Classroom makeover day 2

850 views
774 views

Published on

Presentation for Classroom Make

Published in: Education
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
850
On SlideShare
0
From Embeds
0
Number of Embeds
39
Actions
Shares
0
Downloads
0
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

Classroom makeover day 2

  1. 1. Why aren’t you differentiating?<br />
  2. 2. 78 to 88% of 5th and 6th grade average readers could pass pretests on basal comprehension skills before these were covered in the basal.<br />Barbara M. Taylor & Barbara J. Frye, The Reading Teacher, November, 1988.<br />
  3. 3.
  4. 4. Why Differentiate?<br />
  5. 5. From Get Off My Brain, by Randy McCutcheon, illustrated by Pete Wagner<br />
  6. 6. THINK<br />Who are gifted kids?<br />PAIR<br />How do gifted kids learn differently?<br />SHARE<br />In what ways should instruction for gifted kids be different?<br />
  7. 7. 5 Areas to Differentiate<br />CONTENT<br />PROCESS<br />PRODUCT<br />ENVIRONMENT<br />ASSESSMENT<br />
  8. 8. Early Bird Groups<br />Formed prior to beginning a unit of study.<br />Formed to give a preview and some prior knowledge to students who may struggle with the concept.<br />
  9. 9. Managing Groups<br /> Think about how to give directions to different groups<br />
  10. 10.
  11. 11.
  12. 12. Quick Tip for Forming Groups<br />Color Swish = Readiness Level <br />(Blue, Red, Green, Purple)<br />Letter = Learning Style <br /> (A, B, C, D)<br />Number = Random Assignment or Specific Tasks<br /> (1, 2, 3, 4)<br />Modified for Specialists<br /> B 2<br />
  13. 13. Minimum Requirements<br />Build a complex machine which is made up of at least two simple machines and can move a roll of pennies 3 feet.<br />
  14. 14. Ms. Fogarty’s 5th Grade Class<br />
  15. 15.
  16. 16. I’ve mapped out the concepts I’ve already grasped to save you time.<br />
  17. 17. The Value of Assessment or ...You can’t figure out what to teach ‘’em if you don’t know ‘’em!<br />Preassessment Options - Ensure the Mastery of Basic Skills!!!<br />Textbook Pretest<br />Student/Teacher Conference - as short as a 5 minute talk<br />K-N-W Chart - What do I Know, Need to know & Want to know<br />Journal - Write what you know about...<br />List - If I say ...<br />What does it make you think of?<br />Product - Draw a bar graph...<br />Use the graphing calculator to plot...<br />Concept Map...<br />
  18. 18.
  19. 19.
  20. 20. The CompactorJoseph Renzulli & Linda H. SmithStudent’s Name Kelly<br />
  21. 21.
  22. 22.
  23. 23.
  24. 24. Categorize&Classify<br />Subjects/Predicates<br />Sequence of Events<br />Text Organization<br />P<br />P<br />P<br />P<br />P<br />P<br />P<br />P<br />P<br />
  25. 25. Group Lesson Planning<br />**Allison, Sullivan<br />**Allison, Jake, <br />Paige<br />**Allison, Jake, <br />Paige<br />**Allison, Debbie, <br />Paige<br />**Allison, Debbie, <br />Paige<br />**Allison<br />
  26. 26. Possibilities for Replacement Activities<br /><ul><li>Small seminar groups for advanced studies
  27. 27. Mentors to guide in learning advanced content or pursuing independent studies
  28. 28. Units or assignments that are self-directed, such as creative writing, game creation, creative and critical thinking training
  29. 29. Accelerated curriculum based on advanced concepts
  30. 30. More challenging content
  31. 31. Interest or learning centers
  32. 32. Literature circles
  33. 33. Move to more advanced grammatical unit- </li></ul> adjective clauses, etc.<br />
  34. 34.
  35. 35.
  36. 36.
  37. 37.
  38. 38.
  39. 39. Examples<br />
  40. 40. Examples<br />
  41. 41. Examples<br />
  42. 42. Best Books for Differentiation<br />
  43. 43. Curriculum Compacting Work Time<br />In a group of one or more, choose one of the following types of Curriculum Compacting:<br />Study Guide Method (for content differentiation) pg. 67-84<br />Learning Contracts (for skill-based work) pg. 47-59<br />Resident Expert pg. 157-165<br />Work on the following:<br />How can this strategy be used in my classroom?<br />If I were to use this, what forms or items would I need to create? <br />Create one form or other resource that would allow you to use this strategy in your classroom. <br />
  44. 44. Work time<br />Activity #1: Curriculum Compacting Simulation<br />- Use pre-test information to determine what areas to compact for student <br />Activity #2: Alternate Activities Work<br />- Create <br />

×