This document provides information and strategies for enrichment. It discusses the purpose of enrichment as extending learning opportunities and challenges for students who have mastered basic curriculum. Various enrichment strategies are described, including those for specific content areas like math, language arts, science and social studies. General strategies include independent studies, interest centers, tiered assignments, and enrichment clusters. The document emphasizes that enrichment should be purposeful, focused, and planned to meet student needs and outcomes.
The document provides guidance on effective lesson planning. It emphasizes the importance of clear objectives, engaging essential questions, appropriate assessments, and reflection. An effective lesson plan considers student needs, incorporates research-based strategies, and allows for practice, evaluation and closure. Key components include objectives, essential questions, pre-assessments, materials, engaging activities and questions, presentations, guided and independent practice, and assessments.
Modification of Curriculum Instruction and Activities For the GiftedMyamor Estrella
1) Enrichment programs supplement the academic curriculum through special projects and activities to allow gifted students to learn in greater depth and breadth. They provide stimulating challenges beyond the standard curriculum.
2) Ability grouping places students of similar academic abilities together for instruction instead of mixing ages and grades. It benefits gifted students through specialized instruction tailored to their advanced abilities.
3) Differentiation strategies like modifying content, processes, environment, and products can expand learning for gifted students. This ensures their instruction is appropriately challenging.
This document discusses differentiation strategies that teachers can use to meet the diverse needs of students in their classroom. It defines differentiation as modifying instruction to address each student's readiness, interests, and learning profile. The document outlines ways to differentiate content, process, product, affect, and environment based on principles of how the brain learns best. Specific strategies described include tiered assignments, compacting, interest centers/groups, flexible grouping, learning contracts, choice boards, and various instructional techniques.
This document summarizes a professional development session for teachers on implementing backwards design and project-based learning in the classroom. The goals of the session are to equip teachers to use backwards design, connect classroom instruction to lifelong goals, develop classroom mission statements, and create hands-on learning experiences. Backwards design involves starting with the desired learning outcomes, then planning assessments, and finally lessons and activities. It is presented as a way to make learning more relevant and efficiently use instructional time. The session models backwards design by having teachers plan units using the three stages of backwards design.
This document outlines a professional development session for teachers on implementing changes to the teaching of mathematics at RPPS. It introduces the "Mathematician's Model" which involves dividing math lessons into four "toolbox lessons" focusing on developing problem solving strategies and mental math skills, and two "Be a Mathematician" lessons using rich, open-ended tasks. Examples of effective rich tasks are provided, emphasizing that they should be problem-based, inquiry-driven, collaborative, and engage students through hands-on experiences. The session celebrates mathematicians as role models and quotes Paul Halmos emphasizing experimentation and problem-solving over memorization of facts.
The document discusses differentiation and pre-assessment strategies for meeting the varied needs of students. It defines differentiation, outlines its goals of respecting students and ongoing adjustment, and distinguishes it from individualized instruction. The document also discusses assessing students' readiness, learning profiles, and interests to plan differentiated content, processes, and products. Teachers are encouraged to use both formal and informal pre-assessment to understand students and flexibly group them for instruction.
Tool for Analyzing and Adapting Curriculum Materia.docxVannaJoy20
Tool for Analyzing and Adapting Curriculum Materials
Overview: This tool is designed to help you prepare to use curriculum materials, particularly individual lessons that are part of larger units, with students. It supports you to do three things:
1. Identify the academic focus of the materials;
2. Analyze the materials for demand, coherence, and cultural relevance;
3. Consider student thinking in relation to the core content and activities;
4. Adapt the materials and create a more complete plan to use in the classroom.
Section 1: Identify the academic focus of the materials
Read the materials in their entirety. If you are working with a single lesson that is part of a larger unit, read or skim the entire unit, and then read the lesson closely. Annotate the materials:
1. What are the primary and secondary learning goals?
· What are the 1-2 most important concepts or practices that students are supposed to learn?
· What are students responsible for demonstrating that they know and can do in mid-unit and final assessments and performance tasks?
2. What are the core tasks and activities:
· What needs to be mastered or completed before the next lesson?
