More Good Questions: Great Ways to Differentiate Secondary Mathematics Instruction on Amazon™

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Not just for high school - Grade 6 and up!
I love this book!I will admit to a slight bias - I met one of the authors, Amy Lin because she worked at my school board and she suggested I buy this book. It is money well spent. I really like that there are many many practical suggestions and example questions that you can use in the classroom right away.The questions are divided by strand, and there are enough that you could use them weekly through an entire year.I wish that the grade level was indicated in the title. Half of the content is geared towards grades 6-8 (and many of the lower grade questions would be good for high school classes too)There are two types of activities "open questions" that let students participate in a mathematical discussion at multiple levels, and "parallel tasks" that give student choice, but achieve the same big picture understandings. The authors even included scaffolding questions or prompting questions to help re-start a discussion that has stalled or...
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November 24, 2010 (Ontario, Canada) | Helpful Votes: 5 | Rating: 5

Product Description

More Good Questions, written specifically for secondary mathematics teachers, presents two powerful and universal strategies that teachers can use to differentiate instruction across all math content: Open Questions and Parallel Tasks. Showing teachers how to get started and become expert with these strategies, this book also demonstrates how to use more inclusive learning conversations to promote broader student participation. Strategies and examples are organized around Big Ideas within the National Council of Teachers of Mathematics (NCTM) content strands. With particular emphasis on Algebra, chapters also address Number and Operations, Geometry, Measurement, and Data Analysis and Probability, with examples included for Pre-Calculus.

To help teachers differentiate math instruction with less difficulty and greater success, this resource:

Underscores the rationale for differentiating secondary math instruction.
Provides specific examples for secondary math content.
Describes two easy-to-implement strategies designed to overcome the most common DI problems that teachers encounter.
Offers almost 300 questions and tasks that teachers and coaches can adopt immediately, adapt, or use as models to create their own, along with scaffolding and consolidating questions.
Includes Teaching Tips sidebars and an organizing template at the end of each chapter to help teachers build new tasks and open questions.
Shows how to create a more inclusive classroom learning community with mathematical talk that engages.

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The Differentiated Math Classroom: A Guide for Teachers, K-8

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Primer for Differentiating Mathematics
I would recommend this book to any new or experienced teacher who wishes to implement differentiation in mathematics but is unsure how to begin. This highly readable book guides you through all the steps, from establishing a learning community in your classroom to a differentiation framework to frequently asked questions. The numerous lessons and examples should provide you with a great base as you begin your differentiation journey.
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September 21, 2009 (United Kingdom) | Helpful Votes: 4 | Rating: 5

Product Description

In every mathematics classroom, the need for differentiated instruction is present: in many it's acute. Students learn at different rates, in different ways, with different successes and different challenges. Instruction must be flexible enough to meet everyone's needs and nurturing enough to not only support growth but also address the frustration that often leads to mathphobia. The Differentiated Math Classroom can help make high-quality differentiated instruction a classroom reality. It's the usable, comprehensive resource teachers need to help students of all levels and abilities succeed with math.

Whether you teach math sixty minutes a day or six periods a day, The Differentiated Math Classroom describes both the big ideas of differentiation and the day-to-day teaching that makes it work. Miki Murray and Jenny Jorgensen present everything you need to get started and to help all students meet national standards, including ideas for:

Setting up a classroom to maximize opportunities for differentiation and establish community
Getting to know students' strengths and needs through high-quality assessments
Devising anchor activities that help students work independently with meaningful math content while you free up time for individual instruction
Creating tiered lessons that scaffold content and provide the flexibility to challenge some students and offer assistance to others.

Murray and Jorgensen offer practical ideas for planning and designing units that engage students and facilitate learning about important math concepts, as well as teaching tools, questions for professional reflection, and answers to teachers' most frequently asked questions about differentiation.

Discover that differentiated instruction is a flexible framework that supports all math learners. Filled with examples from real classes and samples of student work, The Differentiated Math Classroom will help every child learn more effectively by showing you how to think about students, mathematics, and your teaching in powerful new ways.

