Advertisement
Advertisement

More Related Content

Advertisement
Advertisement

Differentiation in the GT Classroom

  1. Image courtesty of Snomanradio at Flickr
  2. Keep in mind the social and emotional needs of these kids as well.
  3. Punnett Square define what it is what it isn’t extra info
  4. Power of Icons
  5. Dive in!
  6. 60
  7. 62
  8. • http://bit.ly/Vpy0nX show this video
  9. Nobody asks bakers why they made cakes in tiers.
  10. What’s the difference between tiering and compacting? TIER: same curriculum, but different place, materials, and/or complexity COMPACT: different curriculum, replacing already- learned material
  11. 6 Steps to tiered instruction
  12. Select the activity, the concept, or the skill Step 1
  13. Decide what you will differentiate for (readiness? interest level?) Step 2
  14. Determine the complexity of the activity (use Tomlinson chart) Step 3
  15. Design the lesson with the most highly able student in mind Step 4
  16. Clone the activity along the ladder no more than twice (use possibilities chart) Step 5
  17. Match the student to the right rung of the ladder (they may move to different rungs for different lessons) Step 6
  18. There are 8 options for differentiating the tiers.
  19. 1. What’s the group size? alone pairs small groups whole group
  20. 2. Teacher support? independent teacher-assisted teacher-directed
  21. 3. complexity? abstract concrete
  22. 4. Quantity of resources? very few, chosen multiple, self- discovered
  23. 5. Resource complexity? tech above grade level at grade level
  24. 6. Is the process complex? quick pacing & lots of steps over a long period of time typical pacing, but lots of steps typical pacing few steps, but quick pacing few steps
  25. 7. Thinking level? synthesis or evaluation analysis or application knowledge or comprehension
  26. 8. The product?needs advanced skills open-ended, but on-level simple, straightforward, on level
  27. You don’t need to tier all of these things. They’re options.
  28. Questions?
  29. compacting
  30. Why do it? Because when I posted this…
  31. Students posted things like this
  32. And the data backs her up.
  33. 8 Simple Rules for Compacting 1. Determine the learning objectives
  34. 8 Simple Rules for Compacting 2. Figure out how to pretest one or more of those objectives
  35. 8 Simple Rules for Compacting 3. Decide who to pretest (it can be everyone)
  36. 8 Simple Rules for Compacting 4. Conduct the pretest
  37. 8 Simple Rules for Compacting 5. Eliminate the redundancies for students who have mastered it
  38. 8 Simple Rules for Compacting 6. Streamline instruction for those who haven’t mastered but move quickly
  39. 8 Simple Rules for Compacting 7. Enrich or accelerate the students in steps 5 & 6
  40. 8 Simple Rules for Compacting 8. Keep really good records of what you did and why
  41. But how do you do step 7?
  42. Be guided by INTERESTS, not just abilities
  43. Decide what to do about grades Keep the record a record of their work at their actual grade level. Make sure it’s a lure, not a shove. Don’t force; invite. Share your rationale with all students. Explain the how’s and why’s to parents.
  44. Document objective/ content/ assignment procedure for pre- assessment acceleration or enrichment
  45. byrdseed.com/differentiator/
  46. There are no shortcuts to anywhere worth going.
  47. Adapted from Willa A. Foster
  48. Adapted from Willa A. Foster
  49. Dear Dirk…
  50. Project Palooza!
  51. You made it. Congratulations. Now go forth & differentiate!
Advertisement