· Where is the teacher’s delivery of new information, guidance, or support most important?
· Where is discussion or opportunities for collaboration with others important?
· Are there activities or tasks that could be moved to homework if necessary?
Section 2: Analyze the materials for demand, coherence, and cultural relevance:
Use the checklist in the chart below to analyze the materials. If you mark “no,” make notes about possible adaptations to the materials. You may annotate the materials directly as an alternative to completing the chart.
Consideration
Yes or no?
Notes about possible adaptations
1.
Analyze for grade-level appropriateness and intellectual demand:
1a. Do the learning goals and instructional activities align with relevant local, state, or national standards?
1b. Are the materials sufficiently challenging for one’s own students (taking into account the learning goals, the primary instructional activities, and the major assignments and assessments)? Do they press and support students to do the difficult academic work?
2.
Analyze for instructional and academic coherence (if analyzing a unit):
2a. Do the individual lessons in a unit build coherently toward clear, overarching learning goals, keyed to appropriate standards? Name the set of learning goals.
2b. Is progress against those goals measured in a well-designed assessment?
2c. Does each lesson build on the previous one?
2d. Are there opportunities for teachers to reinforce or draw upon previously learned information and skills in subsequent lessons?
3.
Analyze for cultural relevance/orientation to social justice:
3a. Are the materials likely to engage the backgrounds, interests, and strengths of one’s own s.
The document provides guidance on effective lesson planning. It emphasizes the importance of clear objectives, engaging essential questions, appropriate assessments, and reflection. An effective lesson plan considers student needs, incorporates research-based strategies, and allows for practice, evaluation and closure. Key components include objectives, essential questions, pre-assessments, materials, engaging activities and questions, presentations, guided and independent practice, and assessments.
Modification of Curriculum Instruction and Activities For the GiftedMyamor Estrella
1) Enrichment programs supplement the academic curriculum through special projects and activities to allow gifted students to learn in greater depth and breadth. They provide stimulating challenges beyond the standard curriculum.
2) Ability grouping places students of similar academic abilities together for instruction instead of mixing ages and grades. It benefits gifted students through specialized instruction tailored to their advanced abilities.
3) Differentiation strategies like modifying content, processes, environment, and products can expand learning for gifted students. This ensures their instruction is appropriately challenging.
This document discusses differentiation strategies that teachers can use to meet the diverse needs of students in their classroom. It defines differentiation as modifying instruction to address each student's readiness, interests, and learning profile. The document outlines ways to differentiate content, process, product, affect, and environment based on principles of how the brain learns best. Specific strategies described include tiered assignments, compacting, interest centers/groups, flexible grouping, learning contracts, choice boards, and various instructional techniques.
This document summarizes a professional development session for teachers on implementing backwards design and project-based learning in the classroom. The goals of the session are to equip teachers to use backwards design, connect classroom instruction to lifelong goals, develop classroom mission statements, and create hands-on learning experiences. Backwards design involves starting with the desired learning outcomes, then planning assessments, and finally lessons and activities. It is presented as a way to make learning more relevant and efficiently use instructional time. The session models backwards design by having teachers plan units using the three stages of backwards design.
This document outlines a professional development session for teachers on implementing changes to the teaching of mathematics at RPPS. It introduces the "Mathematician's Model" which involves dividing math lessons into four "toolbox lessons" focusing on developing problem solving strategies and mental math skills, and two "Be a Mathematician" lessons using rich, open-ended tasks. Examples of effective rich tasks are provided, emphasizing that they should be problem-based, inquiry-driven, collaborative, and engage students through hands-on experiences. The session celebrates mathematicians as role models and quotes Paul Halmos emphasizing experimentation and problem-solving over memorization of facts.
The document discusses differentiation and pre-assessment strategies for meeting the varied needs of students. It defines differentiation, outlines its goals of respecting students and ongoing adjustment, and distinguishes it from individualized instruction. The document also discusses assessing students' readiness, learning profiles, and interests to plan differentiated content, processes, and products. Teachers are encouraged to use both formal and informal pre-assessment to understand students and flexibly group them for instruction.
