Evidence-Based Practices teaching strategies with evidence-based research to support their effectiveness for student achievement Quick Images High-interest Tasks Games (Effective Basic Fact Practice; Vocabulary) Multiple Representations (concrete, semi-concrete, abstract) * Visual Support * Manipulatives (assistive technology) © Writing Engaging Multiple Senses * Technology-aided Instruction (virtual manipulatives: NCTM Illuminations, NLVM) © Manipulatives * Video Modeling Movement Predictable Schedulé/Routine Self-monitoring Choice-making Opportunities Journals Self-evaluations Cue Cards - words and pictures Goal setting ‘+ Self-talk (think aloud) Task Analysis Scripting Visual Organizers - graphs, charts, visual maps Literacy Comprehension Strategies Peer Interaction and Student Talk Peer Teaching Problem Solving in Context * Word Problems * Children’s Mathematical Literature, Math Problems from Children’s Literature * Acting Out Problems Activate Prior Knowledge Guided Math Groups - Explicit Instruction Number Talks Multiple Strategies for Problem Solving Brain Breaks we eeeBefore Phase Active prior knowledge. Be sure the task is understood. ‘Establish clear expectations. Let go! Notice children’s mathematical thinking (monitor) Provide appropriate support. Provide worthwhile extensions; Promote a community of learners. (select, sequence, connect) Listen actively without evaluation. Summarize problems ai identity fu . problems.From Smith & Stein, Asking Good Questions (2011.5 Practices for Orchestrating Productive Mathematics Discussions, p. 63 Question Type Description 1 | Gathering information, leading students | Requires immediate answer. through a proceduré Refiearsés known facts/procedures. Enables students to state facts/procedures. | 2 | inserting technology ‘Once ideas are under discussion, enables correct math ematical language to be used to talk about them, sae ar 5 6 | Unking and applying Points to relationships among mathematical ideas and mathematics and other aréas of study/ife. 7” | Extending thinking "Extends the situation under discussiorito other situations. | here similar ideas may be used, 8 | Orienting and focusing ‘Helps students to focus‘on Key elements or aspects ofthe situation in orderto enable problet solving, 9 | Establishing context Talks about Issues outside of mathemibtics In order to eh able links to bé made with mathematics, ‘of questions used by teachers. (From Boaler and Brodie 2004, p. 776] RS pet ot auestons used by teachers rom Boner and Bede 200s P 776) Type of Question Examples Exploring “What if did this?” mathematical | ‘What would happen if you...2” meanings and/or _| ‘Do those mean the same thing?” relationships “How could we know for sure? “Haw are these similar/different?” “Will this always work? “'m confused about where the parentheses go, or if | even need them. Can | write it like this?..How do you know I can do that?” Probing, getting students to explain their thinking “How do you know to divide?” “Can you come to the document camera’and show us what you mean?" “Inotice you changed your answer. Why? What were you thinking?” “What helped you to make this graph?” “What did you try first?” Generating discussion “ls there another way that we could write the same equation to see if it would still work?”“How could we represent this problem?” "Can someone tell me another way to solve the problem?” “Who agrees/disagrees?..Why?" e “Does anyone want to add to that?”Vitferentiation Tetreay * You can differentiate content or process or product by readiness or interest. Content Process ees * Choose your pariner to read with + Choose the topic of or read independently Jou Aiphaber Book | 7 Choose from a varity of writing + Choose the topic of| ‘materials ined paper, bank Breer he toc of | paper. ballined paper, paper he book youwillread | apled together fo create mini books, cartoon/graphic templates) ‘+ Choose the type of book response based on a BINGO Board of choices + Choose a genre to write in * Students sor words with provided headers (Closed Sort) or without any headers (Open Sort) *+ Teacher assigns the type of book + Alphabetize words with an * Teacher assigns books | aiphabet strip as reference or for reading based on levels sothing. response + Tea eigns word | * Regie stdensto stop attheend | + Stadens write eters to pen pals bicapra testes of every page ora the end of With a eter format template and labels for each section ow), with @ lst of leter format sections to inclode (id, with bank page high) ‘every chapter to practice word study levels comprehension satis Definitions: (based on Carol Tomlinson's differentiation and Erich Strom's exceptionalities work) weeny X een ee Readiness: what each student knows and where on the continuum of mastery each student lies in regard to the understandings, knowledge, and skills (UKDs) needed prior to the unit and the UKDs in the unit; use preassesments and formative assessments to determine readiness levels; also consider misconceptions Interest: feling/emotion that causes each student to focus on something because it matters to him/her always (persona interest inherent to the person) or justin the certain conditions that sparked et the interest initially (situational interest based on choice within the context) fe Cy Content: charging whatjou tech sll mang ure everything you techs nder he same esansal Wy NE UKDs or learning objectives "Choice Process: how students soWe problems to meet the learning objectives: who they work with, what ~ egies materials/resources they use, and/or what strategies they use Product: changing what result students create in order to show their understanding of the content and the process; this occurs at critical points in the unit and at che end Accommodation: changing how a student learns the content or the format of the product created by students to demonstrate their learning (Le, presentation, response, setin, timing, scheduling, and ‘organizational skills accommodations). Modification: changing what a student is taught or expected to learn or the contents of the product ~ COME nL created by students to demonstrate their learning (ie, assignment and curriculum modifications). nde Resources: te, Good Questions: Great Ways to Differentiate Mathematics Instruction by Marion Small Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom by David A. Sousa & Carol Ann Tomlinson ‘The Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson Differentiated Instructional Strategies in Practice by Gail Gregory Differentiated Instructional Strategies: One Size Doesn't Fit Alby Carol Chapman Kateri Thunder, PhD, thundekg@jmu.eduQuestion-Answer Relationship (QAR) There are four types of questions you will encounter as you read for understanding in any content area. These are the four types of questions examined in the QAR: + Right There Questions: Literal questions whose answers can be found in the text. Often the words used in the question are the same words found in the text. Wrrat d thor eds bol dealing WI notrometrres BotyTt + Think and Search Questions: Answers are gathered from several parts of the text and put together to make meaning. Ho do We CoMeat Misuse of StatgT + Author and You: These questions are based on information provided in the text but the student is required to relate it to their own experience. Although the answer does not lie directly in the text, the student must have read it in order to answer the question. Why dig Hae Puined WOK AW Miss ots tnty7 + On My Own: These questions do not require the student to have read the passage but he/she must use their background or prior knowledge to answer the question. Frou You St SOM wg rater Usedt Here Is an Anchor Chart created during a literacy lesson on QA TIM a ty Naa Dryidaes | rtiroes Connery Viet ered Read your partner’s prep notes. \ Create one of each type of question based on their prep notes.