentiated instruction is teaching with student differences in mind. We need to understand our students as learners in order to purposefully plan instruction, assessment and evaluation to best meet their needs.
How do we get to know the learner?
“Ultimately, our aim is to shape the learning experience so that it is appropriate to the learning preferences, interests and/or readiness of each student.” (Student Success Differentiated Instruction Educator’s Package 2010, p. 3 via Edugains)
- Educators can use assessment to acquire information about students’ readiness, interests and learning preferences.
- To determine students’ readiness for a concept, we assess for learning (i.e., diagnostic and formative assessment). Examples: pre-assessments, anticipation guides, exit cards or examining student work.
- To determine students’ interests teachers can use tools such as interest questionnaires, surveys and asking questions.
- Learning preferences refers to how students prefer to acquire, process, and remember new information. This includes learning styles and intelligence and environmental preferences. Inventories, discussions and observation of responses are ways to gain insight as to how students prefer to learn.
How do we respond to students’ strengths and needs?
Once we know the learner’s readiness, interests and learner preferences (i.e. strengths and needs), teachers can respond by differentiating.
Students’ needs can be reached by…
- Focusing instruction on Key Concepts / Big Ideas
- Using an Instructional Trajectory / Landscape for planning
- Designing Open-Ended and Parallel Tasks
Focusing instruction on Key Concepts / Big Ideas
“It is impossible to differentiate instruction meaningfully for any mathematical concept, procedure and / or strategy if teachers do not recognize key concepts.” (Differentiating Mathematics Instruction – Capacity Building Series, 2008, p.3)
- An effective mathematics program clusters expectations around a big idea and explores effective teaching strategies for that big idea.
- The clustered expectations can be learning goals for lessons.
- Big ideas allow students to access similar problems with different levels of sophistication.
Using an Instructional Trajectory / Landscape for Planning
- Significant to meaningful differentiation is thinking about students’ mathematical development and sophistication.
- This involves mapping out a sequence for instruction.
- To construct the trajectory/landscape, key mathematical concepts are identified and relationships with overall and specific curriculum expectations are examined.
Download the file below and go to page 4 for an example of an instructional trajectory. https://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/different_math.pdf
different_math.pdf | |
File Size: | 346 kb |
File Type: |
Resources:
(Differentiating Mathematics Instruction- Capacity Building Series, 2008, p. 1-7) via edu.gov.on.ca) https://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/different_math.pdf
(A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 6-Volume 2 - Problem Solving and Communication, p. 33 via eworkshop.on.ca p. 33)http://www.eworkshop.on.ca/edu/resources/guides/Guide_Math_K_6_Volume_2.pdf
(A Guide to Effective Instruction in Mathematics Patterning and Algebra,Grades 4 to 6, 2008, p.18)
(Student Success Differentiated Instructor’s Package. Edugains p.7) http://www.edugains.ca/resourcesDI/EducatorsPackages/DIEducatorsPackage2010/2010EducatorsGuide.pdf
(Paying Attention to Mathematics Education – Seven Foundational Principles for Improvement in Mathematics K – 12, 2001, p. 6)
edu.gov.on.ca http://www.edu.gov.on.ca/eng/teachers/studentsuccess/FoundationPrincipals.pdf
(Student Success Differentiated Instruction Educator’s Package 2010, p. 6, 7, 10, 12, 14, 21 via Edugains)
(Differentiating Mathematics Instruction- Capacity Building Series, 2008, p. 1-7) via edu.gov.on.ca) https://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/different_math.pdf
(A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 6-Volume 2 - Problem Solving and Communication, p. 33 via eworkshop.on.ca p. 33)http://www.eworkshop.on.ca/edu/resources/guides/Guide_Math_K_6_Volume_2.pdf
(A Guide to Effective Instruction in Mathematics Patterning and Algebra,Grades 4 to 6, 2008, p.18)
(Student Success Differentiated Instructor’s Package. Edugains p.7) http://www.edugains.ca/resourcesDI/EducatorsPackages/DIEducatorsPackage2010/2010EducatorsGuide.pdf
(Paying Attention to Mathematics Education – Seven Foundational Principles for Improvement in Mathematics K – 12, 2001, p. 6)
edu.gov.on.ca http://www.edu.gov.on.ca/eng/teachers/studentsuccess/FoundationPrincipals.pdf
(Student Success Differentiated Instruction Educator’s Package 2010, p. 6, 7, 10, 12, 14, 21 via Edugains)