2012 Classroom Makeover Day 1


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Presentation for 2nd Day of Confratute Strand, Classroom Makeover. Topic: Curriculum Compacting.

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2012 Classroom Makeover Day 1

  1. 1. Liz Fogartyfogartye@ecu.edu
  2. 2. Monday: Foundational Support
  3. 3. Moving from Cute Counts
  4. 4. Universal Themes and Generalizations Kaplan Change Patterns Conflict Power Exploration Structure Force or Influence Systems Order vs. Chaos Relationships
  5. 5. Tuesday: Additions
  6. 6. Today’s ObjectiveO Participants will be able to utilize compacting to document student proficiency and make curricular modifications to increase challenge and interest.
  7. 7. Talk & DoListen 30 minutes30 minutes Synthesize 30 minutes
  8. 8. Why aren’t you differentiating?
  9. 9. 78 to 88% of and grade 5th 6thaverage readers could passpretests on basalcomprehension skills beforethese were covered in thebasal.Barbara M. Taylor & Barbara J. Frye, The Reading Teacher, November, 1988.
  10. 10. From Get Off My Brain, by Randy McCutcheon, illustrated by Pete Wagner
  11. 11. THINK Who are gifted kids? PAIRHow do gifted kids learn differently? SHAREIn what ways should instruction for gifted kids be different?
  12. 12. I’ve mapped out the concepts I’ve alreadygrasped to save you time.
  13. 13. The Value of Assessment or ... You can’t figure out what to teach ‘’em if you don’t know ‘’em!Preassessment Options - Ensure the Mastery of Basic Skills!!! Textbook Pretest Student/Teacher Conference - as short as a 5 minute talk K-N-W Chart - What do I Know, Need to know & Want to know Journal - Write what you know about... List - If I say ... What does it make you think of? Product - Draw a bar graph... Use the graphing calculator to plot... Concept Map...
  14. 14. The Compactor Joseph Renzulli & Linda H. Smith Student’s Name Kelly Areas of Documenting Alternate Activities Strength Mastery Reading/ 92% on Theme 1 -will attend group mini-lessons on Pretest only those activities she did not LA master -will spend her time finishing her novelMath Chapter 2 91% on Pretest -Worked on addend/inverse Addition/ sentences w/class -Did all extra activities with the Subtraction class, as well as her project Reading / LA 98% on Theme 2 -Will be involved in Birchbark Book Pretest group, continue her novel and attend mini-lessons on skills she has not mastered
  16. 16. Theme Subject Skills / Concepts Assessment -Sequence of events -Categorize & Reading classify Write an essayJourney to -Text organization using completeAdventure sentences, avoid using run-ons Adventure -Writing a sentence selections -Suffixes provide -Base words Create a Writingentertainment storyboard to and show sequenceinformation of events in a on how to -Kinds of sentences face story -Subjects/predicateschallenges Grammar -Run-on sentences Keep a journal
  17. 17. Categorize&Classify Subjects/Predicates Sequence of Events Text OrganizationStudents1. Allison P P P P2. Debbie P3. Jake P4. Jamie5. Mary6. Matthias7. Paige P P8. Sullivan P9. Thomas
  18. 18. Group Lesson Planning Monday Tuesday Wednesday Thursday FridaySequence of Sequence of Text Categorize & Categorize &Events Events Organization Classify Classify **Allison, Sullivan **Allison, Jake, **Allison, Jake,**Allison, Debbie, **Allison, Debbie, Paige PaigePaige PaigeSubjects &Predicates **Allison
  19. 19. Examples
  20. 20. Examples
  21. 21. Examples
  22. 22. Talk & DoListen 30 minutes30 minutes Synthesiz e 30 minutes
  23. 23. Work TimeOption #1:1. If I were to use this, what forms or items would I need to create?2. Create one form or other resource that would allow you to use this strategy in your classroom. Option #2: 1. If I were to use this, what would I want my students to do when they were compacted? 2. Brainstorm a list of things your students could do if they were compacted out of the regular classroom lesson.
  24. 24. Possibilities for Replacement Activities Small seminar groups for advanced studies Mentors to guide in learning advanced content or pursuingindependent studies Units or assignments that are self-directed, such as creative writing,game creation, creative and critical thinking training Accelerated curriculum based on advanced concepts More challenging content Interest or learning centers Literature circles Move to more advanced grammatical unit- adjective clauses, etc.
  25. 25. Talk & DoListen 30 minutes30 minutes Synthesiz e 30 minutes
  26. 26. Curriculum Compacting Synthesis How can this strategy be used in my classroom?
  27. 27. Ms. Fogarty’s 5th Grade Class Time Whole Class Compacted Student 8:05Morning Choose to read or write SameActivities 8:20 We just finished reading The Birchbark House by Louise Erdrich. We created a Reading novels of choice, large display with our reviews to send to Reading Writing about your reading, Ms. Erdrich. We are also writing her lettersWorkshop Guided Reading, Small group telling her how we felt about the book, projects suggesting she write more like it, and asking her to come to our school for a visit some time. 9:05 During this time the class is expected to write on their topic of Writing choice. Usually a mini-lesson is Young Writer’s GroupWorkshop presented on some topic of need or interest.
  28. 28. 9:55 The entire 5th grade plays Scrabble SameScrabble tournament style.10:45 Math 5th graders go to math with different I got 100% on the Multiplication pretest. I am working on a project teachers of my choice. 11:30Recess and Outside recess, then lunch Same Lunch 12:40 Participate in discussion on Native Social American bias Same Studies (Evaluation Level) 1:25Read Aloud Listen to or give a book talk Same 1:50 Phy Ed Fitness Friday Stations Same 2:15 Participate in mini-lesson on words that I passed the spelling section on theWord Study have the ĕl sound pretest with 100%. I will search for my 10 words. 2:50 YEAH! YEAH!Dismissal
  29. 29. Best Books forDifferentiation
  30. 30. Wednesday: Customization
  31. 31. Thursday: More Customization
  32. 32. Early Bird Groups• Formed prior to beginning a unit of study.• Formed to give a preview and some prior knowledge to students who may struggle with the concept.
  33. 33. Managing GroupsThink about how to give directions todifferent groups
  34. 34. Quick Tip for Forming Groups• Color Swish = Readiness Level (Blue, Red, Green, Purple)• Letter = Learning Style (A, B, C, D)• Number = Random Assignment or Specific Tasks (1, 2, 3, 4) B 2Modified for Specialists
  35. 35. Minimum RequirementsBuild a complex machine which is made up of at least two simple machinesand can move a roll of pennies 3 feet.