Click here to view the PDF version

 

Goal – Differentiated Maths
Goal (SMART):
To effectively deliver maths lessons that cater for diverse abilities.
Rationale: Why has the goal been selected?

  • From previous experiences, I have noticed that students have very diverse maths abilities in a classroom setting.
  • I have also noticed that if the work is way beyond their abilities than interest is quickly lost. This also sets students up for failure.
  • Research has shown that you need to build from what knowledge students already have.
  • This can be determined through a pre-assessment and then used at the end of the lessons to judge if the students have actually learnt.
  • The focus for me will be to develop pedagogical skills and strategies to attend and respond to children’s different learning needs and to become familiar with managing ability groups.
  • There is a huge disparity in children’s maths skills in this class.
Action Plan: What do I need to do specifically to achieve this goal?

  • Create a pre-assessment to identify where each student is at and their learning needs (complete. See week 3 planning).
  • Group children based on abilities (completed. See week 4 planning).
  • Provide differentiated instruction and material for each group based on ability (completed).
  • Make  learning  intentions  specific  and  relevant  to  children’s  learning  and  communicate  them  to  the children to ensure they understand why they are learning them.
  • Incorporate using a range of materials including games, worksheets (Kahoot quiz (add link)).
  • Use purposeful questions to gauge children’s understanding and probe thinking.
Action Plan Steps: what, how, when, where?

  • Observe  AT’s  math sessions  with  a focus   in  differentiated   instructional,  strategies and the maintenance of the whole class.
  • Become  familiar  with activities on math
  • Complete a pre-assessment on time
  • Mark papers and determine groups
  • Discuss with AT
  • Plan appropriate activities for each group
  • Teach each of the math groups based on tailored activities
  • Conduct diagnostic assessment and evaluate results
Evaluation: How will I evaluate my goal?  Who  will give me feedback? What evidence can I provide to show how well I have met this goal?

  • Anecdote daily what I have done with the math for self-reflection.
  • Monitor progress by reviewing student math sheets weekly
  • Diagnostic assessment
  • Gain feedback from the AT and be open-minded to talk about any concerns, whether I am on the right track and what specific steps I could take to improve for future practice

 

Where to Next? What are the implications of what I have learned for future practice?

  • The class average increased by over 20% after 2 weeks (5 lessons) of teaching this unit.
  • Without differentiated maths, it is evident that many students would of been left  behind.
  • By identifying a few target students, it positively impacted the entire approach to teaching.
  • Next steps:
    • Identify and utilise specific tools and strategies on a micro level.