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.

For PK-12 Teachers

This class is offered for 3 Quarter Credits

Required Textbook:

PK-8th grade: Good Questions: Great Ways to Differentiate Mathematics Instruction, by Marian Small. 3rd or 4th Edition.

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

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!

Fees:

Option 1:  Non-Credit/Audit TINT Tuition Fee (30 PDUs): $525

Option 2:   3 Quarter Credit (60 PDUs) = TINT Tuition Fee: $525

+ $165 SPU Credit Fee (Click here for SPU Info) = $690

Click Here For Coursework Preview

Student Testimonials:

I am really glad that I took this course on Differentiated Math. I was struggling with teaching math this  year and needed a new way to look at differentiating for my students who have a variety of math strengths and areas in which they can grow. 

—TINT Student

This course has opened my eyes to ways that can make math accessible for a majority of my students. I’ve always struggled with reaching my emerging mathematicians while also challenging my accelerated mathematicians, and the parallel tasks have provided a direct solution to that problem.

—TINT Student

As a math teacher, I am constantly trying to consider how to make learning accessible to a wide array of learners.  Even though this course fits right into my style of instruction, I learned so much about how to further differentiation in my own practice and giving students many ways of approaching the same skills.

—TINT Student