My
goal as a teacher is to create a classroom in which all students are able to learn
effectively, or in ways that are supportive of their learning needs, so
differentiation is necessary. “A
differentiated classroom provides different avenues to acquiring content, to
processing or making sense of ideas, and to developing products so that each
student can learn effectively” (Tomlinson, 2001, p. 1). Differentiation allows me to modify a
learning activity to meet my students’ needs which allows them better access to
the material.
I would
begin this mathematics lesson by showing students different ways to find the
unknown number in a division problem.
For example, I would write 15 ÷ 3 = ___.
This is a problem they are familiar with so students will easily
understand strategies to find the missing number. Next, I would write 15 ÷ ___ = 5.
I would show students how to use the same strategies to solve for the
missing number. Then, with students at
their desk with their white boards, I would put another equation on the board
and have the students work through the problem together with me. I would ask for choral response from the
students throughout the problem. I would model two problems like this before
putting an equation up for them to solve independently. I would walk around the
room and monitor students as they work to check for understanding and provide
clarification if needed.
Students would then be ready to
begin the learning activity. The
learning activity is interactive and includes task cards, which I would
introduce as a game to get the students excited. I would show students the task
cards and point out that each one has a division equation with an unknown
number. Sometimes the unknown number is the dividend or divisor and sometimes it
is the quotient. I would provide
modeling by showing the students my task card and demonstrating how I could
figure out the unknown number. I would
explain to the students that they will each get a task card and they are going
to become the expert in that task card. They would each get a piece of paper
with their task card and then have a few minutes to solve for their unknown
number. I would monitor the students as
they solve their cards and make sure they have solved for the unknown number
correctly. I would then explain that
students are going to participate in Think-Pair-Share with their task cards.
They would first find a partner and then try to solve their partner’s task card
on their paper. They would share their
answer with their partner and the partner would check their work to see if they
solved the unknown number correctly. If
not, the partner could provide guidance and help them work through the problem.
We would rotate partners a couple times so students have the opportunity to
work with different partners and solve different equations.
This lesson’s content
presentation and learning activity are easily differentiated for different
learners in the following ways:
English Language
Learners
·
Use visual aids such as pictures (arrays) and
charts (KWL)
·
Give clear, explicit instructions so the
students understand what they are expected to do
·
Model and demonstrate activities
·
Define vocabulary words
English Language Learners (ELL)
will benefit from the use of visuals and graphic organizers. I
would utilize arrays, a KWL chart, and would also show a short video to
introduce division at the start of the lesson.
It would be beneficial for them to have a visual with examples of the different
division strategies posted on chart paper to use a reference. Scaffolding, which
is modeling or demonstrating a new skill, is important to use with ELL
students. I have structured the content presentation with plenty of modeling
for these students. It would be
important for me to give clear, concise directions as well as speak slowly and
clearly. ELL students will benefit from working with a
partner in the learning activity. Not
only will the partner be able to assist them in solving the equation, but the
ELL student is also getting practice in hearing proficient English spoken and
practice in speaking English.
Special Needs Students
·
Allow more time
·
Follow IEP
·
Clear, concise instructions
·
Model and demonstrate activities
These students may need additional time
solving their task card. It would be
important for the teacher to monitor all students throughout the lesson and
provide further individual instruction or clarification when needed. If I notice that they are not finished solving
their task card after the three minutes, I would have them be my partner/s for
the first rotation so they could have more time to solve their card. Then they could join in rotating to a student
partner for the next rotation. These
students will benefit from many of same methods as ELL students, such as
modeling, pictures, charts, clear instructions, and well defined
vocabulary. Their IEP and any necessary
modifications would need to be in place.
Advanced or Gifted
Learners
·
Pair with struggling students to assist or model
proficient work
·
Give them more difficult task cards
Advanced learners must
be kept challenged and must have the opportunity to grow in their
learning. These students will need the
lesson modified to present more of a challenge. On their individual white boards, I would
write more difficult equations for them to solve after they have solved the
equation the whole class was solving. I
would also make more challenging task cards with more difficult equations for
these students to solve. For example,
their task cards might include 100 ÷ ____ = 4.
These students need to stay challenged so they do not get bored and they
are able to reach their potential.
During the task card activity, these students could help struggling
students and provide explanations which is helpful to both solidify their own
knowledge and help the struggling students hear proficient explanations from
their peers.
Reference
Tomlinson,
C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: ASCD.
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