Mathematics and Differentiated Instruction

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Cognitive Development

Differentiated instruction within the students zone of proximal developement

Allow for different work space according to student preference

Use of manipulatives

Allow students to work on parallel tasks

Open Ended tasks to allow for different points of entry

Students are able to show process through the use of the 4 step problem solving strategy (math curriculum)

Use pictures to show thinking

Numbers and words can also be used

Manipulatives to explain what they know

Math talk to teacher or peers

Conference with teacher

Use technology

Present information

Rubrics

Peer and Self Assessments

anecdotals

Video

Questioning

Connects with all subjects

Find the math in other subjects: Reciprocal Teaching

The problem solving skills the learn in mathematics they can apply to all subjects

Big ideas allow students to make connections within and between strands

Language

Through reciprocal teaching students are assigned roles to deconstruct math problems such as summarizing, questioning, clarifying, predicting

drama

Music

cognitive Development

Use digital portfolio so students can see progress and engage in metacognition in order to get students to think about how their thinking has changed

Differentiated Assessment Strategies

Teachers can use open ended assessment tools

UDL Principles

Math is engaging, rich tasks speak to student interests

All learners are successful

Teachers can provide different learning spaces to allow for different kids of learners such as outdoors or the music room

Mathematics and Differentiated Instruction

Assessing Problem Solving