In Part I, Ms. Clemens introduced her Integrated Algebra I students to the reality of differentiated instruction and graphing their academic progress during the first quarter of the school year. In Part II, Ms. Clemens will show students what differentiated instruction will look like in the math classroom and in her instruction.
“Okay class, we will start this year by becoming partners as you learn about Algebra and its real life applications. Each of you learns differently and will process your newly acquired math concepts at different academic rates. You are individuals in your own learning and academically you will perform according to your individual abilities to apply and analyze the new math concepts you will learn during the school year,” Ms. Clemens said addressing her 9 grade students.
“Well, if it’s alright with you Ms. Clemens, I don’t want to be psycho-analyzed this year. I just want to get an A in Algebra I so that I can take AP Calculus when I’m a senior,” Laney, an APP (Advance Placement Program) student from middle school said in a teenage huff.
“Oh, be quiet, Ms. Brainiac,” Marvin teased her from across the classroom.
“Could everyone just chill out,” Martha said from her seat near the window. “I want to…I need to hear what Ms. Clemens is saying, I’m no good at math and I need all the help I can get.”
Ms. Clemens waited at the front of the classroom for the conversation to cease before she continued. Thirty seconds later, she spoke to the students who had expressed concerns and to the entire class.
“Laney, Marvin and Martha, you and your classmates will enjoy your classroom experience this year. You will become your own psychoanalysts in reflecting on your academic performance and actually charting your work.”
“How?” Clancy asked from the back row.
“Let’s start with your first assignment,” Ms. Clemens said handing out a pre-assessment basic math quiz. “You have 20 minutes to complete this quiz and then as a class we will correct the quiz and that will be your first score for your notebook.”
"But Ms. Clemens, I need more than 20 minutes. I'm going to fail my first test. It's just not fair," Martha yelled out into the classroom.
"Martha, it's okay. With differentiated instruction, you and your classmates who need extra time can have extra time to complete the quiz," Ms. Clemens said as the class started their first assessment.
In Part III, Ms. Clemens will assess her student’s academic performance by holding two week conferences and looking at their graphical analysis of their tests, group projects and homework assignments to show the effectiveness of differentiated instruction in her classroom.