Chapter 1: Guidelines and a Differentiated Unit This chapter includes guidelines to follow when differentiating, as well as a specific, detailed example of a differentiated unit. I tried to make this “short,” but wanted to include the necessary unit info to provide a complete picture:) The authors state that when differentiating, teachers must first decide why the differentiation is necessary – is the purpose to make the content accessible for all students, to motivate students, to make learning more efficient? Next decide what part of math needs to be differentiated – the content, the process, or the product. Third, determine how the math will be differentiated. Before designing a differentiated unit, the essential questions and unit questions must be identified. The essential questions are the key understandings the students should have as a result of the unit. The unit questions are specific elements of the essential questions. For example, an essent
As a middle school teacher, there are many moments to reflect upon. This blog will be a place to reflect upon all of those moments (and more)!