The Final Section! The Differentiated Math Classroom

Well, here we are!  The end of the book . . .

I don't know about you, but I have lots of thinking to do about next year.  I think what I'm going to do for this week is simply post once--perhaps Thursday--and I am simply going to ask for final reflections.  I will include the following list of terms/concepts that I found in the last section in case it triggers any ideas.  

  • What next?
  • MY teaching style?
  • Math pedagogy?
  • Randall Charles' "21 Big Ideas of Math"
  • Professional development?
  • The lesson list--pages 173-175
  • Anchor activities?
  • Homework ideas?
  • Any other thoughts?
I know, for me, I need to figure out how I can deliberately structure my math instruction to better serve the needs of all students.  I need to think about tiering my activities and my homework.  I need to think about pretesting and compacting students out of sections of instruction (I was surprised the book didn't address this more!)--and what to do with them if I DO this! for a post on THURSDAY for you to share your final thoughts and ideas!

Just a few other reminders . . . if you are a follower via Google reader, remember that July 1 is the end of that resource.  Most of my followers who have done that have signed on with Bloglovin'.  The link to do that is right on my home page.  

Also, I am retooling many of my products in my store and adding new ones each week!  Remember that my June special is buy 2, get one free . . . just send me a comment here or at the store to tell me what you bought and what equal or lesser item you would like.  I am excited that a bunch of you have taken advantage of it!  Watch for a different special in July!

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  1. I think the best thing I did when I taught lower grades was to level my homework and always be on top of it. My school at that time required 10 minutes of homework a night per grade level so my 2nd graders had 20 minutes as well as their silent reading.

    Each week I would look at the skills that we were focusing on and gave out three different types of homework based on where my students mastery level was on that topic. Some kids needed remediation with extra practice problems given and showing step by step, some needed just one to show them how to go about it and then others needed no help but rather something that would extend their thinking.

    I made it a point in my classroom that no matter what we each did for our homework (and eventually class work) we are all working on the same skills and can work together to make each other smarter! :)

    Jennifer Smith-Sloane

    1. Well stated, Jenn! It takes time, doesn't it?!?!?