DIFFERENTIATE INSTRUCTION - PowerPoint Presentation

Slide1

DIFFERENTIATE INSTRUCTIONmiddle/high school mathematics

p

resented by

Judith T. Brendel Ed.M.

May 1, 2017 FEA full-day 9am-3pm

Slide2

DIFFERENTIATE why?

For students to experience

multiple opportunities

to work within the same topic.

To keep all students actively

engaged and interested

.

Meet the different

learning style preferences

of your students. Give them different types of activities as they learn, practice and assess their understanding.

Meet the

different levels of understanding

of all the students in your class.

Give students experiences

outside-their-comfort-zone

; so they learn to persevere and be successful.

Slide3

What will you do?

-

Participate

in an engaging activity focused on Math Practices and differentiating tasks;

Debrief the activity (see MPs workbook page-3)

-

Select

a topic/standards for your students

-

Create

a similar activity for your students

Use √off-list

Use templates for formatting

Use hardcopy & online resources for content

Slide4

FEA Website

http://www.njpsa

Scroll to right

…

to FEA PROGRAMS

Scroll down

… to PROFESSIONAL LEARNING RESOURCE LINK

http://njpsa.org/professional-learning-resource-links

/

Later today, the

PowerPoint

and some resources from today’s workshop will be listed here under

May 1, 2017 “Differentiate Instruction Grades 6-12” workshop.

Slide5

Make sense of problems; persevere

in solving them

Reason

abstractly and quantitatively

Construct viable

arguments and critique

the reasoning of others

Model

with mathematicsUse appropriate tools strategicallyAttend to precisionLook for and make use of structureLook for and express regularity in repeated reasoning

The 8 MATHEMATICAL ”PRACTICES” (process) STANDARDS

Slide6

Which one Doesn’t Belong and Why?RAISE the level of EACH student’s thinking

MONITOR each student’s understanding

CHALLENGE ALL!

A

B

C

D

Slide7

ABCD monitor each

Which one Doesn’t Belong and Why?

B. 6 > 2 + 1

√4 = 1

2

+ √9

C. 2 + 4

>

1+ 5 A. 5 < 6

See ‘A’ above:

Compare 2 two-digit numbers … record results of comparisons with symbols > = < (use of symbols new to grade-1.)

Slide8

ABCD monitor each

Which one Doesn’t Belong and Why?

B.

D.

C.

A.

Slide9

Which ONE doesn’t belong?

A

C

D

B

Slide10

Which

is the most

difficult

to solve

?

C)

x + 2 = 14 - 2 -2

X

= 12

B)

14 = 2 -

x

+

X

+ X

X + 14 = 2

- 14

-

14

X

=

-12

2

x

= - 14

2X

=

- 14

2 2

X = - 7

D)

x/

2 = - 14

(2

)

x/

2 = - 14

(2)

x

= - 28

CREATE YOUR OWN

Work with a colleague

.

Slide11

Math Practices #1 and #2

Make sense of problems and persevere in solving them.

“Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its

solution.”

“They

can understand the approaches of others to solving complex

problems and identify correspondences between different approaches.”

Reason

abstractly and quantitatively. “… knowing and flexibly using different properties of operations and objects .…”

Make sense of problems and persevere in solving them.

“Mathematically proficient students start by explaining to themselves the meaning of a problem and

looking for entry points

to its solution.”

“They can understand the approaches of others to solving complex problems and

identify

correspondences

between different approaches

.

”

Reason abstractly and quantitatively. “…

knowing and flexibly

using different properties of operations

and objects .…”

Slide12

MOVIE CLIP

Lucy and Ethel

in the

CANDY FACTORY

Google: You tube Lucy Ethel Chocolate Factory

Slide13

USE VIDEOS

“

THE CANDY FACTORY

” math worksheet

(Handout to be distributed)

What SKILLS do you see here?

What GRADE-LEVELS or COURSES?

MathBits.com

Slide14

GET THEM MOVINGMAKING DECISIONSBEING SUCCESSFUL

SEE EACH OTHER THINKING

Slide15

CHANGE PROCESS!!!

21

st

C

entury

A

ssembly

Line Move, have fun, see each other thinkingOrganize thoughts; show process;Follow rules; defend/critique each others workArithmetic

8-10 steps (yellow)Algebra about 8 steps (white)

with Answer Keys

WORKBOOK pages 2-6

Slide16

CHANGE PROCESS!!!

