Differentiated math instruction is when an instructor uses a collection of techniques, strategies, or adaptions used to reach a diverse group of students so math is made accessible to everyone. When one differentiates a math lesson, one is providing a variety of entry points or exit points designed to support student thinking. This makes math accessible to all students and no one feels left out.
One way is to set up a series of math centers or stations that students can work their way through. Centers might include watching a video, reading an article, solving a word problem, or doing an activity. Once the teacher has given the whole class lesson, students break up and work their way through the centers, spending 10 to 15 minutes at each stop. Math centers are great because they help facilitate independence, small group learning, and gives the teacher some time to provide additional support to struggling learners. It is important for the teacher to customize groups and centers to math the needs of students better.
Next, look at using activity or task cards that allow students to decide what they do and the choice gives students more power. Activity cards might be math problems, tasks, or questions and the material should span several lessons while offering students the opportunity to work individually, in small groups, or with a partner.
Another possibility is through the use of choice or menu boards since they provide students with a way of them making decisions about their learning. What ever type of choice board you choose to use, they have to focus on specific learning needs, interests, and skills. Use of choice or menu boards tends to increase student ownership because they can pace themselves and decide how they will engage with the information, and show what they've learned.
In addition, look at having students fill out math journals. When students write about math, they can reflect about their learning while having the chance to practice English, especially in written form. This is a great way for ELL students to practice their language skills while giving all students the opportunity to practice communication. Students can summarize key points, answer open ended questions, connect math with everyday life, or write about what they find most challenging. To make the entry point good for all students, do not set a minimum amount they must write. Give them the choice to write as little or as much as they want or even let them draw their ideas.
A slightly different idea here is to set up learning contracts. One way to do this is to ask students to reflect on their learning, set learning which includes what skills they need to learn, or which skills they want to improve, or the areas they want to explore. This is one way to set up personalized learning plans and these can be done at the beginning of the year and have students revisit these on a regular basis throughout the year.
Don't forget to use math games in class because they are fun, motivational and help students to deepen their mathematical thinking and reasoning. When using a game in class, make sure the games learning objective matches up with the mathematical objective. Always have a variety of games to use so you can change them out. Some games might involve the whole class while others allow each student to play individually. It all depends on what is needed.
Finally include digital practice for math. Look for websites and apps that are specifically designed to reinforce the current material being studied. Make sure the apps or website is not timed so students do not develop anxiety and are more likely to learn the material. Using these type of digital materials can increase the level of fun and participation without discouraging them as much.
When it comes time to implement these strategies, you don't have to do them all at once. Think about introducing one at a time so they get used to doing them but these are all ways to differentiate math instruction. Let me know what you think, I'd love to hear.
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