Differentiating Mathematics Instruction
Webcast: May 28, 2008Streaming Video on Demand
Differentiating
Mathematics Instruction
(Length: 1 hour 16 minutes)
Broadband (High) View Video Now
Dial-up (Low) View Video Now
Segments
Introduction
(Length: 5 minutes)
Broadband (High) View Video Now
Dial-up (Low) View Video Now
Inquirying About Mathematics Instruction
(Length: 3 minutes)
Broadband (High) View Video Now
Dial-up (Low) View Video Now
Research About Students' Mathematical Knowing and Learning
(Length: 19 minutes)
Broadband (High) View Video Now
Dial-up (Low) View Video Now
Initial (Diagnostic) Assessment Strategies
(Length: 17 minutes)
Broadband (High) View Video Now
Dial-up (Low) View Video Now
Open-Ended and Parallel Learning Tasks for Instruction
(Length: 6 minutes)
Broadband (High) View Video Now
Dial-up (Low) View Video Now
Preparing for Differentiating Instruction
(Length: 1 minute)
Broadband (High) View Video Now
Dial-up (Low) View Video Now
Asking Prompting Questions During Instruction
(Length: 4 minutes)
Broadband (High) View Video Now
Dial-up (Low) View Video Now
Responding to a Range of Student Thinking During Instruction
(Length: 15 minutes)
Broadband (High) View Video Now
Dial-up (Low) View Video Now
Open-Ended and Parallel Tasks for Consolidation
(Length: 1 minute)
Broadband (High) View Video Now
Dial-up (Low) View Video Now
Closing Thoughts - Focusing on Students
(Length: 6 minutes)
Broadband (High) View Video Now
Dial-up (Low) View Video Now
Continuing Your Professional Learning
(Length: 2 minutes)
Broadband (High) View Video Now
Dial-up (Low) View Video Now
What does differentiating mathematics instruction mean to you? What differentiated instructional strategies have you used in your classroom? What are some challenges to implementing such strategies?
In a general sense, any differentiated instructional approach is based on the premise that instructional approaches should vary and be adapted in relation to the diverse students in the classroom so that students have multiple options for engaging with and making sense of mathematical ideas and strategies. Any model of differentiated instruction requires teachers to be flexible and adaptable in their teaching rather than expecting students to modify themselves to the curriculum program and class instruction. Yet, for mathematics teaching and learning, careful attention must be paid to the mathematics content and learning processes.
During this webcast, you will develop an understanding of purpose and rationale for differentiated mathematics instruction; relate initial assessment (diagnostic) and assessment for learning (formative) to differentiation strategies; and become familiar with several classroom strategies for differentiating mathematics instruction.
Featuring:
Dr. Marian Small, mathematics education researcher
Ontario Mathematics Educators:
Toronto District School Board
Gracedale Public School
Pina Pasquariello, grade 2 teacher
Pam Bondett, vice-principal
For webcast video troubleshooting, please see the Getting Started page.
To avoid charges, you must use your assigned EDU username and password.
Share:
Hosted by the Literacy and Numeracy Secretariat in partnership with Curriculum Services Canada