Tool for Analyzing and Adapting Curriculum Materia.docxVannaJoy20
Tool for Analyzing and Adapting Curriculum Materials
Overview: This tool is designed to help you prepare to use curriculum materials, particularly individual lessons that are part of larger units, with students. It supports you to do three things:
1. Identify the academic focus of the materials;
2. Analyze the materials for demand, coherence, and cultural relevance;
3. Consider student thinking in relation to the core content and activities;
4. Adapt the materials and create a more complete plan to use in the classroom.
Section 1: Identify the academic focus of the materials
Read the materials in their entirety. If you are working with a single lesson that is part of a larger unit, read or skim the entire unit, and then read the lesson closely. Annotate the materials:
1. What are the primary and secondary learning goals?
· What are the 1-2 most important concepts or practices that students are supposed to learn?
· What are students responsible for demonstrating that they know and can do in mid-unit and final assessments and performance tasks?
2. What are the core tasks and activities:
· What needs to be mastered or completed before the next lesson?
· Where is the teacher’s delivery of new information, guidance, or support most important?
· Where is discussion or opportunities for collaboration with others important?
· Are there activities or tasks that could be moved to homework if necessary?
Section 2: Analyze the materials for demand, coherence, and cultural relevance:
Use the checklist in the chart below to analyze the materials. If you mark “no,” make notes about possible adaptations to the materials. You may annotate the materials directly as an alternative to completing the chart.
Consideration
Yes or no?
Notes about possible adaptations
1.
Analyze for grade-level appropriateness and intellectual demand:
1a. Do the learning goals and instructional activities align with relevant local, state, or national standards?
1b. Are the materials sufficiently challenging for one’s own students (taking into account the learning goals, the primary instructional activities, and the major assignments and assessments)? Do they press and support students to do the difficult academic work?
2.
Analyze for instructional and academic coherence (if analyzing a unit):
2a. Do the individual lessons in a unit build coherently toward clear, overarching learning goals, keyed to appropriate standards? Name the set of learning goals.
2b. Is progress against those goals measured in a well-designed assessment?
2c. Does each lesson build on the previous one?
2d. Are there opportunities for teachers to reinforce or draw upon previously learned information and skills in subsequent lessons?
3.
Analyze for cultural relevance/orientation to social justice:
3a. Are the materials likely to engage the backgrounds, interests, and strengths of one’s own s.
Project-Based Learning in Classroom: 5 Best Steps To Start | Future Education...Future Education Magazine
5 Steps to Get Started With Project-based Learning: 1. What is the goal? 2. Choose a specific problem or question 3. Plan and facilitate the process 4. Demo time! 5. Reflection
The document provides strategies for teaching and learning in an extended block schedule, including:
1) Varying activities within class periods to maintain student engagement over longer blocks of time.
2) Using formative assessments throughout periods to check understanding.
3) Considering homework that includes ongoing, self-paced assignments like research projects.
4) Incorporating project-based learning to bring together different strategies and increase collaboration, authentic tasks, and innovative assessment.
Workshop for Higher Education staff on how to foster student engagement online. This workshop draws on useful frameworks to help shape teaching practice, proposes tips for teaching live online classes as well as designing self-paced online learning environments, and will culminate in the development of a plan to begin weaving in some of these ideas.
The document provides guidance on developing effective lesson plans by addressing key components such as learning objectives, learning activities, and assessment. It emphasizes that a lesson plan should:
1) Identify clear and measurable learning objectives that are aligned with the overall course goals.
2) Include different activity types to engage students and help them practice and develop skills related to the objectives.
3) Plan assessments that allow students to demonstrate their understanding and provide instructors feedback to improve teaching.
4) Sequence the lesson using a framework like Gagne's nine events of instruction to maintain student engagement and facilitate learning.
This document summarizes a seminar on creating objective-based syllabi. It discusses the basic elements that should be included in a syllabus, such as course information, learning goals, and assignments. It then explains what constitutes an objective-based or learning-centered syllabus, noting that it clearly outlines intended learning outcomes and how they will be measured. The document provides suggestions for developing learning outcomes and assessments. It emphasizes the importance of planning the course rationale, content, activities, and resources to engage students and achieve the specified learning objectives.