21

st

C

entury

A

ssembly Line

PASS IT ON Move, have fun, see each other thinkingOrganize thoughts; show process;Follow rules; defend/critique each others work

Geometry about 7 steps (G.4/5)Fractions 8 steps (note step #1)

Pre-Algebra

(more fractions) (white

)

WORK TOGETHER

*

CREATE

YOUR OWN

Slide17

Math Practices #4

Model

with mathematics

.

“

Mathematically proficient students

can

apply the mathematics

they know to solve problems arising in everyday life, society and the workplace…..”

MP. 4: Model

with mathematics

Slide18

2D – to – 3DYou already know so much!

Yes, CONCRETE!

Yes, MANIPULATIVES in MS HS!

Slide19

USE non-math

FOCUS ON CONCEPT before the math

FUN with PUZZLE PIECES

(work in pairs or groups of 3)

1

2

3

4

ENVELOPES of PUZZLE PIECES

a

nd Answer Keys

Slide20

CAROUSEL*ACTIVITIES Why do these?

SAME THEME different

TYPES

of tasks

SAME THEME different

LEVELS

of difficulty

INDIVIDUAL, PAIRED

or TEAM activityPARCC-Like (gr.8/9) P.7-11, Q&A p.12 Algebra: Levels 1, 2 and 3 (p.23-24) Signed Numbers; Exponents

(p.13-19) Geometry (p.22-23)

Equations

Students move about the room (w/clip board, handout, pencil) to complete multiple tasks.

Posted about room are sheets, cards or post-its with tasks

Needed tools are at each site

Answer keys are available to students

POSTED ABOUT ROOM:

Turquoise sheets: PARCC like format

Fun Shapes: Grades 8-9

Yellow Index cards: Geometry

PICK FROM DECK:

Green Index cards: Pick two to do.

Slide21

CAROUSEL

WORK TOGETHER

*

CREATE / PLAN

YOUR OWN

(workbook pages 7-19)

Slide22

Math Practices #3

Construct viable arguments and critique the reasoning of others.

They justify their conclusions, communicate them to others, and respond to the arguments of others.

…

Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

MP. 3: Construct

viable arguments and

critique the reasoning of

others

Slide23

MATCH your PARTNERSet CD GH (MS/HS)

Set A & B (Expressions)

Set A & B (Equations)

Set C & D (

Inequalities

Worksheet form

(gray sheets)

WORK TOGETHER

*CREATE YOUR OWN

Slide24

Math Practices #6

Attend to precision.

Mathematically proficient students try to communicate precisely to others.

Slide25

Frayer Model from AdLit.org Classroom Strategy Library

Examples

Non-examples

Definition

Fact

Word / Concept

Slide26

Slide27

Frayer Model from AdLit.org Classroom Strategy Library

Examples

Non-examples

Definition

Fact

Word / Concept

CREATE YOUR OWN

Form in your folder.

Slide28

A VOCAB LADDER

ACTIVITY

Directions:

Students work in pairs (fold the sheet)

Teacher decides who goes first (closest birthday?)

First student: begins at the bottom and reads one definition slowly

Second student: gives the vocabulary word to match

If correct – then the second student reads …

If incorrect – the first student continues(If a student is incorrect … must begin at step-1 next time. Repetition = continued practice.)Add challenge: student #1 reads word, student #2 gives definition See Workbook pages 20-21: PAIRS PLAY a few rounds: Algebra (select a page; fold vertically)

Handout packet gr. 6, 7, 8)

Slide29

Match Parts with whole

Activity:

Student pairs or groups of 3 (compete)

Envelopes contain:

-

Fractions and Exponents

-

Geometry

: characteristics and shapes- Algebra-II: - Blank form-Formulas and uses-Vocabulary words and definitions-Students work together and teacheach other.

Workbooks P.25-33 samples

Slide30

MATCH the GRAPHGEOMETRY

ACTIVITY: Battle-ship-like game

(Student pairs)

Play games to practice; improve organization; improve sequencing, problem-solving, vocabulary, ….

(workbook p. 34-35 samples)

Match the Graph

Geometric Shapes

Snap Cubes

Template-Shapes

Snap Cube / Polygon shapes / Fraction Tiles

Geometric Shapes

Template Shapes

Create Your Own for Algebra or Algebra-II

Separate Handouts

r

ulers, graph paper

Slide31

MATCH the GRAPHALGEBRA

ACTIVITY: Battle-ship-like game

(Student pairs)

Play games to practice; improve organization; improve sequencing, problem-solving, vocabulary, ….

