Math+Differentiation

=Welcome to the How To for EDM Differentiation=

This page will be used to describe how best to differentiate the math curriculum Everyday Math for any grade level.
Ms. Weber and Mrs. Ripp created this method for differentiating any EDM curriculum based on what the needs are of your class.
 * How to Create Differentiated Lesson Plans:**
 * 1) You will need your EDM materials or computer access to the EDM materials. Computer with internet access also helps.
 * 2) Go to the particular unit and read through the skills and outcomes of the unit, found in the introduction to the unit.
 * 3) Decide for each lesson: what is the main goal of this lesson?
 * 4) You will come up with three different plans of attack: one for struggling learners, one for standard learners, and one for the self-paced group of learners.
 * 5) Take the lesson that you need to differentiate and look at which pages in the journal or which activities teach the essential content of the lesson; these will be assigned to your struggling learners.Also decide whether you need any remediation activities or whether you need to create new worksheets or reduce the written work so that you have time to discuss the materials fully.
 * 6) Often your standard learners will do most of the pages listed for the lesson These kids need some instruction but, then, they can work on their own or with a partner if they have questions.
 * 7) Your self-paced learners will need a challenge, so they should already know the goal of the lesson. Your job is, therefore, to enrich their learning. This is where the enrichment part of the EDM Teacher Manual comes in handy, but what would be even better is a stand-alone project. It is a great idea to get self-paced learners together to work on a group solution that does not require worksheets. They already know the concept, so this is their chance to explore it in more depth.

There are a couple steps to follow for this process.
 * Once you have created your resources you have to implement them into your math lesson.**
 * 1) Pre-test the unit using the end-of-unit test to determine which of the kids have the essential learner outcomes (ELO) and which do not. Use the same test to compare growth at the end of the unit.
 * 2) Divide students into groups based on their current knowledge level, Struggling learners, standard learners, and self-paced learners. These groups are **fluid**, so a student can be in one group for one lesson and then switch groups.
 * 3) Some lessons are whole-class lessons because the students have not previously been introduced to the material. However, even if you are working with what is considered a whole-class lesson, you should assure students that if they understand the concept, they can go off on their own.
 * 4) If this a differentiated lesson, you shold have standard and struggling learners start on the math boxes while you introduce the project for the self-paced group.
 * 5) Once the self-paced group is going, you should introduce the lesson to the rest of your class. After the concept has been introduced and you feel that most students understand it, you should invite standard learners to continue on their own. Strugglers should be invited to your work space in order to go into further details about the lesson. Their homework should be a true reflection of their level, and not necessarily the homework assigned for the rest of the class.