In this online class, you will learn strategies to differentiate your math instruction to meet all the various needs of your students. You will learn to make the content standard strands (Number and Operations, Geometry, Measurement, Algebra and Data Analysis, and Probability) accessible to all types of learners. For each content strand, you will become familiar with open questions and parallel tasks which vary in difficulty. These effective and proven strategies can be used together with any district math program to create a math-rich classroom environment.

Required text for PK-8th grade: Good Questions: Great Ways to Differentiate Mathematics Instruction, by Marian Small. 3rd Edition.

Required text for 6-12th grade: More Good Questions: Great Ways to Differentiate Secondary Mathematics Instruction, by Marian Small and Amy Lin.

Grades PK-12; SPU Course Number: 5848

This class is offered for 3 Quarter Credits.

Registration

Register Anytime! You can start your course TODAY!

1. Click "Registration" below. Our site will redirect you to an SPU registration page where you will pay both the TINT and SPU fee with a credit card.

2. You will receive an email from SPU with your receipt and a link to the coursework.

3. You have a year to complete the work at your own pace. Your grade will be posted on your transcript within a few weeks (and often sooner) of you finishing!

Links to explore or purchase required textbooks:

Student Testimonials:

I learned many things from this class. One of the most important things I learned was that it was possible to differentiate math without it being too overwhelming.

---Summer 2017 Student

These open questions and parallel tasks are a great way to involve all students in the learning! I have already begun to implement some open questions in our daily math review. At first, several students were frustrated because open questions don't have just one "right answer." They were searching for more parameters, and asking me whether or not something was "wrong." It was interesting that these students were often my excelling math students, and those who struggle more with mathematics simply saw the question and got right to work.

Now, when we have open questions, students are so excited to share their work and I am getting participation from some of my most reluctant math students. In fact on Tuesday, when we had an indoor recess, one of my students that has been having a really hard time with math asked for some more of these questions during recess. He was so excited about his work, he shared it with the whole class during the next day's morning meeting! I am so thrilled with these new opportunities in math and new ideas for teaching and engagement. I will definitely continue to implement these for years.

---Winter 2016 Student

This class has opened my eyes into many ways to reach all different levels of my math students. Since learning about parallel tasks and open questions, I have had some success in my own classroom. I have been able to pose an open question to the whole class and see their all the ranges of responses. I truly think my mind frame has significantly changed for the better since learning how to differentiate within one question or task. I have been working with my principal in framing better questions in general, so this class played well with my goals as a teacher. The power of a quality question holds so much more potential to reach more students. I plan to pose either a open question or a set of parallel tasks with every lesson.

---Winter 2015 Student

I have really enjoyed taking this course! I feel that the content of the course book and the assignments are directly relevant to math instruction in my classroom. In the past, in order to differentiate, I used some variation of open questions and would create several sets of tasks/problems for students. I even half-heartedly tried to do a math workshop, created from scratch. It was a lot of work, was fragmented, and I didn’t feel like my class could have a common conversation once we did a wrap-up at the end of our math time. I have learned so much from this course and feel like I can work smarter, not harder, in the future when differentiating my math instruction.

---Fall 2015 Student

My uneducated fear of differentiated instruction involved me creating 2 or 3 unique activities for any given lesson and then feeling transparent when splitting students into the low, average, and high groups. After this class, I honestly feel that differentiating math instruction is practical, easy to do, easy to implement, and effective. I already used open questions but only as large-scale discovery-type activities but I really like the idea of using them more often to induce creativity and encourage engagement. In regards to parallel tasks, I was relieved to learn that they don’t have to be huge tasks that would take ages to create and also that it is not necessary to assign a particular task to each student which solves the problem of categorizing and pigeon-holing students. I have already been regularly implementing parallel tasks by giving students 2 options of some of the “you try” practice problems in my lessons. I have been impressed with the results; students do a good job of picking the appropriate problem and I have found that the brighter students are usually willing to help the lower students when they have time after finishing the harder task. Also, I have seen more engagement from lower-level students since they feel capable of adding something to the class conversation. Overall, I was surprised at how practical and simple it is to build differentiation into lessons. As I continue to implement more open questions and parallel tasks, I am hopeful of seeing more creativity and engagement from students of all levels.

---Fall 2014 Student

The strategies introduced in this book have already helped me to plan differently for my classes. For example, I introduced the Pythagorean Theorem last week in my Math 8 course -- the most diverse and reluctant group I teach. Instead of teaching ideas about squares and square roots explicitly I created an activity full of Open Questions to have students explore the concepts and to tease out ideas about the relationship between square numbers and square roots. I was able to give the same questions to all students but to push more advanced students to think in more complex ways and more reluctant students to take a shot and succeed.

---Winter 2014 Student

At the beginning of this class, I made a goal to implement open questions and parallel tasks into my instruction once a week. However, since becoming more familiar with the process I have noticed that I implement them on a daily basis with little or no prep. Throughout the class, I was able to do a lot of research centered around open questions/parallel tasks that correlate with the common core and came across several resources that I use and will continue to use throughout my instruction. I have noticed that my students are responding very well and have become very familiar with the routine. In other words, students are eager to solve the open questions and parallel tasks, discuss their thinking in small groups, and share their findings during whole group discussions. I have also noticed that it has challenged them in a positive way. ALL students are showing, and feeling, success!!

---Winter 2014 Student

I have been able to come up with some new strategies using the open questions and parallel tasks, that I hope will enhance my teaching with these specific skills. I have already used a couple of these activities and found it to be very natural and easy to implement. Thank you for broadening my thinking about ideas for math differentiation.

---Winter 2013 Student

These activities along with the book have been really helpful in helping me to look at how I teach math....Thank you, Ashley, for allowing me to do this work in a way that made sense for my life. I really appreciate that even though I have never “met” you, I felt as though you were there to help me and support my understanding of the materials. Thank you again for helping to make these classes a learning and enjoyable experience.

---Winter 2013 Student

Fees:

Option 1: Non-Credit/Audit TINT Tuition Fee: $510

Option 2: TINT 3 Quarter Credit TINT Tuition Fee: $510

Instructor: Tony Whipps

Differentiated Math: You Can Do It!

Online Class:

The Innovative Northwest Teacher

(503)746-7051

tintclasses@gmail.com

7460 SW Hunziker Rd Ste G

Tigard, OR 97223