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The Differentiated Classroom
In light of the No Child Left Behind, children have different needs based on their abilities. This book explains how teachers can create their classroom to differentiate from low struggling students to your high flyers.
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August 1, 2008 (Pineville, NC USA) | Helpful Votes: 6 | Rating: 4

BUY The Differentiated Math Classroom: A Guide for Teachers, K-8

Good Questions: Great Ways to Differentiate Mathematics Instruction

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A great resource for teachers
This book was exactly what I was looking for. I am an educator of six graders but this resource is useful for all teachers of students from grades K-8. I wanted a resource that presented a model for structuring the mathematics program so that students of differing abilities could access it without it being too labour intensive for the teacher. I wanted to see how a mathematics program could be presented to students so that during the unit if they needed to be extended they could be at that moment - allowing student movement throughout the unit. When I have differentiated in the past I presented different pathways to different groups of students but once they were ready for extension I was stuck because those students had already missed out on the material presented to the children who needed extension from the beginning. Marian's program solves this problem because all of the students are studying the same thing at the same time but can access it at different levels. It is just...
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October 3, 2011 (Phoenix, AZ USA) | Helpful Votes: 2 | Rating: 5

Wonderful Ideas
This book is being reviewed at my children's elemetary school because it has basic instructions for teachers to expand each child's learning in the classroom. A great feature is the bibliography which contains many good additional resources on the topic of differentiation. The book was easy to read and the logic is clear and concise.
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December 9, 2011 | Helpful Votes: 0 | Rating: 5

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''A groundbreaking effort by one of the most respected contributors in our field. Dr. Small has transformed the research of NCTM's Curricular Focal Points into more tangible Big Ideas that cut across grade levels and utilize both her open-question and parallel-task strategies through an abundance of good examples and helpful teaching tips. A must for any educator who is serious about reaching more students more often and achieving more positive results.'' -- Tim McNamara, national K-12 math consultant, professional developer, and recipient of the prestigious Presidential Award for Excellence in Secondary Math Teaching

''Marian Small is at it again! For decades she has been able to assess what teachers need and provide them with mathematically sound, well-crafted instructional strategies that promote important mathematical foundations for all students. Her contributions, while legendary in Canada, are important for all teachers and their students.'' -- Francis (Skip) Fennell, Professor of Education, McDaniel College and Past President, National Council of Teachers of Mathematics

''Planning math lessons for all students' unique levels of understanding is a complex task, but this easy-to-use resource shows teachers how to meet varying developmental levels with a single lesson. The many user-friendly teaching examples of questions and tasks will enable teachers to empower learners on all levels, and the tasks are presented with real-world scenarios that students will relate to as intriguing challenges.'' -- Carolyn Chapman, Creative Learning Connections, Inc., and Rita King, King Learning Associates, consultants and co-authors of books on differentiated instruction and assessment

We know that differentiated instruction helps all students to learn. Yet DI challenges teachers, and nowhere more than in mathematics. Now math education expert Marian Small cuts through the difficulties with two powerful and universal strategies that teachers can use across all math content: Open Questions and Parallel Tasks. Showing teachers how to get started and become expert with these strategies, Small also demonstrates more inclusive learning conversations that promote broader student participation. Specific strategies and examples for each grade band are organized around the National Council of Teachers of Mathematics (NCTM) content strands: Number and Operations, Geometry, Measurement, Algebra, and Data Analysis and Probability.

To help K-8 teachers differentiate math instruction with less difficulty and greater success, this resource:
* Underscores the rationale for differentiating math instruction.
* Describes two universal, easy-to-implement strategies designed to overcome the problems that teachers encounter.
* Offers almost 300 questions and tasks that teachers and coaches can adopt immediately, adapt, or use as models to create their own.
* Includes Teaching Tips sidebars and an organizing template at the end of each chapter to help readers build new tasks and open questions.
* Shows how to create a more inclusive classroom learning community with mathematical talk that engages participants from all levels. Top to learn more

BUY Good Questions: Great Ways to Differentiate Mathematics Instruction

Differentiating Math Instruction: Strategies That Work for K-8 Classrooms

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With recommendations based on the 2008 National Mathematics Advisory Panel report, this updated resource provides classroom-ready strategies for differentiating math instruction. Top to learn more

Getting Started with Differentiated Mathematics Instruction
Differentiating Math Instruction starts by providing detailed information about "the mathematical brain" and multiple intellegences as related to mathematics learning. From there, the author explains easy-to-follow plans for differentiating instruction in elementary mathematics classrooms. This book includes many strategies and activities, as well as websites worth visiting for further information. It would be easy to implement many of the strategies discussed in the book without having to read the entire book, so busy teachers should not feel overwhelmed when attempting to add differentiation to their toolkits. I would recommend this book as an excellent starting point for learning more about differentiated mathematics instruction.
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June 24, 2008 (United Kingdom) | Helpful Votes: 27 | Rating: 4

