Week 4 - Differentiated instruction

This week we talked about how to incorporate differentiated instruction in the math class. Before this year I wasn't sure how to fit differentiated instruction in the math class. Would I have to make separate lesson plans for the different learning styles or have dedicated time in each lesson plan towards each of the learning styles? I didn't realize how simple it could be to incorporate it into a lesson, such as the activity below.

With this activity we matched the different visual representations of each pattern. This represents differentiated instruction because there are many different methods to get to this final stage. Some of the students in class started matching graphs to the table of values because those were the two that they understood better. Others started with the equation and the graph because those made more sense to them. With each of these 4 representations, all students would be able to complete this exercise using their own strengths in mathematics. A lot of work went into creating this activity, but the work is definitely worth it because it helps each student to be able to perform this task.

The Knowing and responding to learners in Mathematics (2015) article talks about why differentiated instruction is important in a math class. High school students are growing at different speeds. Some may be farther ahead in their math understanding than others, so some students will be better at spatially understanding the mathematics whereas other students will be better at taking a visual representation of a math concept and connecting it to the abstract mathematics. By incorporating all of the different learning styles, we would be able to help each student to understand the math concepts in the lesson better. In order to successfully incorporate differentiated instruction we need to "balanc[e] understanding of mathematical concepts with procedural fluency" (1). Using the example above, we couldn't just get the students that prefer working with graphs to work only with graphs, they would still have to work with the pattern, table, and rule. However, by letting them choose which one to work with first, they are able to pick the one they understand best to help them work with the other representations that they don't understand as well, increasing their knowledge of the entire concept of linear equations.

I would like to do something similar to this in my future math class because I feel that it would help all the students to get a better feel and understanding of the concept.