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What are some best practices for collaborating with other math teachers on differentiation and scaffolding?

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Differentiation and scaffolding are essential strategies for meeting the diverse needs of math learners. However, planning and implementing them can be challenging and time-consuming. That's why collaborating with other math teachers can be a great way to share ideas, resources, and feedback. In this article, you'll learn some best practices for collaborating with other math teachers on differentiation and scaffolding.

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Andrea Bergener

Math Specialist

1 Set common goals

Before you start collaborating, it's important to have a clear and shared vision of what you want to achieve with differentiation and scaffolding. This means identifying the learning outcomes, the standards, and the assessment criteria for your math units or lessons. You can use a common template or rubric to align your goals and expectations across your team. Having common goals will help you communicate effectively and avoid confusion or inconsistency.

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Shofiquez Zaman

Deputy Chief Executive, Community Schools Trust. BSc Engineering. NPQEL. NPQH. PGCE. Co-Founder: Dynamic Progress Reporting (DPR).
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-The organisational structure must facilitate the intended aim - aims has to be aligned between the collaborators. I. Our context maths leaders belonging to different schools have this common aim; to improve their curriculum and its associates resources I.e the maths curriculum booklets. - our common goals is steered by the vision of the trust to challenge learners and for teachers to adopt the best possible approach based on research

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2 Choose appropriate methods

Differentiation and scaffolding can take many forms and methods, depending on the content, the context, and the learners. Some examples are flexible grouping, tiered tasks, open-ended questions, graphic organizers, manipulatives, and feedback. You and your colleagues can collaborate on choosing the most appropriate methods for your math topics and students. You can also brainstorm ways to differentiate and scaffold the process, the product, and the environment of learning. For example, you can vary the level of difficulty, the mode of expression, and the support available.

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Alice P.

Start-up for Grow Your Own Farm to Table Co-Op?? Advocate for approach to Holistic Health, which incorporates Herbal Ayurvedic Medicine?? ELA, Math, Science & STEM Educator & Tutor as well as Creative in The Arts??
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Also applicable content - ie. Real world examples that build on content over few days’ of lessons and then allow various submission formats based on different learners’ strengths; with parameters of course. Visual vs. Verbal vs. Hands-on, etc with project based presentations. And then formal written teacher assessments to reinforce understanding after these student presentations. I also had students use grading rubrics along with what I would use on a 1-5 Scale to follow. This helped all stay engaged, reinforced concepts and helped support their cognitive engagement during peer presentations. As a group we would then ask presenter Q’s ( along allowable parameters) at the end.

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3 Share and adapt resources

One of the benefits of collaborating with other math teachers is that you can share and adapt resources for differentiation and scaffolding. This can save you time and effort, as well as provide you with new ideas and perspectives. You can use online platforms, such as Google Drive, Dropbox, or Padlet, to upload and access resources, such as lesson plans, worksheets, games, videos, or websites. You can also give and receive feedback on how to improve or modify the resources to suit your students' needs and interests.

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Andrea Bergener

Math Specialist
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Many teachers rely on social media for finding and sharing resources because they are already using platforms like Facebook, Instagram, and TikTok for personal use. Specialized Facebook groups can especially help teachers in small schools where they may not have co-workers teaching the same content area.

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4 Monitor and evaluate impact

Another best practice for collaborating with other math teachers on differentiation and scaffolding is to monitor and evaluate the impact of your strategies on student learning. This means collecting and analyzing data, such as test scores, student work, surveys, or observations, to measure the effectiveness and outcomes of your differentiation and scaffolding. You can also use data to identify areas of strength and weakness, as well as gaps and opportunities for improvement. You can share your findings and reflections with your colleagues and discuss how to adjust or refine your practices.

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5 Celebrate and acknowledge success

Finally, collaborating with other math teachers on differentiation and scaffolding can also be a rewarding and enjoyable experience. You can celebrate and acknowledge the success of your students and yourself, as well as the contribution of your colleagues. You can also appreciate the diversity and richness of your math community and the learning opportunities it offers. You can express your gratitude and recognition through words, gestures, or tokens of appreciation.

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6 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?

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Andrea Bergener

Math Specialist
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If you are collaborating with teachers at the same campus, arrange your schedule to observe one another teaching. I recommend having a specific strategy to look for because there is much you will observe in a lesson. There is much you can learn from seeing your colleagues in action.

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What are some best practices for collaborating with other math teachers on differentiation and scaffolding?

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1 Set common goals

2 Choose appropriate methods

3 Share and adapt resources

4 Monitor and evaluate impact

5 Celebrate and acknowledge success

6 Here’s what else to consider

Mathematics Education

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