This document outlines an approach for developing curious minds in young children through inquiry-based learning. It discusses activating prior knowledge, providing background information, modeling outcomes, establishing topics, and having students research questions and present their findings. The key components of the inquiry process include defining outcomes, activating background knowledge, supporting research, and incorporating feedback. The teacher acts as a guide, asking questions to refine student thinking, while students work collaboratively to learn through exploration and discussion.
Lesson plan instructional strategies module 2jnhealy
This document provides guidance and examples for developing the central focus of a lesson plan. It emphasizes that the central focus should go beyond facts and skills, align with standards and objectives, and address subject-specific components. Examples of central focuses for social studies lessons include questions about just societies and the need for government. Determining the central focus involves reviewing content, standards, and students' prior knowledge and skills. The document also provides examples of learning tasks, such as simulations and partner work, and emphasizes the importance of the anticipatory set, instructional strategies, closure, and assessing learning.
Differentiated Instruction and Effective StrategiesAntwuan Stinson
This document discusses various classroom instructional strategies and considerations for diverse learners. It provides over 20 instructional strategies for teachers, including scaffolding, think-tac-toe, tiered activities, and graphic organizers. It also covers key components of instructional design, such as gaining student attention, presenting content, and assessing performance. The document emphasizes matching instructional methods to student needs and abilities.
This multi-day lesson teaches high school students with learning disabilities budgeting and career exploration skills. Students will complete a monthly budget, research three careers that align with their budget, and create an informational brochure. The lesson incorporates individual, small group, and whole group instruction. Students' understanding will be assessed through evaluation of their completed brochures using a rubric. The lesson aims to help students better understand the real-world costs of independent living and potential careers.
This document provides information on differentiating instruction to meet the varied needs of students. It defines differentiation as modifying content, process, products, readiness levels, and learning profiles. Teachers can differentiate through low-effort options like choice boards or high-effort ones like tiered lessons and alternative assessments. The document emphasizes allowing student choice, offering multiple ways to learn and demonstrate understanding, and challenging all students appropriately. It provides examples of differentiated strategies and activities teachers can use.
Learning Theories Group Project: Cognitive TheoryStephanie Conway
This is a group project from Team 7 in the course EME2040; fall semester, 2011. It was created to explore Cognitive Theory in an educational setting ,and stimulate thought about ways of applying this theory in the classroom.
Learning Theories Group Project: Cognitive TheoryStephanie Conway
This is a group project from Team 7 in the course EME2040; fall semester, 2011. It was created to explore Cognitive Theory in an educational setting ,and stimulate thought about ways of applying this theory in the classroom.
This document provides tips and guidance on lesson planning for teaching English as a foreign language. It discusses two common approaches to lesson planning: objectives-first and backward design. The objectives-first approach involves determining learning objectives, outcomes, materials, content, and assessment. The backward design approach starts with the assessment and works backward to determine learning objectives and activities. The document provides examples and templates for developing lesson plans using these approaches. It emphasizes the importance of clear learning objectives, engaging instructional activities, and checking for student understanding. Overall, the document aims to help participants effectively organize and structure their lesson planning.
The document discusses learner-centered instruction and how it differs from traditional teacher-centered approaches. In learner-centered instruction, the learner is at the center of the learning process and plays an active role in influencing course content and activities. The instructor takes on the role of facilitator rather than transmitter of knowledge. Key aspects of learner-centered instruction include empowering learners, facilitating active learning experiences, and learners taking a proactive role in their learning through reflection.
Diverse Lesson Plan Template[Note Delete all of the writing in DustiBuckner14
Diverse Lesson Plan Template
[Note: Delete all of the writing in italics as you complete each section].
Focus on American cultural
The lesson should explore a diverse culture in depth on an age appropriate level.
The lesson can represent the cultures in the classroom as well as diverse cultures. .
It should not involve a holiday or food.
