Doing Differentiation Strategies to use in your classroom today
Gifted Kids Need Differentiation <ul><li>Miamisburg City Schools currently serves only 13% of its identified gifted studen...
Nature and Needs of Gifted Children <ul><li>Gifted children are characterized by their ability to process information quic...
Assessment <ul><li>Assessment before, during, and after instruction is critical for making appropriate modifications for y...
Levels of Cognition and Multiple Intelligences <ul><li>Differentiation of process involves offering opportunities to proce...
Questioning <ul><li>Higher level questioning strategies encourage discussion and thinking beyond recall of information. </...
Anchor Activities <ul><li>Anchor activities provide students with relevant, meaningful activities that can be completed in...
Tic Tac Toe and Choice Menus <ul><li>Tic tac toe boards and other choice menus are great tools for integrating student cho...
Flexible Grouping <ul><li>Gifted students are not necessarily gifted in everything.  Flexible grouping allows for students...
Cubing <ul><li>Incorporating cubing in your classroom allows you to guide student thinking in multiple directions and to d...
Curriculum Compacting <ul><li>Curriculum compacting is a great way of finding time for enrichment and extension activities...
Independent Study <ul><li>Students participating in independent study learn time management and organizational skills in a...
Tiered Lessons <ul><li>Differentiate content, process, and product for students based upon data obtained from pretesting. ...
Resources <ul><li>http://guest.portaportal.com/renegar </li></ul><ul><li>http://www.orc.org </li></ul><ul><li>http://www.o...
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Doing Differentiation

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Transcript of "Doing Differentiation"

  1. 1. Doing Differentiation Strategies to use in your classroom today
  2. 2. Gifted Kids Need Differentiation <ul><li>Miamisburg City Schools currently serves only 13% of its identified gifted students through the Challengers program and advanced coursework. </li></ul><ul><li>87% of students with a gifted identification receive no services outside of what is provided in the regular classroom. </li></ul>
  3. 3. Nature and Needs of Gifted Children <ul><li>Gifted children are characterized by their ability to process information quickly and to make connections within and among disciplines. </li></ul><ul><li>Gifted children benefit from differentiated content, process, and product. </li></ul>
  4. 4. Assessment <ul><li>Assessment before, during, and after instruction is critical for making appropriate modifications for your students. </li></ul><ul><li>Think outside the box- assessment is not limited to written tests and quizzes! See the assessment packet for some ideas for quick and easy ways to assess your students. </li></ul><ul><li>Note- OAGC recognizes content mastery at 85% </li></ul>
  5. 5. Levels of Cognition and Multiple Intelligences <ul><li>Differentiation of process involves offering opportunities to process information at different levels of Bloom’s taxonomy as well as providing students with options to take in information through a variety of learning modalities. </li></ul><ul><li>See the Thinking in Bloom packet for information on integrating these learning theories into your instruction. </li></ul>
  6. 6. Questioning <ul><li>Higher level questioning strategies encourage discussion and thinking beyond recall of information. </li></ul><ul><li>Open-ended questions give students room to make content connections and to think critically and creatively about the material being presented. </li></ul>
  7. 7. Anchor Activities <ul><li>Anchor activities provide students with relevant, meaningful activities that can be completed independently. </li></ul><ul><li>These can be leveled to meet different student needs, and can be used as a management tool for early finishers and to facilitate small group instruction to meet student needs. </li></ul>
  8. 8. Tic Tac Toe and Choice Menus <ul><li>Tic tac toe boards and other choice menus are great tools for integrating student choice, different levels of thinking, and multiple intelligences. </li></ul><ul><li>2-5-8 menus allow for student choice and more teacher control over the types and quantity of work completed by each student. </li></ul>
  9. 9. Flexible Grouping <ul><li>Gifted students are not necessarily gifted in everything. Flexible grouping allows for students to move in and out of groups based on need, ability, interest, etc. </li></ul><ul><li>Every student deserves the opportunity to work with intellectual peers on appropriately challenging tasks. Gifted students are not always the best teachers. </li></ul><ul><li>Peer teaching is most appropriate for students who have just gotten a concept- not for a student who has already mastered it. </li></ul>
  10. 10. Cubing <ul><li>Incorporating cubing in your classroom allows you to guide student thinking in multiple directions and to differentiate process and product for students of varying abilities. </li></ul><ul><li>Don’t want / have time to make a bunch of cubes? Consider using think dots- correlate activities and questions with the number of dots on each side of a regular die. </li></ul>
  11. 11. Curriculum Compacting <ul><li>Curriculum compacting is a great way of finding time for enrichment and extension activities for gifted students. </li></ul><ul><li>It is guided by demonstration of student mastery (85%) and allows students to substitute projects and activities that more appropriately meet their learning needs. </li></ul>
  12. 12. Independent Study <ul><li>Students participating in independent study learn time management and organizational skills in addition to research and content related understandings. </li></ul><ul><li>When discussing independent study topics, consider using connections to real life problems, student interest, and depth of the content covered. </li></ul><ul><li>Students can present their independent study as an enrichment to other students in the class. </li></ul>
  13. 13. Tiered Lessons <ul><li>Differentiate content, process, and product for students based upon data obtained from pretesting. </li></ul><ul><li>Students must have the understanding that not everyone needs the same thing. </li></ul><ul><li>Each tier must have motivating and challenging activities that are appropriate to student needs. </li></ul>
  14. 14. Resources <ul><li>http://guest.portaportal.com/renegar </li></ul><ul><li>http://www.orc.org </li></ul><ul><li>http://www.ohiotresurechest.org </li></ul><ul><li>http://www.hoagiesgifted.com </li></ul><ul><li>http://www.oagc.com </li></ul>
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