This resource aims to generate discussions amongst educators around strategies and tools that help meet the diverse needs in the math classroom. In particular, we will:
- Explore the use of rich math tasks as a way to differentiate instructions
- Reflect on how to make class activities more inclusive using Tomlinson’s framework for differentiated instructions
- Examine the shift in focus between content and curricular competencies in the redesigned curriculum and how it affects teaching practice
Module: The Redesigned Curriculum as a Tool to Meet Diverse Needs
Engage in a Rich Math TaskDiscuss Your ExperienceDifferentiation of Content in Math and ELAReflecting on Differentiation and InclusionVNPS and VRGUsing the Redesigned Curriculum as a ToolReflecting on Learning GoalsBonus Track for Teachers
Please refer to the “Activity” sheet for discussion questions explored in the presentation.
- Activity Sheet
- Assessment through Curricular Competencies: Questions to Prompt (Liljedahl)
- Rubric for Open Ended and Parallel Task Questions (The Ontario Teachers Federation)
- Rubrics – Open Task (Pruner)
Ready to try some rich math tasks? Refer to this Implementation Guide for beginning steps to building a thinking classroom and sources of rich math tasks.
Refer to the following document for more resources related to the BC redesigned curriculum and differentiating math instructions:
Reference
Tomlinson, Carol Ann, and Tonya R. Moon. Assessment and Student Success in a Differentiated Classroom. ASCD, 2013.