The call for all inclusive education
The current philosophy of education is "all inclusive education".A teacher who has spent a few years in teaching might have already realised that students' learning styles,their pace of learning,their interest,their innate endowment, all vary from student to student and teaching to reach out to all students is a teacher's nightmare if she uses "one size fits all".Prof.Bender's book on "Differentiating Math Instruction" certainly comes to the rescue of such a teacher.He gently helps the teacher to navigate through the intricacies of differentiated instruction with the wisdom borne of experience and dedication,with the wit and inspiration of the sage teacher.Must read.
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July 27, 2011 | Helpful Votes: 0 | Rating: 4

BUY Differentiating Math Instruction: Strategies That Work for K-8 Classrooms

Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3-12

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Customer Review

New to differentiation?
I found this book to be terrific! It answered all of my questions. I used the student survey with my 9th grade students and they loved it! I even use the matrix plans for every unit I teach. This book covers it all - placing students in groups (how to place students in groups using differentiation), tiering assignments, grading (is differentiation fair), classroom management (how do I manage 30 students doing 30 different activities), and special populations (exceptional, gifted, and regular education). I have read other books on differentiation put out by ASCD, but this one you can really apply to your classoom!
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June 27, 2007 (North Carolina) | Helpful Votes: 10 | Rating: 5

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Some children learn easily, while others struggle. How can teachers make sure that every child has opportunities to develop his or her talents? The answer is differentiation: changing the pace, level, or kind of instruction in response to learners' needs, styles, and/or interests. In this timely, practical guide, Diane Heacox presents a menu of strategies for any teacher faced with a spectrum of student needs and styles. Some are quick and easy-differentiating discussions, creating tiered assignments. Others are more comprehensive-matrix plans for designing curriculum units, "one-sentence lesson plans" that encompass content, process skills, and evidence of learning. Individual chapters focus on evaluation in a differentiated classroom and how to manage both behavior and work tasks. Diane describes ways to get to know your students and recognize that all have strengths and limitations. Not every gifted student is always ready for higher-level thinking; not every child with learning differences is always incapable of succeeding in a "higher group." Any curriculum can be differentiated-even a standard or mandated curriculum. Drawing on Bloom's Taxonomy, Gardner's Multiple Intelligences, other experts in the field, and her own experience in the classroom, Diane explains how to differentiate instruction in a wide variety of scenarios to provide variety and challenge in how teachers teach and in how students learn. Templates and forms simplify planning; examples illustrate differentiation in many content areas. Recommended for all teachers committed to reaching and teaching all learners. Includes reproducibles. Top to learn more

A Good Place to Start
Differentiation is one of the current buzzwords, and lots of people talk about it...in theory. It's really difficult to find ANYONE who talks about it in PRACTICE. Heacox, while still heavy in theory, goes farther than any other authors I've read so far on the subject in actually giving teachers usuable tools for curriculum writing and developing. Could there be more immediately applicable things? Of course. Still, it's come the closest to giving teachers some tangible strategies and activities that I've found.
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November 30, 2006 (San Francisco, CA USA) | Helpful Votes: 14 | Rating: 4

BUY Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3-12

Understanding by Design, Expanded 2nd Edition

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Thought Provoking, Critical, Essential
With respect to some of the previous reviewers, I really don't think they have done justice to this book. I'll completely expose my inner geek and admit that curriculum design is fascinating to me, and add that I own a considerable number of books on the topic. I am particularly interested in differentiating curricula, and I purchase books about educational theory and classroom ideas the way other women purchase shoes--insatiably. I have constantly challenged myself to create personalized lessons with meaningful learning goals throughout my teaching career, but I will say that this book has definitely changed the way I view teaching and curricular design--and for the better.I liked this book because it embraces the numerous messy variables that exist in the real world of teaching, and provides a template for you to construct meaningful, integrated learning activities for students. These messy variables include differing student interests and abilities, the struggle to...
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July 9, 2006 (Calgary, Alberta) | Helpful Votes: 156 | Rating: 5

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The highly anticipated second edition of Understanding by Design poses the core, essential questions of understanding and design, and provides readers with practical solutions for the teacher-designer. The book opens by analyzing the logic of backward design as an alternative to coverage and activity-oriented plans. Though backward from habit, this approach brings more focus and coherence to instruction. The book proposes a multifaceted approach, with the six “facets” of understanding. The facets combine with backward design to provide a powerful, expanded array of practical tools and strategies for designing curriculum, instruction, and assessments that lead students at all grade levels to genuine understanding.