Grade Level: Pre-K Number of Students: 24 Instructional Location:Date:
Lesson Goals
Central Focus of Lesson:
What is the big idea or focus question of the lesson?
Standard(s) Addressed:
What IL Learning Standards (Common Core, NGSS, etc.) will be addressed during the lesson?
Lesson Objectives and Demands
Lesson Objectives:
What will the students know and be able to do by the end of the lesson? (use observable language)
Lesson Considerations
Materials:
Prior Academic Learning and Prerequisite Skills:
List the prior knowledge that students will need to use and build upon to be successful in this lesson
Misconceptions: Identify common misconceptions regarding the concepts addressed in this lesson
Lesson Plan Details: Write a detailed outline of your class session includinginstructional strategies, learning tasks, key questions, key transitions, student supports, assessment strategies, and conclusion. Your outline should be detailed enough that another teacher could understand them well enough to use them. Include what you will do as a teacher and what your students will be doing during each lesson phase. Include a few key time guidelines. Note: The italicized statements and scaffolding questions are meant to guide your thinking and planning. You do not need to answer them explicitly or address each one in your plan. Delete them before typing your lesson outline.
Lesson Introduction - “Before”:Setting the stage, activate and build background knowledge, introduce and explain
How will you set a purpose and help students learn why today’s lesson is important to them as readers/writers/learners?
How will you pique interest and/or curiosity regarding today’s topic?
How will you activate and build on prior knowledge and experiences related to the topic?
How will you introduce and explain this strategy/skill so that students will understand the how and why?
How will you integrate the diversity into the lesson?
Learning Activities - “During”: Active engagement in meaning making, explicit instruction, and practice (you should be checking for understanding throughout the lesson)
How will you engage students in active meaning making of key concepts and ideas?
How will you model this strategy/skill for your students (exemplars and/or demonstrations)?
How will you provide opportunities for guided practice?
How will students independently practice using the strategy and the skill it targets?
What planned supports will you use for the whole class, individuals, and/or students with specific learning needs?
Closure - “After”: Restate teaching point, clarify key points, extend ideas, ch ...
The document discusses interdisciplinary instruction, which involves applying knowledge from multiple academic disciplines simultaneously. It describes different types of interdisciplinary instruction like multidisciplinary and curriculum integration. Benefits include increased student and teacher enthusiasm, improved test scores, and the ability to cover more curriculum efficiently. The document provides examples of interdisciplinary units at different grade levels and considers benefits, concerns, and ways to ensure units are successful.
The document discusses interdisciplinary instruction, which involves applying knowledge from multiple academic disciplines simultaneously. It describes different types of interdisciplinary instruction like multidisciplinary and curriculum integration. Benefits include increased student and teacher enthusiasm, improved test scores, and the ability to cover more curriculum in less time. The document provides examples of potential interdisciplinary units on topics like the Olympics that incorporate various subjects. It also includes discussion questions and resources for developing interdisciplinary lessons.
The document discusses inquiry circles, a student-centered approach to learning where students work in small groups to discuss texts and questions. It describes the inquiry process as having four stages: immerse, investigate, coalesce, and go public. The goal is to engage students, promote deeper comprehension, and foster higher-order thinking skills. Benefits include collaborative learning, differentiation for diverse learners, and preparing students for work requiring teamwork.
This document outlines the use of poster sessions as a strategy to actively engage students in learning. It defines active learning as students taking an dynamic role in their learning through reflection and self-monitoring. Poster sessions involve dividing students into groups to create posters explaining key course topics, with half presenting while the other half views and asks questions. Guidelines are provided for effective poster design and a step-by-step process for implementing poster sessions, including determining topics, creating parameters, and preparing for the presentation day. The roles of both educators and students are discussed.
The document introduces the concept of 21st century skills which are the skills required by individuals to succeed in today's changing world and face its challenges. It explains that empowering students with 21st century skills is important for their holistic development and to enable them to contribute to the progress of society. The handbook aims to provide a clear understanding of 21st century skills and how all CBSE stakeholders can collaborate to help learners attain these skills.
