Over the last several weeks, we have explored Universal Design for Learning, Differentiated Instruction, and ways to use technology in order to reach and support every learner in the classroom. I have gathered a tremendous amount of resources to incorporate into lessons that will support students with different interests, affect, and levels of readiness. My goal is to integrate more differentiation in terms of content, process, and product as well.
During week 6 of this course, I constructed a math lesson differentiated by readiness. The lesson was an exploration of division with and without remainders. After leading a discussion reviewing how fact families are interrelated, I showed the concept of equal shares on the Smart Board using word problems and pictures that students could move around. Then we wrote the number sentences related to the story problem on the board and reviewed the vocabulary (factor, product, addend, sum, dividend, divisor, and quotient).
My intention was to practice several examples and then split the students into groups for differentiated practice over a two day lesson. The students enjoyed using the Smart Board and practicing whole group, so I introduced an equal shares problem a day as part of our math meeting/warm up time. We did this for several days before I introduced remainders to the whole class (rather than having grade level students explore that concept on their own). All groups understood the concept of remainders when using pictures but I was very surprised that the advanced learners were able to make the leap to number sentences so quickly. Basic division sentences with or without remainders were no problem. I was glad to have researched and found a couple of resources on long division to share with these advanced learners to extend their learning. They were very excited for the challenge and enjoyed creating problems to share with the class. Some of these learners were eager to teach their friends how to do long division and harder problems.
I strayed from the originally designed lesson which was intended to provide different levels of practice for three tiers of learners. However, the introductory lesson was so well received that there was not much difference between the basic and grade level learners in terms of understanding. I do wish I had given the grade level learners the opportunity to work with partners to explore division with remainders on their own just to see what they would do. I think it would have been powerful for the students to have figured out remainders and bring it to the whole group. In the end, all groups were successful and seemed to enjoy showcasing their new knowledge of division through designing their own problems to share with the class.
Over the course of this program I have been revamping units of study to add more technology, inquiry, and project-based learning. My next goal is to revisit those units to make sure the lessons are differentiated to provide multiple means of representation, engagement, and expression (Rose, 2009). I also plan to share the units, lessons, and resources with colleagues to support our professional learning community as well as our students.
Laureate Education, Inc. (Executive Producer). (2009). Reaching and engaging all learners through technology: Brain Research and Universal Design for Learning. Baltimore: Dr. David Rose.
