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Meeting the Needs of Diverse Learners Through Differentiated Instruction & Formative Assessment **

This Wiki is designed to provide mathematics teachers with information on both differentiated instruction and formative assessments. The first set of resources will assist teachers in developing their understanding of the essential components for differentiation of instruction, as well as provide them with strategies to address the needs of diverse learners. The second set of resources will help teachers to understand the purpose of formative assessments and how to effectively utilize these assessments in the mathematics classroom. Differentiated Instruction Resources __**  The message in this article is clear: Students do not all learn the same way. As such, we (teachers) cannot teach them the same way. This article clearly defines differentiated instruction as “a set of strategies that will help teachers meet each child where they are when they enter class and move them forward as far as possible on their educational path.” The article also discusses the importance of content, process, and product (with detailed explanation of each) as the basis for improving instruction and student achievement. http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=31395463&site=ehost-live **Creating a differentiated Mathematics Classroom**  This article discusses the importance of helping teachers recognize and find a balance between instructional purpose and models of differentiating mathematics instruction. It discusses Mathematical Learning Styles based on approaches suggested in //Classroom Instruction that Work//s by Marzani, Pickering & Pollock, and //How to Differentiate Instruction in Mixed Ability Classrooms// by Tomilson. []  Differentiated instruction in the middle school mathematics classroom is the focus of this article. It provides an explanation of differentiation and how to most effectively implement strategies for the mathematics classroom. The strategies listed include insight to classroom management techniques, flexible grouping, as well as information on various ways to on scaffold lessons for learners with mixed abilities. [|http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=18437875&site=ehost-live]  The vision of differentiation promoted in this article states that effective instruction must meet the needs of all learners while maintaining flexibility and creativity in the classroom. It suggests that instructional decisions must be made with purpose based on three components in order to effectively meet the needs of diverse student populations. These components include: flexibility in content (using various leveled texts or novels and grouping strategies); creative processes (catering to various learning styles and utilizing tiered lessons); and performance measures (versatility in assessment so students can show what they have learned). [|http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=24944365&site=ehost-live]  This article presents one school’s the strategic plan and subsequent actions for reducing the achievement gap among their diverse student population. The primary focus for improvement included a school wide enrichment teaching and learning model while simultaneously differentiating instruction throughout the curriculum. [|http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=34410355&site=ehost-live]  ** Formative Feedback & the Mindful Teaching of Mathematics ** The goal of this article is to help teachers understand that formative assessment in mathematics must be used as a means for mindful teaching, instructional design, and curriculum development. Additionally, the article focuses on utilizing formative assessment not only to gain a better understanding what students know and how they think, but also to raise students’ own awareness of their strengths and weaknesses. Furthermore, the use of formative assessment is discussed as a way of assisting students to become reflective of their own learning, as well as self-regulating their academic progress. [|http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=24374961&site=ehost-live] ** Formative Assessment Getting the Right Focus ** <span style="font-size: 120%; font-family: 'Comic Sans MS', cursive;"> Using formative assessments as an aid to teaching and learning, not as a means of grading students is the main theme of this article. It also supports the creation of professional learning communities based on formative assessment as the single most important component of improving teaching practices and student achievement. <span style="font-size: 12pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">[|http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=22257841&site=ehost-live] **<span style="font-size: 150%; font-family: 'Comic Sans MS', cursive;">Linking Formative Assessment to Scaffolding ** <span style="font-size: 120%; font-family: 'Comic Sans MS', cursive;">This article makes a connection between formative assessment and contemporary learning theories. It promotes a cultural shift in thinking among teachers and students suggesting that //learning//, not grades is essential. Furthermore, the article states that educators must focus on how to move students forward academically by exploring four critical areas (determining prior knowledge of students, providing effective feedback, teaching for transfer of knowledge, and teaching student how to self assess) to foster student understanding and learning. <span style="font-size: 12pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">[|http://search.ebscohost.com/login.aspx?direct=true&db=mih&AN=18772755&site=ehost-live]
 * Purpose: **
 * __<span style="font-size: 150%; font-family: 'Comic Sans MS', cursive;">[[image:school_philosophers_mathematics_392995.jpg width="350" height="249" align="right"]]
 * Meeting the Needs of All Students through Differentiated Instruction: Helping Every Child Reach and Exceed Standards **
 * Using Tiered Lessons in Mathematics**
 * Tips for Teaching: Differentiating Instruction to Include All Students**
 * <span style="font-size: 150%; font-family: 'Comic Sans MS', cursive;">Closing the Achievement Gap with Curriculum Enrichment and Differentiation: One School’s story **
 * __ Formative Assessment Resources __**

<span style="font-size: 120%; font-family: 'Comic Sans MS', cursive;">**Additional Resources-Books** <span style="font-family: 'Comic Sans MS', cursive;">// Forsten, C., Goodman, G., Grant, J., Hollas, B., Whyte, D. (2006). The More Ways You TEACH, the More Students You REACH: 86 Strategies for Differentiating Instruction. Crystal Springs Books. // // Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works. Alexandria, VA: ASCD. // //<span style="font-family: 'Comic Sans MS', cursive;">Strong, R. W., Silver, H. E., & Perini, M. (2001). Teaching what matters most. Alexandria, VA: ASCD <span style="font-family: 'Comic Sans MS', cursive;">Thomas, E. (2003b). Styles and strategies for teaching middle school mathematics (2nd ed.). Ho-Ho-Kus, NJ: Thoughtful Education Press. // <span style="font-size: 120%; font-family: 'Comic Sans MS', cursive;">// Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: ASCD. // // Tomlinson, C. A. (2003). Differentiated instruction: The complex issue of academically diverse classrooms [Compact Disc]. Alexandria, VA: ASCD. //