Match the Graph

Linear

Equations Give directions with coordinates points, slope and/or x- or y-interceptsAlgebra-II w/wo conics (sep. pkt.)

Slide32

Math + Fun = more learning

Equation Tic Tac Toe

(sample

Wkbk

. P. 36-7)

1

2

3

6

9

5

4

7

8

Slide33

CHANGE the QUESTIONS

How do PARCC questions look?

…. B. .... C. ….. D. ….

WRITE

DRAW EXPLAIN COMPARE

SKETCH CONSTRUCT BUILD WHY?

PROVE

YES? NO? NOT TRUE?

Slide34

More then one right answerMORE RIGOR

ACTIVITY

Student pairs

(workbook p.38-40)

GEOMETRY

(probability?)

Same perimeter different areas

Same area different perimeters

Slide35

AREA with PERIMETER

Activity:

FIND THE AREA

:

Draw 3-4 different rectangles that have a

perimeter of 30

. Record the

area of each. (Use whole numbers only.)Which shapes have the largest & smallest area?What do you observe?

Slide36

PERIMETER with AREA

Activity:

FIND THE PERIMETE

R

:

Draw 4-5 different rectangles that have a

area of 36

. Record the

perimeter of each. (Use whole numbers only.)Which shapes have the largest & smallest area?Which has the largest & smallest perimeter?

Slide37

ERROR ANALYSIS

Teacher selects

examples focusing on most common errors.

Students

solve

the example correctly

Students

discuss with partnerStudents also explain the error that had been madeThis can be done individually or in pairs (This had been used successfully in a collaborative ‘Basic Algebra’ class.)

Workbook p 41-42

Slide38

CHANGE the QUESTIONHow should I write my answer?

Should I ESTIMATE ???

If I use DECIMALS I can use my calculator.

Will that work?

Should I

work with FRACTIONS

WHAT makes SENSE?

Workbook pages 44-46

Slide39

HOW should I write my answer?

As an IMPROPER FRACTION? ( 13/2 )

A MIXED NUMBER? ( 5-1/2 )

A DECIMAL NUMBER? (4.32 )

Should I ROUND UP? (4.8 is about 5)

Should I ROUND DOWN? (4.8 can round down to 4)

Should I use π on my calculator or 3.14 ?

and WHY ?

WORKBOOK pages 43 and 44 and

HANDOUTS TO USE NOW

Slide40

SEE EACH ONE THINKING

If you have, DISTRIBUTE

S

leeves and Markers

o

r

Individual White

Boards

Slide41

Change the Question not the Textbook

ORIGINAL

NEW QUESTION same example

1

Add 3/8 and 4/8

Is the sum of these

two fractions closer to ½ or closer to 1 whole?

Explain or show

how you know.

2

4 x

2/3

=

Estimate your answer. The

product

is

(a) > 4

b) < 4

(c

)

< 1 (d) <

2

3

Find the sum

5/12

6/12

7/12

REWRITE

this example

using only two fractions so you will get the same answer when they are added.

4

What is the total?

5

and

5/7, and

4 and 6/7

How can you

tell by just looking at this example that your answer will be greater than 10?

EXPLAIN in WORDS.

See #2 above:

NEW grade-5

: Explain why multiplying a given number by a fraction

less than 1

results in a product smaller than the given number; … (5.NF.5.b)

Workbook pages 47-48

Slide42

Change the Question not the Textbook

ORIGINAL

NEW QUESTION same example

5

2/3 + ¾ = ?

5/7

17/24

5/12

Choices ‘A’ and ‘B’ are incorrect. What do you think someone might have thought if they selected one of these choices?

6

0.25, 50% and 2/3

Create

two different examples using these numbers. Solve them.

7

5/12

+ 6/12 + 7/12

What could

you add to these three fractions so the sum would be

A mixed number? Add ___ new sum = _____

A whole number? Add ___ new sum = _____

A negative integer? Add ___ new sum = ____

Zero? Add ____ new sum = ____

8

1/20

1/10 1/5 and 1/8

Mark

says there is a very easy way to put these fractions in order without making common denominators. Explain.

WORK TOGETHER

*

CREATE

YOUR OWN

Slide43

Change the Homework Question

WHICH 2 are the easiest

and which 2

are

the most difficult to solve? Why?

