georgia performance standards day 5: differentiation 3 rd -5 th grade mathematics
TRANSCRIPT
Georgia Performance Georgia Performance StandardsStandards
Day 5: Day 5: Differentiation
33rdrd-5-5thth Grade Grade MathematicsMathematics
Getting AcquaintedGetting Acquainted• Name Tag:
– First Name or Nickname
• Index Card:– Name– E-mail Address– System/School– GPS Status
Contact InformationContact InformationJessica JettonJessica Jetton
Georgia Department of Education
1754 Twin Towers East
205 Jesse Hill Jr. Drive, SE
Atlanta, Georgia 30334-5040
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 1Choose a corner based on your confidence in understanding the GPS for 8th Grade Mathematics:
Attended Days 1-4 GPS Training Attended GPS Redelivery Somewhat familiar with GPS What is GPS and why am
I here?
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.
CALVIN AND HOBBES © 1993 Watterson. Dist. By UNIVERSAL PRESS SYNDICATE. Reprinted with permission. All rights reserved.
Logical ExerciseLogical Exercise Grade 3 Unit 6 -Culminating Task “We’re Having a Party!”
• You have square tables which will seat four people, one on each side. For the party,you will place the tables together to form a rectangle (no holes in the middle, solid rectangles!). Describe all the ways that you could arrange the tables to seat 48 people. Use pictures and charts for your solution.
• Find the largest number of tables that one can use as well as the smallest number of tables.
http://www.georgiastandards.org
Mathematics
http://www.gadoe.org
Drop down to Curriculum and Instructional Services
Click here for the Mathematics Webpage.
Click here for the standards and frameworks.
Standards
Frameworks
•Grade 3 •Curriculum Map •Unit 2 - Multiplication and Division of Whole Numbers •Unit 3 - Geometry and Measurement •Unit 4 - Fractions and Decimals •Unit 6 - Algebra
•Grade 4 •Curriculum Map •Unit 1 - Numeration •Unit 4 - Coordinates Geometry and Graphs •Unit 5 - Fractions and Decimals •Unit 6 - Algebra
•Grade 5 •Curriculum Map •Unit 1 - Groovy Graphing •Unit 2 - Divine Decimals •Unit 3 - Funky Fractions •Unit 4 - Plane Figures
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?
What Differentiation is What Differentiation is NOT…NOT…
• Individualized Instruction
• Chaotic
• Homogeneous Grouping
• Tailoring the same Clothes
Carol Ann TomlinsonHow to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition, pp 1-7.
What Differentiation What Differentiation ISIS……
• Proactive
• More Qualitative than Quantitative
• Rooted in Assessment
• Student CenteredCarol Ann Tomlinson
How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition, pp 1-7.
What Differentiation What Differentiation ISIS……
• Provides Multiple Approaches to Content, Process, and Product
• A Blend of Whole-Class, Group, and Individual Instruction
• OrganicCarol Ann Tomlinson
How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition, pp 1-7.
“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
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.
Grade 3 Unit 6 -Culminating Task “We’re Having a Party!”
• You have square tables which will seat four people, one on each side. For the party,you will place the tables together to form a rectangle (no holes in the middle, solid rectangles!). Describe all the ways that you could arrange the tables to seat 48 people. Use pictures and charts for your solution.
• Find the largest number of tables that one can use as well as the smallest number of tables.
Essential Question #2Essential Question #2
Why and how do we differentiate?
WHYWHY Do We Differentiate? Do We Differentiate?
Two Reasons to DifferentiateTwo Reasons to Differentiate
1. It is the only fair way to teach.
2. Most school districts and parents require it.
HOWHOW Do We Differentiate? Do We Differentiate?
The Role of the TeacherThe Role of the Teacher Instead of being the keeper and
dispenser of knowledge,
the teacher should move toward seeing themselves as
organizers of learning opportunities.
.
Carol Ann TomlinsonHow to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition, p 16.
Classroom ManagementClassroom Management
There are many effective ways to develop a classroom in which students participate in a variety of interesting and engaging activities.
Preparation for DifferentiationPreparation for Differentiation
ReadinessReadiness
InterestsInterests
Mathematical Learning StyleMathematical Learning Style
ReadinessReadiness A good readiness match pushes the student a little bit beyond his or her comfort zone and then provides support in bridging the gap between the known and unknown.
Carol Ann TomlinsonHow to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition, p 47.
InterestsInterests Match between school and personal desires to learn
Connectedness between all learning
Use skills or familiar ideas as a bridge to new ones
Enhance motivation to learn
Carol Ann TomlinsonHow to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition, p 47.
Mathematical Learning StylesMathematical Learning StylesMASTERY STYLEPeople in this category tend to work step-by-step.
UNDERSTANDING STYLEPeople in this category tend to search for patterns, categories, and reasons.
“Creating a Differentiated Mathematics Classroom” Strong, Thomas, Perini, Silver 2004
Mathematical Learning StylesMathematical Learning StylesINTERPERSONAL STYLEPeople in this category tend to learn through conversation, personal relationship, and association.
SELF-EXPRESSIVE STYLEPeople in this category tend to visualize, create images, and pursue multiple strategies.
“Creating a Differentiated Mathematics Classroom” Strong, Thomas, Perini, Silver 2004
Elements of the CurriculumElements of the Curriculum
ContentContent
ProcessProcess
ProductProduct
Grade 4 Unit 4 Culminating Task “Polygon Challenge”
You have been given the task of building at least two different polygons using pattern blocks. There are specific guidelines you must follow.
Part One:Select the appropriate blocks for beginning your challenge.
Here are the requirements for your building materials.· Use a total of 8 blocks.
· You may only use trapezoids, triangles, hexagons, and rhombi pattern blocks for this activity.
· List the number of each shape and color that was used to build your polygon.
· Draw and color your polygon on graph paper.· Label your polygon with the correct name.
Part Two: Design a second polygon that is different from the first one that
you built.· List the number of each shape and color that was used to build
your polygon.· Draw and color your polygon on graph paper.
· Label your polygon with the correct name.
DifferentiationDifferentiation
Content Process Product
Mastery
Understanding
Interpersonal
Self-Expressive
In your small group, divide your chart paper into four columns and five rows. Complete the chart for our task.
Essential Question #3Essential Question #3
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 • Prepare to share in a whole group
discussion concerning the similarities and differences of the two.
Grade 5 Unit 2 Culminating Task “Bargain Shopping”Grade 5 Unit 2 Culminating Task “Bargain Shopping”*Adapted from *Adapted from A Collection of Performance Tasks and Rubrics: Upper A Collection of Performance Tasks and Rubrics: Upper
Elementary School MathematicsElementary School Mathematics by C. Danielson. by C. Danielson.
It is time to go shopping for school supplies for next It is time to go shopping for school supplies for next school year. You have ads from two local stores school year. You have ads from two local stores
indicating their prices (which include sales tax) for indicating their prices (which include sales tax) for different school supplies. Your mother has given you different school supplies. Your mother has given you $45.50 to spend, and wants you to find the best prices $45.50 to spend, and wants you to find the best prices
on things you will need.on things you will need.
While working this task, consider how you may differentiate the Content, Process, and Product to accommodate the various mathematical learning styles.
mastery style, understanding style,
interpersonal style, and self-expressive style.
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 GoalIt 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!
Contact InformationContact InformationJessica JettonJessica Jetton
Georgia Department of Education
1754 Twin Towers East
205 Jesse Hill Jr. Drive, SE
Atlanta, Georgia 30334-5040
Office phone: (404) 657- 9063
Office email: [email protected]