I’m SorrySilent LunchLoss of RecessCan behavior improve? How do you document a warning? If there is a warning on the chart, is this a free pass to misbehave?
Handout – Type 1
Handout Type 2 of Compacting
* Fluency. The total number of interpretable, meaningful, and relevant ideas generated in response to the stimulus. * Flexibility. The number of different categories of relevant responses. * Originality. The statistical rarity of the responses among the test subjects. * Elaboration. The amount of detail in the responses.
Relate this to tech – you have the ability to find out anything that you want to about anything in the world Access to limitless information Access to real world audiences
TemetNosce – Neo in the Matrix Oracle at Delphi
Always remember – who’s expectation are you living up to? Are they yours?You are the only one that has to live your life You have to live with your choices and compromises
What do you want to do with your life? Remember this is your life to live. Marcia – Identity development – don’t foreclose on you own destiny
No man is an island Collaboration is key
TCHR 6020 Class 5 - Spring 2011
TCHR 6020MAT Classroom ManagementClass #5<br />Dr. Brian Housand<br />East Carolina University<br />Tuesday, February 15, 2011<br />
Torrance Creativity Activity<br /><ul><li>Complete the picture.
Include your name. </li></li></ul><li>February 15, 2011<br />Tales From The Field<br />CMP Wrap Up<br />Planning Instruction<br />Movie and a Makeover<br />Gimme Five<br />Curriculum Integration<br />Teachers on Film<br />
John F. Kennedy<br />“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.”<br />
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. <br /> -- Howard Gardner<br />
Howard GardnerTheory of Multiple Intelligence<br />“It’s not how smart you are but how you are smart.” <br />video<br />
What is Differentiation?<br />Responding to students:<br />Readiness levels<br />Interests<br />Preferred learning modes<br />Curriculum modification of:<br />Content<br />Process<br />Products<br />Tomlinson (1999)<br />
The Five Dimensions of Differentiation<br />Content<br />(Knowledge)<br />Process<br />(Pedagogy)<br />Yourself<br />Products<br />(Expression Styles)<br />Classroom Organization and Management<br />
What is Curriculum Compacting?<br />• Modifying or streamlining the regular curriculum <br />• Eliminating the repetition of previously mastered material<br />• Upgrading the challenge level of the regular curriculum<br />• Providing time for enrichment and/or acceleration activities while ensuring mastery of basic skills<br />
Three Objectives<br />To create a challenging learning environment within the context of the regular curriculum<br />To guarantee proficiency in the basic curriculum<br />To “buy” time for enrichment and acceleration<br />
Eliminates boredom resulting from unnecessary drill and practice</li></li></ul><li>Types of Compacting<br />Basic Skills Compacting:<br /><ul><li>Eliminates specific skills that students have already acquired.
Mastery can be documented more easily and objectively.</li></li></ul><li>Types of Compacting<br />Content Compacting:<br /><ul><li>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.</li></li></ul><li>Other Ideas for Differentiation<br />Learning Contracts<br />Learning Centers<br />Flexible Grouping<br />Acceleration and Remediation<br />Enrichment<br />Interest Based Explorations<br />Creative Outlets<br />