1

Solve

for n: 2n – 4 = 12

6

Solve for x: 3x =

2

2

+ 2

2

Solve for x: 10 = 3 x + 4

7

Solve for w: √25 = w

3

Solve for a: 1/3 a = 10

8

Solve for a: 2900 = 100a

4

Solve for x:

2 (x +1) = 12

9

Evaluate if x = 4: x

2

+ x – 16

5

Solve for w: 3 (2

- w) = 12

10

Evaluate if y

= 3: 9 – y + y

3

Slide44

Change the Homework Question

WHICH 2 are the easiest

and

which 2

are

the most difficult to solve? Why?

1

Solve

for n: 2n – 4 = 12n=8

6

Solve for x: 3x =

2

2

+ 2

x = 2

2

Solve for x: 10 = 3 x + 4

2=x

7

Solve for w: √25 = w

5 = w

3

Solve for a: 1/3 a = 10

a = 30

8

Solve for a: 2900 = 100 x

x=29

4

Solve for x:

2 (x +1) = 12

x = 5

9

Evaluate if x = 4: x

2

+ x – 16

4

5

Solve for w: 3 (2

- w) = 12

w = 6

10

Evaluate if y

= 3: 9 – y + y

3

33

Slide45

Change the Homework Question

(grades

4-5) Make 2 groups: WHICH are the easiest

and which

are

the most difficult to solve? Why?

1Find the sum: 15.2 + 12.7

6

Which is larger? 2/3

or 7/8

2

Find the sum: 12.8 + 6.29

7

Which is larger? 5/9

or 7/8?

3

Find difference: 16.04

– 1.8

8

Which is closer to ½?

3/8

or 6/10

4

Find difference: 16.98

– 6.25

9

How much time between

2:05 pm and 8:20 pm?

5

Which is larger? 6/9

or 2/3?

10

How much time between

10:05 am and 5:20 pm?

Slide46

(grades

4-5 ) Possible

Answers

Easier More Difficult

1

15.2

(easy to line-up)

12.7

27.9 (no regrouping)

2

12.8

6.29

(

line up decimals

)

19.09

(

regroup

)

4

16.98

– 6.25

10.73

(no regrouping)

3

16.04

-1. 08

(need to regroup twice)

14.96

5

Which is larger? 6/9

or 2/3?

(the same 6/9 reduces to 2/3)

7

larger? 5/9

or 7/8? Ans.

7/8

Need common denom. to compare

5/9=

40/72

7/8=

63/72

6

Which is larger? 2/3

or 7/8?

7/8. It is only 1/8 away from 1; 2/3 is 1/3 away; 1/3 is larger than 1/8

8

Which closer to ½?

3/8

or 6/10

9

8:20 pm

- 2:05

pm is

6 hours 15 min no regrouping

10

time between 10:05am &5:20pm

10am to12pm = 2, 12pm to 5pm=5

2hr+5hr=

7hr (add am + pm

hrs

)

20-5=

15min

. Answer:

7 hr.15 min

Slide47

Change the Homework Question

Separate these

10 examples into 2 groups and explain why you separated them that way.

1

Solve

for n: 2n – 4 = -12

6

Solve for x: 3x =

2

2

+ 2

2

Solve for x: 10 = 3 x + 4

7

Solve for w: √25 = w

3

Solve for a: 1/3 a = 10

8

Solve for a: 2900 = 100 x

4

Solve for x:

2 (x +1)= -17

9

Evaluate if x=4: x

2

+ x – 16

5

Solve for w: 3(2

– w)=12

10

Evaluate if y

= 3: 9 – y + y

3

Slide48

Change the Homework Question

Separate these

10 examples into 2 groups and explain why you separated them that way.

1

Solve

for n: 2n – 4 = -12

n = -8

6

Solve for x: 3x =

2

2

+ 2

x = 2

2

Solve for x: 10 = 3 x + 4

2= x

7

Solve for w: √25 = w +

3

2

-4 = w

3

Solve for a: 1/3 a = 10

a = 30

8

Solve for a: 2900 = 100 x

x

=29

4

Solve for x:

2 (x +1) = -17

x =

-19/2

=

-9.5

9

Evaluate if x = 4: x

2

+ x – 16

4

5

Solve for w: 3 (2

- w) = 12

w = 6

10

Evaluate if y

= 3: 9 – y + y

3

33

Slide49

As The Crow FliesActivity

CCSS takes what seems so usual, just a bit further.

School

Your house

Friend’s House

Slide50

As The Crow Flies Activity

CCSS takes what seems so usual, just a bit further.

School

Your house

Friend’s House

Slide51

As The Crow Flies Activity

CCSS takes what seems so usual, just a bit further.

