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

'Bender presents a variety of ways to differentiate instruction and foster dynamic learning' - Scott Currier, Mathematics Teacher, Belmont High School, NH 'This is one of those rare opportunities when a teacher can read a book and become inspired to take ideas immediately back to the classroom' - Amanda P. McKee, Math Instructor, Florence GBP5 School District, Johnsonville, SC Differentiate math instruction with practices that boost mastery for all students! Experienced teachers understand and appreciate that all students learn and process information according to their individual styles, abilities, and preferences. William N. Bender provides teachers with a wealth of critical strategies and teaching ideas for differentiating instruction to leverage each learner's unique abilities and raise student achievement in math. With updated information and recommendations based on the 2008 National Mathematics Advisory Panel report, this new edition of Differentiating Math Instruction includes research on the value of brain-compatible teaching and creative ways to get students visualizing, vocalizing, and moving during math to make instruction more meaningful, motivational, and successful. New and seasoned teachers alike will be able to quickly adapt the techniques to suit their specific classrooms, with key features including: - Strategies for use within a Response to Intervention framework - At-a-glance lists of "Top Ten Tactics" for successful implementation - "Web Site Reviews" that outline additional online resources - Concrete strategies to tap into multiple intelligences - A facilitator's guide for staff developers to train teachers in differentiating math instruction Engage every student in a deep conceptual understanding of mathematics with this key resource aimed at revitalizing mathematics instruction in the elementary and middle school classroom.

Table of Contents:
Preface: How to Use This Book Acknowledgments About the Author 1. The Mathematical Brain and High-Impact Teaching Teaching Mathematics Through Differentiating Instruction The Mathematical Brain Brains as Prioritizing Filters Number Sense Multiple Intelligences: Avenues for Learning Math Summary of Brain Research Instructional Phases for Developing Math Skills Teaching Strategy: Mathematical Games to Develop Number Sense SHEMR: A Tool for High-Impact Learning in Mathematics Evaluating One’s Own Instructional Planning What’s Next? 2. Differentiated Instruction and Response to Intervention in Mathematics Differentiation and Response to Intervention: Refocusing Math Instruction Teaching Phases in the Direct Instruction Lesson Problems With Direct Instruction in a Large Class Teaching Strategy: The Guess, Assess, and Tear Out Tactic A Differentiated Instruction Lesson Example Teaching Strategy: Using Guess, Assess, and Tear Out! Moving From Direct Instruction to Differentiated Instruction in Math The Omega Group The Mainline Instruction Group The Beta Group Is Further Differentiation Needed? Anything Wrong With This Scenario? Enhancing the Differentiated Instruction Model Guidelines for Differentiated Lesson Planning Results of Differentiated Lessons A Differentiated Instruction Overview: What It Is and What It Isn’t Response to Intervention in Mathematics Case Study: A RTI for Number Sense and Early Math Skill What’s Next? 3. Differentiating for Primary and Elementary Math Research on Math Readiness Steps in Developing Early Math Skills Teaching Strategy: A Concrete, Semi-Concrete, Abstract Learning Tactic Using CSA in the Classroom CSA in the Higher Grades Summary: CSA Tactic Teaching Strategy: The Errorless Learning Procedures Summary: Errorless Learning Teaching Strategy: Classwide Peer Tutoring for Differentiating in the Math Class What’s Next? 4. Differentiating for Deep Conceptual Understanding High-Impact Teaching for Operations in Math The Debate on Calculators in Elementary Mathematics Constructivist Theory and Understanding of Mathematics Using Cognitive Guided Visualization Scaffolded Instruction in Math Debate on What a Scaffold Is Graphic Representations of Word Problem Schemas Using a Representational Strategy Teaching Expanded Notation and Partialing Process Mnemonics Strategies to Teach Computation Research Support What’s Next? 5. Differentiating With Learning Strategies The Brain Research Basis for Metacognitive Theory and Tactics Learning Strategies for Word Problems The Schema-Based Math Strategy Differentiated Tear Out Activities for Story Problem Schemas What’s Next? 6. Differentiating in the Middle Grades Working Toward Higher-Order Thinking Teaching Strategy: Anchored Instruction Teaching Games in Higher Grades The PASS Strategy Moving On Up! Math Instruction Guidelines for Secondary Learners Appendix References Index

About the Author :
William N. Bender, PhD, has had a long and distinguished career in education, teaching in public school for several years and in higher education for some 26 years at Blue?eld State College in West Virginia, Rutgers University in New Jersey, and the University of Georgia. He has written 36 books in special and general education. With his retirement, he has stepped back from his rigorous workshop schedule, which as recently as 2016 included some 40 workshop days per year. While the COVID-19 pandemic impacted his work, he has written four historical ?ction novels and several educational books in recent years. He has delivered several professional development projects, including most recently a keynote for a virtual conference on project-based learning in Brazil in conjunction with his Corwin book Project-Based Learning (2012).

Review :
"This is one of those rare opportunities when a teacher can read a book and become inspired to take ideas immediately back to the classroom and use them. This book provides an effective plan to help teachers reach all their students using proven and researched strategies. It guides today′s classroom teacher who is struggling to help a diverse student population become successful." "This book provides refreshing strategies that work in the classroom. Bender has presented us with a variety of ways to differentiate instruction and foster dynamic learning. This work is a gift to individuals who are constantly looking for ways to improve their practice." "William Bender′s book should be a necessity for the bookshelf of anyone who teaches math. It speaks to the educator who may be struggling to reach all math learners in his or her classroom. It also reaches the math coach who is inspired by Bender′s work and who wishes to spread this wealth of knowledge to other educators. There is truly something for everybody." "A fantastic resource for first-year teachers and veterans alike. Bender’s research base combines with creativity and multiple approaches to yield a great reference that teachers can use over and over again." "The structure of the book invites teachers to enter into the text based on their questions—by design, a differentiated resource! The book is an excellent choice for a study group to begin the conversation on differentiation in mathematics. The inclusion of a facilitator′s guide provides further questions and activities for deepening teachers′ understanding of differentiation in mathematics."