In the fourth lesson presented in Chapter 7, the differentiation is for readiness and learning
styles. This fraction lesson, dealing with the concept of half, was designed
for second grade. The class used tangram puzzles and triangle grid paper
(duplicates of the small tangram triangles).

The

**launch**part of the lesson was a discussion of the tangram pieces and the goal of the lesson was shared: to show one half using the tangram pieces. An example, with discussion, was shared using the overhead projector.
During the

**exploration**, students worked individually, with their own tangram sets. The students’ task was to represent a tangram shape on the triangle grid paper, and shade in the halves of the shape using two different colors. They were then to cut their shapes out and glue them to a class poster.
During the

**summary**, students spent time digesting what was on the poster. Each student had to go to the poster, point to a shape that was showing one half, and explain how they knew it was one half. They also identified shapes they were unsure of.
The open-endedness of this lesson provided differentiation - students were able to explore at different
levels of understanding and then show those different levels through explanation.

Open-ended problems offer differentiation because they may have
multiple solutions and approaches; they encourage “…students to be personally
involved in extending their knowledge and understanding.”

In reflecting on the lessons presented in this chapter, the authors refer to Tomlinson’s
principles of a differentiated classroom:

1. Teacher is clear about what matters in subject matter.

2. Teacher understands, appreciates, and builds on student differences.

3. Assessment and instruction are inseparable.

4. Teacher adjusts content, process, and product in response to
readiness, interests, and learning profiles of students.

5. Students participate in respectful work.

6. Students and teachers are collaborators in learning.

7. Goals are maximum growth and individual success.

8. Flexibility is the hallmark of a differentiated classroom.

Additional differentiation formats that the authors mention are
stations/centers, which work well with flexible grouping. One design for
differentiation found in Tomlinson’s book is called ThinkDots, which is to be
used after students have gained essential knowledge of a concept. ThinkDots
consists of sets of six cards. Each card has a task on one side and one to six
dots on the other side. The cards can be used for individuals or groups, to
assign specific tasks to specific students, or can be chosen by rolling a die to determine
the assignment.

Basic idea of Pathway Plan checklist |

Finally done with Chapter 7:)

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