What Do I Do When They Finish Their Work Early?Presentation Transcript
Presented by:Shanetta Pittman and Angela Mallory Weldon City Schoolspittmansh@email@example.com
“In this class we are never finished.Learning is a process that neverends.” Carol Ann Tomlinson
High time on task To allow students to work independently on ongoing assignments throughout a unit To keep students challenged after they’ve completed assignments To provide a strategy for teachers to deal with “ragged time” when students complete work at different times To allow the teacher to work with students to target specific academic skills, modify and enrich curriculum, and better meet the needs of individual students
Make sure the students have had practice and understand how to work independently. Management procedures should already be in place. The activities should be able to be completed with little to no teacher intervention or assistance. The activities should be meaningful. The activities should be tied to specific content or skills that need to be reinforced. You should have a plan for managing and monitoring the activities.
DEAR Time - Silent Reading Journal Writing or Learning Logs Vocabulary Work Math “Problem of the Day” Learning Centers Vocabulary Practice Portfolio Management Agenda notes
MathImagine a trip youd really like to take. With permission from your teacher, visita travel website (such as travelocity.com) and check on available plane ticketsand lodgings. Add up the total amount it would cost you to take the trip. Howcould you get the best deal?ScienceCome up with a list of new "essential questions" youd like to have answeredabout our unit of study.Social StudiesCreate an imaginary continent. Then, draw and name the countries on thatcontinent. Be sure to include borders, capital cities, etc. Then, write about oneof the countries. Explain its government, culture, and laws.VocabularyCreate categories or groups for your spelling words, then figure out a wayReadingWrite a letter to the author of a book youve enjoyed.
Charts around the room Dry erase board/Bulletin Board Hang from the ceiling Laminate and tape to the desks Learning Centers Colored folders Index cards Shoe box Egg Carton Choice boards
Checklist Extra Points Teacher/Student Conference Rubric Percentage of Final Grade Portfolio Check
YOUR TURN…HAVE FUN!
Tomlinson, C. A. (2001). How to differentiate in mixed- ability classrooms. Alexandria, VA: Association for the Supervision of Curriculum Development.