6 responses with 60 words each (No plag)

#1:    B H

Why do we differentiate in the classroom?  Outline a plan for differentiation of math.

#2:      S J

The same mathematical differentiation strategies would not be effective for students who perform below grade level than that of a student that performs above grade level. When it comes to instruction, teachers should teach the same concepts to the entire class but should also adjust the degree of complexity. This means that an activity for an above grade level student and a below grade level student would differ, but the content would remain the same. An example would be that an above grade level student may research on their own about the content while a below grade level student may watch videos or demonstrates to acquire the same information. This would depend on a student’s reading level as well. In math the differentiation strategy may include providing certain students with more complexity and other students with scaffolding such as step-by-step instruction, reteaching, or additional models (Willis & Mann, 2000).

Reference

Wiils, S. & Mann, L. (2000). Differentiating Instruction Finding Manageable Ways to Meet Individual Needs. Retrieved from http://www.ascd.org/publications/curriculum-update/winter2000/Differentiating-Instruction.aspx

#3:      S A

Math lessons can be differentiated for those students that are below grade level and for students that are considered gifted learners. Differentiating can be successful for all students by changing the process, content, and product (Rogers, 2017). Changing the process means to change the way the lesson is presented to students. The lesson can be brought down to a struggling students level or be raised to challenge an academically higher student.

Content is what the students are learning during class and that can be changed by making questions or problems easier or harder based on their academic levels. Using visual aids for the lower kids can help them. Product is how students can demonstrate what they have learned and whether they have mastered it. Students can show this by finishing a worksheet, writing a research paper, solving math problems, or teaching a particular concept to another student (Rogers, 2017). All of these strategies can be used for both struggling and gifted students.

Rogers, A. (2017). Methods of teaching mathematics in primary school. Retrieved from: https://sciencing.com/methods-of-teaching-mathematics-in-primary-school-12745838.html

#4:       M J

It is important to understand how to effectively differentiate mathmatical concepts for students both below grade level and above grade level. Students below grade level would need a different mathematical approach to understand the mathematical concept. These students may require visuals and other manipulatives to help them understand the concepts that they are being taught. Gifted learners require a different approach because they can easily become discouraged or uninterested in the lesson if they feel the material is too easy. This is a great opportunity to challenge the students and allow them to see that you notice their math potenital and capabilities and allowing the students to work ahead and deplete the feeling of them feeling like they are above the class academically and no one has noticed their potential.

2 part

#5:      N J

Classify the following into two columns, accommodations and modifications.  Explain your rationale for your classification.

extended time to complete assignments, provision of notes or outlines, untimed tests, reducing the difficulty of assignments, reducing the reading level, and reduced number of test questions

#6:      FS J

Accommodations and modifications are two different things. Accommodation means to change the procedures to attend to the task. Modification means that the situation being assessed, or measures is changed but the procedures are not changed. An example of an accommodation in a math class would be a student’s need of hands-on activities or reducing the homework or assignment workload. An example of modification in a math class would be a teacher allowing a student to use a calculator during an exam or assignment, changing how a student show their knowledge such as an oral report to only the teacher instead of a written test, or simplifying the vocabulary terms for a student (Brown, 2019).

References

Brown, S. (2019). Difference Between Accommodations and Modifications. Retrieved from http://www.differencebetween.net/language/difference-between-accommodations-and-modifications/

#7:      LS A

Students with IEP’s are entitled to what are called accommodations and modifications. Accommodations are ways to change how a student learns (Understood, 2020). They will still learn the same materials as the rest of the class but may have extra supports such as visual aids, manipulatives, preferential seating, assistive technology, or preprinted notes. Accommodations can also include extra time on tests and projects.

Modifications change what a student is expected to learn (Understood, 2020). This may look like shorter reading assignments, less math problems, or easier spelling words. These students will not learn the same material as the rest of the class but they will learn the important parts of a lesson.

A student in a math class that has an IEP would have their work accommodated by using manipulatives to count or a calculator for help figuring out math problems. Modifications would be for that student to be expected to do simpler problems, or if the class was doing multiplication with three digits, they would only be doing problems with one or two digits.

The difference between accommodations and modifications. Understood teams. Educational strategies. Retrieved from:

https://www.understood.org/en/learning-thinking-differences/treatments-approaches/educational-strategies/the-difference-between-accommodations-and-modifications