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1 Jan 2012 will help every teacher and coach to meet the challenges of differentiating mathematics instruction in the K 8 classroom. In this bestseller, math education expert Marian Small explains two powerful and universal strategies that teachers can use across all math content: Open Questions and Parallel Tasks.
Amazon.com: Good Questions: Great Ways to Differentiate Mathematics Instruction, Second Edition (0) (8601400117224): Marian Small: Books. Marian Small is my new hero. She offers strategies to differentiate instruction without additional resources. Instead, Marian supplies easy to integrate questioning strategies.
They are • Questions not only with different strategies but often with different answers or even different interpretations. • For example, if I say “What shape do you think is most like this circle? , kids can make very different decisions based on very different ideas.
Differentiating. Instruction in Math: It's Not as Hard as You Think. Marian Small. April, 2009. 1 Two strategies. • Open tasks. • Parallel tasks. 3 Underlying principles. • There should be a “big idea" that can be addressed at different developmental levels using these strategies. • There should be choice in how a.
Differentiating Math. Instruction K-8. Marian Small. April 2009. 1. Page 2. Four Corners. The best way to differentiate instruction is to: Corner 1: teach to the group, but differentiate practice. Corner 2: teach different things to Strategies For Differentiating. Consolidation. • Menus. • Tiered lessons (based on any of complexity
Percents can be as low as 0 but can exceed 100. • Sometimes percents are used to describe change. • There are a variety of strategies used to solve percent problems. Teachers also differentiate instruction and assessment in their classrooms by using information from student assessments and observations to guide their
We know that differentiated instruction helps all students to learn. Yet DI challenges teachers, and nowhere more than in mathematics. Now math education expert Marian Small cuts through the difficulties with her explanation of how to differentiate with two powerful and universal strategies across all math content: Open
Differentiating Mathematics Instruction. 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
Differentiating with. Questioning. The Research of Dr. Marian Small. Disseminated through the following books: Good Questions - Great Ways to Differentiate Mathematics Instruction. More Good Questions - Great Ways to Differentiate Mathematics Instruction. And summarized in the following slides. Equity. Equity does not
Previously, on the NCCAT blog, we had established that differentiated instruction (DI) had to be preceded by assessment and that it could be accomplished in at to focus on DI—mainly because I'm reading an outstanding book on the subject, Good Questions: Great Ideas to Differentiate in Mathematics by Marian Small.

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March 2018