School

Your house

Friend’s House

Slide52

U.S.A. MAP

MAKE THE TASK Individually meaningful.

Add grid lines

PLOT TRIP

PLOT PLANE FLIGHT

ESTIMATE AREAS

What questions could you ask?

Hardcopy handout

Slide53

LAB STATIONS for any grade or course

What are they?

Why have them?

Think

of lab stations appropriate for one of your classes

(topic, standards, format, levels

… tools, manipulatives, technology, … skills, applications, ... Individual or pairs ...)K.I.S.S. for this activity!

Slide54

LAB STATIONS grades K-2

TOPIC:

HALF

Station #

4

- Trace to make the other half (

fraction tiles

)

5a - Cover half the shape (attribute blocks)5 - Show half (fraction tiles)8 - Write half a sentence then ….11 - Make stand-up pattern (pattern blocks

)11A – Use template; trace to match other half

Slide55

LAB STATIONS grades 3-6

TOPIC:

ESTIMATION

Station #

8

- Coiled rope: estimate length

2

- Overflow the spoon3 - Toothpick count4 - Jellybean mix-up5 - Unifix cubes

Slide56

LAB STATIONS (any grade or subject)

Work alone, in pairs, or teams of three

Each student submits own lab report

Discover

Create

Experiment

Compare/contrast

Solve (skill based)

Apply to real-life situationApply to selfRelate to another subject, another genreUse manipulatives/tools Build, constructWrite, explain, critiqueGraph, draw, model, photo, speak, record, ….Survey, simulationsOnline: research, interactivity, self-assess online, communicateTeach others, compete, collaborateDIFFERENTIATE TASKS

Slide57

Increase RigorTake the usual … this time see if they really understand.

Use

manipulatives

(algebra-tiles, cardboard shapes or even online virtual

manipulatives

)

National

library of Virtual

ManipulativesCCSS takes what seems to be usual, just a bit further.http://nlvm.usu.edu/en/nav/vlibrary.html

Slide58

Mini-ProjectsGive them choices (4-MATT example)

Online Research

Work in pairs

Collect data

Organize data

Analyze data

Come to conclusions

Explain conclusions

Slide59

STUDENTS CHOOSE

DRAW …. WRITE …. DISCOVER …. BUILD …. GRAPH …. MEASURE? ...

Slide60

R – A – F – T

Slide61

Sample RAFT Strips

*ACTIVITY

blank form in folder

Slide62

* ACTIVITY

blank form in folder

Slide63

Slide64

EXAMPLE

Slide65

Ideas for Cubing in Math…

Slide66

CUBING FRACTIONS

Slide67

CUBING (general)

Slide68

Portfolio: A Creative Piece

PORTFOLIO

-

Congratulations: Dear Assistant

,

Printing day is Tuesday and I need your help! The Arts section of our local paper is completing a page on all subjects covered in 9

th

grade. I need you to cover the math piece for me … Write a poem, song, rap, or story about order of operations. Just follow the attached rubric and you should be fine. Be creative and watch your spelling, but have fun!

Human Growth and Development: Teachers know and understand how student learning is influenced by individual experiences, talents and prior learning ….Special Needs: Teachers engage in activities to: Apply knowledge of students’ abilities, … talents … to positively impact student learning.Workbook p. 54

Slide69

DESIGN a SKI SLOPEA WEBQUEST for grade 6-8 students

Introduction

The Task

The Process

Evaluation

Conclusions

Workbook

pages

55-58

Slide70

IDE portal sample

Ski Indoors

Notes to the teacher

: (2-3 week project)

Benchmark lessons

(whole-class, concept-based skills, such as:

1. concept of slope

2. concept of relationship among numbers (rise/run; 3 sides of a right triangle).Assignments – individual for content mastery Mini-Lessons – small group, short lessons on a specific skills such as: ….How-To-Sheets – step-by-step directions for skill developmentWeb Resources Teacher Notes

WEB QUEST!

Slide71

RUN FOREST RUNhttp://www.idecorp.com/?page_id=

117

See video:

Learner-Active, Technology-Infused

Classrooms

A WEBQUEST for ALGEBRA students

Introduction

The Task

The ProcessEvaluationConclusion Workbook pages 59-62

Slide72

Where do I find similar resources?

Webquests

:

QuestGarden

http

://

questgarden.com

[Register for a FREE 30-day TRIAL]Kathy Schrock’s Guide to Everything http://www.schrockguide.net[Search] for [Rubrics]

Slide73

How to Make Sure a Butterfly

Doesn’t Fly

Slide74

How do you get a butterfly?

