What does differentiating mathematics instruction mean to you? What differentiated instructional strategies have you used in your classroom? What are some challenges to implementing such strategies? In a general sense, any differentiated instructional approach is based on the premise that instructional approaches should vary and be adapted in relation to the diverse students in the classroom so that students have multiple options for engaging with and making sense of mathematical ideas and strategies. Any model of differentiated instruction requires teachers to be flexible and adaptable in their teaching rather than expecting students to modify themselves to the curriculum program and class instruction. Yet, for mathematics teaching and learning, careful attention must be paid to the mathematics content and learning processes. During this webcast, you will develop an understanding of purpose and rationale for differentiated mathematics instruction; relate initial assessment (diagnostic) and assessment for learning (formative) to differentiation strategies; and become familiar with several classroom strategies for differentiating mathematics instruction.

"Multi-media resource for professional learning"--Viewer's guide. Co-published by: Curriculum Services Canada. Viewer's guide in DVD case. Online videos also available on the Learning Exchange website. Viewer's guide and other resources available under Additional Info tag.

-- Introduction -- Inquiring about mathematics instruction -- Research about student's mathematical knowing and learning -- Differentiating instruction by mathematics content -- Initial (diagnostic) assessment strategies -- Open ended and parallel learning tasks for instruction -- Preparing for differentiating instruction. Asking prompting questions during instruction -- Responding to a range of student thinking -- Differentiating mathematical processes during instruction -- Open-ended and Parallel tasks for consolidation -- Closing thoughts -- Focusing on students -- Continuing your professional learning.