Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Independent Enrichment Projects


Published on

This slideshow is intended for teachers who are looking to effectively embed project menus and/or independent contract learning into their classrooms.

  • Be the first to comment

  • Be the first to like this

Independent Enrichment Projects

  1. 1. A Pathway to Differentiation: Sean M. Hildebrandt Sean M. Hildebrandt Secondary High Potential Specialist Secondary High Potential SpecialistEmail: Phone: (952) 496 --5768 Phone: (952) 496 5768
  2. 2. Differentiation is a teacher’sresponse to learner needsshaped by mindset andguided by general principles.Teachers can differentiatethrough content, process, orproduct according tostudents’ readiness, interest,or learning profile.- Carol Ann Tomlinson (1999)
  3. 3. Definition: a differentiationstrategy used with studentswho have already masteredthe skills or content to betaughtTwo avenues can be taken tocompact curriculum: •Acceleration •Enrichment
  4. 4. An valid pre-assessment has been designed and administered to classStudents have mastered 80% of the content before the unit has even begun!Student and parentsand/or guardian agree
  5. 5. Research suggests that project basedlearning is more effective thantraditional instruction:be more effective than traditional instructionfor preparing students to integrate and explainconcepts. (Capon & Kuhn, 2004)in increasing academic achievement on annualstate-administered assessment tests (Geier, 2008)long-term retention, skill development andsatisfaction of students and teachers (Strobel &van Barneveld, 2008)
  6. 6. Revisit Student LearnerProfiles. They can help youbuild appropriate andengaging enrichment projects.Each individual has a uniqueLearner Profile consisting of:  Personal Interests  Individual Aptitudes  Multiple Intelligences  Learning Styles
  7. 7. Select one or two literacy and content standards to addressConsider whether thisproject will serve as thesummative assessment orprepare student for thesummative assessment.
  8. 8. Bloom’s Hierarch wereupdated in the mid 90’s tobetter incorporate 21stCentury thinking skills:Projects can bedesigned to intentionallyaddress specific levels ofthinking.
  9. 9. Visual (29%): embracepictures, videos, graphics,diagrams, charts, modelsAuditory (34%) embracelectures, recordings, storytelling,music, verbalization, questioningKinesthetic (37%) embraceacting, role-play, clay modeling
  10. 10. Run Bloom’s Levels across the top and Learning styles down.
  11. 11. Define ExpectationsLearning ConditionsWorking ConditionsEvaluation MethodsTimeline
  12. 12. Geier, R., Blumenfeld, P.C., Marx, R.W., Krajcik, J.S., Fishman, B., Soloway, E., & Clay-Chambers, J. (2008). Standardized test outcomes for students engaged in inquiry-basedscience curricula in the context of urban reform. Journal of Research in Science Teaching,45(8), 922-939Strobel, J. & van Barneveld, A. (2008) "When is PBL More Effective? A Meta-synthesis ofMeta-analyses Comparing PBL to Conventional Classrooms," Interdisciplinary Journal ofProblem-based Learning, 3(1), 44-58. Retrieved from, N, & Kuhn, D. (2004). What’s so good about problem-based learning? Cognition andInstruction, 22, 61-79.Miller, P. (2001). Learning styles: The multimedia of the mind. ED 451340.