February 15, 2011 Tales From The Field CMP Wrap Up Planning Instruction Movie and a Makeover Gimme Five Curriculum Integration Teachers on Film
Tales from the Field
Classroom Management Plan
Planning and Conducting Instruction
John F. Kennedy “Not every child has an equal talent, or an equal ability, or equal motivation, but children have the equal right to develop their talent, their ability, and their motivation.”
The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual and thus feel justified in teaching them all the same subjects in the same way. -- Howard Gardner
Howard GardnerTheory of Multiple Intelligence “It’s not how smart you are but how you are smart.” video
What is Differentiation? Responding to students: Readiness levels Interests Preferred learning modes Curriculum modification of: Content Process Products Tomlinson (1999)
The Five Dimensions of Differentiation Content (Knowledge) Process (Pedagogy) Yourself Products (Expression Styles) Classroom Organization and Management
What is Curriculum Compacting? • Modifying or streamlining the regular curriculum • Eliminating the repetition of previously mastered material • Upgrading the challenge level of the regular curriculum • Providing time for enrichment and/or acceleration activities while ensuring mastery of basic skills
Three Objectives To create a challenging learning environment within the context of the regular curriculum To guarantee proficiency in the basic curriculum To “buy” time for enrichment and acceleration
For students, Compacting…
Recognizes large reservoir of knowledge
Satisfies hunger to learn more about self-selected topics
Eliminates boredom resulting from unnecessary drill and practice
Types of Compacting Basic Skills Compacting:
Eliminates specific skills that students have already acquired.
Spelling, mathematics, or grammar.
Pre-testing is easier to accomplish.
Mastery can be documented more easily and objectively.
Types of Compacting Content Compacting:
Social studies, science, and literature
Students may already know the objectives or may be able to read the material and master the objectives in a fraction of the time.
More flexible – students can absorb the material at their own speed.
Evaluation may be less formal – essays, interviews, or open ended tasks.
Other Ideas for Differentiation Learning Contracts Learning Centers Flexible Grouping Acceleration and Remediation Enrichment Interest Based Explorations Creative Outlets
H A L F T I M E
Gimme Five! Five Fabulous Tricks, Tips, and Tools for Today’s Teacher Today’s Five Art Fraud Detective From the Mixed Up Files Chasing Vermeer Google Art Project Art Integration
movieand a makeover
Classroom Makeover Challenge Initial Analysis / Identification of Problem Areas (5 Points) Research of Solution (5 Points) Implementation of Solution (10 Points) Analysis of Makeover (5 Points) Production Value / Upload (5 Points) 1 2
E. Paul TorranceOctober 8, 1915 – July 12, 2003 Fluency Flexibility Elaboration Originality
Don't be afraid to fall in love with something and pursue it with intensity.
Know, understand, take pride in, practice, develop, exploit and enjoy your greatest strengths.
Learn to free yourself from the expectations of others and to walk away from the games they impose on you.
Free yourself to play your own game.
Find a great teacher or mentor who will help you.
Don't waste energy trying to be well rounded.
Do what you love and can do well.
Learn the skills of interdependence.
My general formula for my students is "Follow your bliss." Find where it is, and don't be afraid to follow it.
Change Is Inevitable Growth Is An Option Choose to GROW
Bring Digital Photos / Video Planning and Conducting Instruction E&E Chapter 5 TGS Chapters 21-24 For February 15, 2011