A differentiated middle school math class will include students with different abilities, strengths and learning styles who are grouped accordingly. The teacher may arrange desks in clusters to promote cooperative learning. She might group all kinesthetic learners together and assign hands-on projects for them to complete as a group. Visual learners might be placed near posters or other visual aids and encouraged to refer to textbook illustrations as needed. Auditory learners might be encouraged to discuss math concepts with a partner.
Classes will not rely only on traditional teacher-created paper tests. The teacher will create several variations of assessments, according to the National Council of Teachers of Mathematics. Some students will complete assessments individually, while others might need to work with the teacher to break complex concepts into more basic steps. Visual learners might complete a chart, graph or picture, while auditory learners might write a song that discusses math concepts. Kinesthetic learners might be assessed as they work through several different stations containing manipulatives or other hands-on processes to demonstrate math concepts.
The teacher will allow students to choose from one of several options for completing a math assignment. Students might choose to complete daily workbook assignments, write about what they learned in a journal or play computer games that quiz them on math. Some may create their own assignment, such as writing a funny poem that incorporates math concepts. Some students might create in-depth unit projects that demonstrate their expert knowledge of several concepts instead of smaller daily assignments, as the New York City Department of Education reports.
Middle school students of all ability levels are more likely to learn and retain math when teachers vary their teaching methods and use different teaching strategies to convey information. Some students might need more one-on-one instruction, while others learn best during large group instruction. Auditory learners might record lectures or talk through problems aloud. Teachers might incorporate flash cards to help visual learners. Teachers might supplement instruction with video clips, animations or computer programs that incorporate strong visuals and student involvement to help both kinesthetic and visual learners.