In this class you will learn strategies to differentiate your math instruction to meet all the various needs of your students. You will learn to make the content standard strands (Number and Operations, Geometry, Measurement, Algebra and Data Analysis and Probability) accessible to all types of learners. For each content strand you will become familiar with open questions and parallel tasks which vary in difficulty. These effective and proven strategies can be used together with any district math program to create a math-rich classroom environment.
By the end of the course participants will:
- Understand the why and how of differentiating math.
- Understand the principles and approaches to differentiating math.
- Understand how open questions and parallel tasks can be used to differentiate math
- Be able to apply differentiation strategies to the math classroom.
I learned many things through this class. One of the most important things I learned was that it was possible to differentiate math without it being too overwhelming.
---Summer 2017 Student
Now, when we have open questions, students are so excited to share their work and I am getting participation from some of my most reluctant math students. In fact on Tuesday, when we had an indoor recess, one of my students that has been having a really hard time with math asked for some more of these questions during recess. He was so excited about his work, he shared it with the whole class during the next day's morning meeting! I am so thrilled with these new opportunities in math and new ideas for teaching and engagement. I will definitely continue to implement these for years.
---Winter 2016 Student
This class has opened my eyes into many ways to reach all different levels of my math students. Since learning about parallel tasks and open questions, I have had some success in my own classroom. I have been able to pose an open question to the whole class and see their all the ranges of responses. I truly think my mind frame has significantly changed for the better since learning how to differentiate within one question or task. I have been working with my principal in framing better questions in general, so this class played well with my goals as a teacher. The power of a quality question holds so much more potential to reach more students. I plan to pose either a open question or a set of parallel tasks with every lesson.
---Winter 2015 Student