Project-Based Learning in Classroom: 5 Best Steps To Start | Future Education...Future Education Magazine
5 Steps to Get Started With Project-based Learning: 1. What is the goal? 2. Choose a specific problem or question 3. Plan and facilitate the process 4. Demo time! 5. Reflection
The document provides strategies for teaching and learning in an extended block schedule, including:
1) Varying activities within class periods to maintain student engagement over longer blocks of time.
2) Using formative assessments throughout periods to check understanding.
3) Considering homework that includes ongoing, self-paced assignments like research projects.
4) Incorporating project-based learning to bring together different strategies and increase collaboration, authentic tasks, and innovative assessment.
Workshop for Higher Education staff on how to foster student engagement online. This workshop draws on useful frameworks to help shape teaching practice, proposes tips for teaching live online classes as well as designing self-paced online learning environments, and will culminate in the development of a plan to begin weaving in some of these ideas.
The document provides guidance on developing effective lesson plans by addressing key components such as learning objectives, learning activities, and assessment. It emphasizes that a lesson plan should:
1) Identify clear and measurable learning objectives that are aligned with the overall course goals.
2) Include different activity types to engage students and help them practice and develop skills related to the objectives.
3) Plan assessments that allow students to demonstrate their understanding and provide instructors feedback to improve teaching.
4) Sequence the lesson using a framework like Gagne's nine events of instruction to maintain student engagement and facilitate learning.
This document summarizes a seminar on creating objective-based syllabi. It discusses the basic elements that should be included in a syllabus, such as course information, learning goals, and assignments. It then explains what constitutes an objective-based or learning-centered syllabus, noting that it clearly outlines intended learning outcomes and how they will be measured. The document provides suggestions for developing learning outcomes and assessments. It emphasizes the importance of planning the course rationale, content, activities, and resources to engage students and achieve the specified learning objectives.
This document outlines an approach for developing curious minds in young children through inquiry-based learning. It discusses activating prior knowledge, providing background information, modeling outcomes, establishing topics, and having students research questions and present their findings. The key components of the inquiry process include defining outcomes, activating background knowledge, supporting research, and incorporating feedback. The teacher acts as a guide, asking questions to refine student thinking, while students work collaboratively to learn through exploration and discussion.
Lesson plan instructional strategies module 2jnhealy
This document provides guidance and examples for developing the central focus of a lesson plan. It emphasizes that the central focus should go beyond facts and skills, align with standards and objectives, and address subject-specific components. Examples of central focuses for social studies lessons include questions about just societies and the need for government. Determining the central focus involves reviewing content, standards, and students' prior knowledge and skills. The document also provides examples of learning tasks, such as simulations and partner work, and emphasizes the importance of the anticipatory set, instructional strategies, closure, and assessing learning.
Differentiated Instruction and Effective StrategiesAntwuan Stinson
This document discusses various classroom instructional strategies and considerations for diverse learners. It provides over 20 instructional strategies for teachers, including scaffolding, think-tac-toe, tiered activities, and graphic organizers. It also covers key components of instructional design, such as gaining student attention, presenting content, and assessing performance. The document emphasizes matching instructional methods to student needs and abilities.
This multi-day lesson teaches high school students with learning disabilities budgeting and career exploration skills. Students will complete a monthly budget, research three careers that align with their budget, and create an informational brochure. The lesson incorporates individual, small group, and whole group instruction. Students' understanding will be assessed through evaluation of their completed brochures using a rubric. The lesson aims to help students better understand the real-world costs of independent living and potential careers.
This document provides information on differentiating instruction to meet the varied needs of students. It defines differentiation as modifying content, process, products, readiness levels, and learning profiles. Teachers can differentiate through low-effort options like choice boards or high-effort ones like tiered lessons and alternative assessments. The document emphasizes allowing student choice, offering multiple ways to learn and demonstrate understanding, and challenging all students appropriately. It provides examples of differentiated strategies and activities teachers can use.
Learning Theories Group Project: Cognitive TheoryStephanie Conway
This is a group project from Team 7 in the course EME2040; fall semester, 2011. It was created to explore Cognitive Theory in an educational setting ,and stimulate thought about ways of applying this theory in the classroom.