First, there is the egg which hatches into a caterpillar. The caterpillar eats and grows. At the right time, it makes a cocoon out of its own body. While in the cocoon, the caterpillar changes into a butterfly.

Slide75

When the butterfly is ready, it starts to break through the cocoon.

First a hole appears. Then the butterfly

struggles

to come out through the hole. This can take a few hours.

If you try to “help” the butterfly by cutting the cocoon, the butterfly will come out easily but it will never fly. Your “help” has destroyed the butterfly.

Slide76

The butterfly can fly because it has to struggle to come out.

The ‘pushing’ forces lots of enzymes from the body to the wing tips. This strengthens the muscles, and reduces the body weight. In this way, the butterfly will be able to fly the moment it comes out of the cocoon. Otherwise it will simply fall to the ground, crawl around with a swollen body and shrunken wings, and soon die.

Slide77

If the butterfly is not left to struggle to come out of the cocoon, it will never fly.

We can learn an important lesson from the  butterfly.

If we do not have struggles and challenges in our work, we will never grow strong and capable.

If life has no difficulties, we will become weak and helpless.

-- Lim

Siong

Guan,

Former Secretary, Singapore’s Ministry of Education

Slide78

RESOURCES REFLECT, DECIDE, PLANWORKBOOK p. 63-69

Differentiate Instruction

: “Questions

that Encourage Thinking and Increase

Student Understanding”

Differentiated Instruction: Checklist _ Do I ?

Slide79

www.NCTM.ORG Classroom Resources(activity, instructions, explorations)

Adjustable spinner

w/interactivities (K-

12)

http://www.nctm.org/Classroom-Resources/Interactives/Adjustable-Spinner

/

Geometric Solids

(solid, faces, edges, vertices) opens to net/closes back

to solid http://www.nctm.org/Classroom-Resources/Interactives/Geometric-Solids/Trigonometric Graphing http://www.nctm.org/Classroom-Resources/Interactives/Trigonometric-Graphing/

Slide80

High Schoolhttp

://www.nctm.org/Classroom-Resources/Browse-All/?ps=20&cp=2&tx=

2681

Find one to use next week!

Movie Lines:

Apply

knowledge of linear equations and graphs in an authentic situation.

Sickle Cell Anemia InheritanceExplore the concept of genetics and inheritance using probability. Graphs from the Unit CircleMake the connection between trigonometric rations and graphs of sine and cosine functions. Sample Interactive Tasks (from NAEP) Scroll down to select grade 12. http://www.nationsreportcard.gov/science_2009/ict_tasks.asp

Slide81

Where do I find resources?

Illuminations from NCTM website

(

http://www.nctm.org

)

Dana Center

Toolbox

http://

www.ccsstoolbox.orgResources for ImplementationPARCC Prototype ProjectEngageNY http://www.engageny.org/subject/mathPARCC http://parcc.pearson.com/practice-tests/math

/Achieve the Core http://

achievethecore.org

Regents Prep

www.regentsprep.org

Review, Practice worksheets, Quiz

Slide82

Exit Thoughts

1. ___

Students work

in pairs: Students

give specific verbal

directions; use correct

math terminology

A

Carousel cards posted about room.

2.

____

Students work with

different levels

of the same standard; students

teach each other

B

21

st

Century:

Do one step, move right or pass right

3. ____

Student pairs practice

vocabulary

words many times over

C

Tic-Tac-Toe

4. ____

Students work in pairs; ….

Correct

errors

…

Teach each

other …

create examples

D

Battle Ship Game

5.____

Students focus

on

process

and the way they “show work” and “

see each other thinking

” without talking

E

Match Your

Partner’s Answer

F

The Ladder Game

D

A

F

E

B

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What/How will you use?Which one doesn’t belong and why?

21

st

C. move right; pass right

Circle Fold

Match Your Partner’s Answer (create own) – pairs

Match Cards (2-3 student teams)

Carousel (different levels)-whole class/

indiv./teamsBattleship (2-3 students)Vocabulary Ladder (student pairs)RAFT modelThayer organization modelCubingWebquestChange the QuestionHow should you write your answer?

What will you use next week? Share with a colleague?

Slide84

KEEP IN TOUCH

JUDITH T. BRENDEL, ED.M.

edleaderk12@hushmail.com

jbrendel2112@gmail.com