Seven easy steps to differentiating math instruction for busy teachers

Are you able to support your struggling students while also challenging your high achievers? Research clearly shows the value of using formative assessment to differentiate mathematics instruction, but putting it into practice can be daunting. This book makes it much easier! Staff development expert and former math teacher Leslie Laud provides a clear roadmap for using formative assessment to differentiate mathematics instruction for students in Grades 4–10, using strategies ideal for a Response to Intervention (RTI) model. She presents a comprehensive framework of research-based practices that show how to: Get started and establish norms; Implement formative assessment; Create tiered lessons; Manage a multitasking classroom effectively

Tested and enhanced by experienced math teachers, the book's strategies are designed for use in conjunction with any curriculum or textbook. Included are a wealth of practical examples, reproducibles, and student activities—all developed with effective time management in mind. Whether you are just starting or interested in enhancing your mathematics instruction, this book will prove an invaluable resource.

Supporting Students Who Are Low Achieving

Supporting students who are low achieving

Each student who enters our classroom is a mystery with a uniquely varied learning profile. Uncovering how each child thinks and feels about mathematics is one of the most fulfilling and rewarding opportunities we have as teachers. Among those students with identified learning challenges, no two are ever the same, though some may share certain similar learning patterns such as difficulty with efficient and organized thinking or trouble retrieving what they know (Swanson & Deshler, 2003). However, two students diagnosed with attentional and memory difficulties may have entirely different readiness skills in different areas of math. Although familiarity with each child's learning profile is valuable, it is equally important to know simply what each ...

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