Differentiated Maths Goal
Click here to view the PDF version
| Goal – Differentiated Maths
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.