The second edition, a refined work, has been thoroughly and extensively revised, updated, and expanded, including improvement of the UbD Template, the key terms of UbD, dozens of worksheets, and some of the larger concepts. The authors have successfully put together a text that demonstrates what best practice in the design of learning looks like, enhancing for its audience their capability for creating more engaging and effective learning, whether the student is a third grader, a college freshman, or a faculty member. Top to learn more

Potentially useful to some; many "but"s for most.
Whether the human mind is capable of understanding the process of understanding is a philosophical conundrum that has occupied the time of great thinkers from the pre-Socratics to the modern-day exponents of the theory of the mind. It is against this background that McTighe and Wiggins, respected American education researchers and theorists, attempt to say important things about understanding to teachers hoping to improve their lessons and their lesson planning.Their book sets out to do this largely by attempting to clarify some pragmatic trivia in a well ploughed field. Unfortunately, the reader is soon furnished with ample evidence that McTighe and Wiggins are patently out of their depth in this field. Their definition of understanding is an extremely poor one - "that a student has something more than just textbook knowledge and skill - that a student really `gets it.' " - although, to be fair, their definitions of assessment and curriculum are much sharper and better...
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June 11, 2007 (Monterrey) | Helpful Votes: 30 | Rating: 3

BUY Understanding by Design, Expanded 2nd Edition

Differentiated Instruction Questions

Knowing where children struggle and why they struggle, asking targeted questions and observing them enables teachers to plan learning experiences that are likely to develop the mathematics outcomes for students. The focus is on sequencing the content in a developmentally appropriate way and providing alternatives in approach that allow for differentiated instruction. The instructional approach with Leaps and Bounds can be individualized or differentiated. A clear list of the common areas of difficulty is provided for teachers, as are the key behaviours to look for and questions to ask students.

Teaching IB students is completely different than teaching special education students, or students in “regular” classes. My first two classes are both English 10D, but I co-teach the second section with a special education teacher because there is a high percentage of special education students in the class. ), but nonetheless each class is different and requires us as teachers to provide instruction in such a way that each class has an the opportunity for success. I don’t preference one class over another, and there are many variables which make each class different (class size, co-teachers, curriculum, ect. When a student asks me a question I’m able to elaborate while I answer and provide the student with more information. By ten thirty every morning I’ve taught three classes and worked with approximately 60 individual students which make each class completely different from the last. I have a student who participated in class during my King Lear unit, but chose to do none of the corresponding course work regardless of any and all conversations I had with the student. Planning and instruction for this class must be very clear and activities must be explained very thoroughly beforehand.

Durden, who served ten years as a U. S. Air Force intelligence officer and worked another decade as a stay-at-home dad, teaches in a room that’s part of a district pilot program to test one-to-one computing. it’s the only one-to-one class at Forest Lake. The assessments come in countless forms, from writing assignments to computer-graded quizzes to one-on-one conversations. What sets Forest Lake apart is the staff’s dedication to challenge each student at his or her own level, every day — and computers are essential to the success of that differentiated approach. When you walk into any given classroom at Forest Lake Elementary School, in Columbia, South Carolina, you see there is no one thing happening. Forest Lake, a public school with a diverse population of 592 students in grades preK-5, is a technology magnet school. In one corner of the classroom on a winter morning, five students are handwriting their opinions of books they’ve read. Children might be reading books, practicing math skills on a computer, creating videos with a Flip cam, contributing to the class blog, producing PowerPoint slide shows, or reviewing suffixes and prefixes on an interactive whiteboard — often all...

Kim and Dan co-authored Differentiation is an Expectation: A School Leader's Guide to Building a Culture of Differentiation :. Interested in differentiating instruction in your classroom. Our search committee asked job candidates a standard question: "How do you differentiate instruction. Differentiation has all sorts of implications for assessment (e. g. , use of formative assessment, including pretesting for flexible grouping and use of performance assessment). After one interview, my colleague erupted, volcano-style: "Why do we assume differentiated instruction can only happen in guided reading. Differentiated instruction can apply to any subject. Once you identify ways in which you can grow in how you differentiate content, process, and product, identify one or two reachable goals for yourself. * Recognize and celebrate what you already do. It's likely that you are already doing some differentiation in your classroom (e. g. , flexible grouping for guided reading). Differentiation means that "fairness" isn't everyone getting the same thing but rather everyone getting what she or he needs to maximize potential. My yoga instructor uses the same differentiation strategies in the studio that work in our K-12 classrooms:. Model life-long learning by using books, DVDs, and websites about differentiation to grow as a teacher. * Recognize that differentiation is an approach to teaching and learning, not a list of strategies. It's titled "The Five By Five Approach To Differentiation Success.

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I had that this year in my district, my high school wanted to bring in cooperated learning structures, a company that provides training on cooperative learning and differentiated instruction. We agreed to bring that in, with common language for
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Bourgault shares the same vision and philosophy regarding education as the founders of AACA and is skilled in determining learning styles, delivering differentiated instruction, addressing the multiple intelligences, and drawing out the best version of