1. Math Menu: Differentiated Instruction in Mathematics Tuesday, November 24, 2009 St. Roch S.S. Room 215

2. A Teacher’s Prayer: Lord, Enable me to teach with WISDOM, for I help to shape the mind. Equip me to teach with TRUTH, for I help to shape the conscience. Encourage me to teach with VISION, for I help to shape the future. Empower me to teach with LOVE, for I help to shape the world.

3. Agenda Anticipation Guide on Mathematical Processes Overview of DI Differentiated Processes Activity Introduction to Processes Video Matching Game/ Give it the Gears What does DI look like in a Classroom? Problem Solving Activity #1 Lunch Problem Solving Activity #2 Curriculum Mapping Learning Styles Homework & Dismissal

4. Overview of DI Complete the Anticipation Guide on the Mathematical Processes Animal School Overview of DI

5. What do you know about the Mathematical Processes? How well do you know the processes? If you got more than 4, you can either do: Math Processes Matching Activity Give it the Gears Activity If you did not, view this videovideo

6. Mathematical Processes: The actions of mathematics Ways of acquiring and using the content, knowledge and skills of mathematics Processes endure much longer than the content expectations

7. Give it the gears….

8. Connecting Achievement Chart and Mathematical Processes Reasoning and Proving Thinking Problem Solving Knowledge and Understanding Reflecting Communication Application RepresentingCommunicating Selecting Tools and StrategiesConnecting Procedural KnowledgeConceptual Understanding Mathematical Processes

9. Math Processes Posters

10. Think, Pair, Share Think: Review BLM 1.5 Where are your strengths? weaknesses? Pair In your classroom, how might you shift your focus to better reflect the indicators? Share Share your reflections on the indicators

11. What effective DI looks and sounds like Make predictions for each indicator based on your experience Watch the video and note observations MJ Hobbs Video Be prepared to share with the whole group how this can support DI

12. Group Problem Solving Task #1 In groups of four, each group member takes a card from the envelope Collaboratively solve the problem using each members clue Reflect on the benefits of group problem solving Be prepared to share with the whole group how this can support DI

13. LUNCH Bless us, O Lord, and these your gifts, which we are about to receive from your bounty. Through Christ our Lord. Amen.

14. Ranking Problems on a Continuum Rank the problems in the six envelopes on a continuum of “simplest=1” to “most challenging=6”

15. Self Assessment Consider your comfort level with DI, as it relates to proportional reasoning Form a line based on your comfort level Discuss your placement choice with teachers near you to confirm you have positioned yourself appropriately. Adjust if necessary.

16. Group Problem Solving Task #2 In groups of four, each group member takes a card from the envelope Collaboratively solve the problem using each members clue Choose another problem to solve (groups of 3 or 4) Reflect the similarities and differences between your two problems Be prepared to share with the whole group how this can support DI

17. A Flowchart for DI

18. Grade 1-8 Curriculum Document Revised and implemented in September 2005 The 7 processes are the same Each grade has 5 strands: Number Sense and Numeration Measurement Geometry and Spatial Sense Patterning and Algebra Data Management & Probability Teachers must report on each strand twice over the three terms.

19. Curriculum Map Jig Saw Activity: Home Group: Groups of 5 Expert Group: Assigned by numbered heads In your expert group, for your assigned grade 8 strand: determine the big ideas What grade 9 (applied and academic) expectations build on the big ideas of your strand Return to your home group and take turns reporting your findings Comments/Questions

20. Learning Styles The Karen Hume Book Start Where They Are has two ways to determine the learning styles of your students BLM4.4 How do I Learn Best?How do I Learn Best BLM 4.5 VAK InventoryVAK Inventory When you know the learning styles of your students you can begin to differentiate according to learning style

21. Good Morning Miss Tolliver

22. Homework Try the VAK Inventory or How I Learn Best with your classes For one of your classes, plan a unit “Get Ready” diagnostic. Gather information on: What did they know? What misconceptions did you notice? What surprised you? What modifications did you make? Come prepared to share what you found.

23. Thanks: If you have a question, please contact us: Dwight Stead – Mathematical Literacy Consultant (7-12) x24533 Maggie Boss – Academic Consultant for Differentiated Instructions (K-8) x24171 Next Sessions are both here @ St. Roch S.S.: March 25 th, 2010 April 22 nd, 2010