Learning Theories Group Project: Cognitive TheoryStephanie Conway
This is a group project from Team 7 in the course EME2040; fall semester, 2011. It was created to explore Cognitive Theory in an educational setting ,and stimulate thought about ways of applying this theory in the classroom.
This document provides tips and guidance on lesson planning for teaching English as a foreign language. It discusses two common approaches to lesson planning: objectives-first and backward design. The objectives-first approach involves determining learning objectives, outcomes, materials, content, and assessment. The backward design approach starts with the assessment and works backward to determine learning objectives and activities. The document provides examples and templates for developing lesson plans using these approaches. It emphasizes the importance of clear learning objectives, engaging instructional activities, and checking for student understanding. Overall, the document aims to help participants effectively organize and structure their lesson planning.
The document discusses learner-centered instruction and how it differs from traditional teacher-centered approaches. In learner-centered instruction, the learner is at the center of the learning process and plays an active role in influencing course content and activities. The instructor takes on the role of facilitator rather than transmitter of knowledge. Key aspects of learner-centered instruction include empowering learners, facilitating active learning experiences, and learners taking a proactive role in their learning through reflection.
Diverse Lesson Plan Template[Note Delete all of the writing in DustiBuckner14
Diverse Lesson Plan Template
[Note: Delete all of the writing in italics as you complete each section].
Focus on American cultural
The lesson should explore a diverse culture in depth on an age appropriate level.
The lesson can represent the cultures in the classroom as well as diverse cultures. .
It should not involve a holiday or food.
Grade Level: Pre-K Number of Students: 24 Instructional Location:Date:
Lesson Goals
Central Focus of Lesson:
What is the big idea or focus question of the lesson?
Standard(s) Addressed:
What IL Learning Standards (Common Core, NGSS, etc.) will be addressed during the lesson?
Lesson Objectives and Demands
Lesson Objectives:
What will the students know and be able to do by the end of the lesson? (use observable language)
Lesson Considerations
Materials:
Prior Academic Learning and Prerequisite Skills:
List the prior knowledge that students will need to use and build upon to be successful in this lesson
Misconceptions: Identify common misconceptions regarding the concepts addressed in this lesson
Lesson Plan Details: Write a detailed outline of your class session includinginstructional strategies, learning tasks, key questions, key transitions, student supports, assessment strategies, and conclusion. Your outline should be detailed enough that another teacher could understand them well enough to use them. Include what you will do as a teacher and what your students will be doing during each lesson phase. Include a few key time guidelines. Note: The italicized statements and scaffolding questions are meant to guide your thinking and planning. You do not need to answer them explicitly or address each one in your plan. Delete them before typing your lesson outline.
Lesson Introduction - “Before”:Setting the stage, activate and build background knowledge, introduce and explain
How will you set a purpose and help students learn why today’s lesson is important to them as readers/writers/learners?
How will you pique interest and/or curiosity regarding today’s topic?
How will you activate and build on prior knowledge and experiences related to the topic?
How will you introduce and explain this strategy/skill so that students will understand the how and why?
How will you integrate the diversity into the lesson?
Learning Activities - “During”: Active engagement in meaning making, explicit instruction, and practice (you should be checking for understanding throughout the lesson)
How will you engage students in active meaning making of key concepts and ideas?
How will you model this strategy/skill for your students (exemplars and/or demonstrations)?
How will you provide opportunities for guided practice?
How will students independently practice using the strategy and the skill it targets?
What planned supports will you use for the whole class, individuals, and/or students with specific learning needs?
Closure - “After”: Restate teaching point, clarify key points, extend ideas, ch ...
The document discusses interdisciplinary instruction, which involves applying knowledge from multiple academic disciplines simultaneously. It describes different types of interdisciplinary instruction like multidisciplinary and curriculum integration. Benefits include increased student and teacher enthusiasm, improved test scores, and the ability to cover more curriculum efficiently. The document provides examples of interdisciplinary units at different grade levels and considers benefits, concerns, and ways to ensure units are successful.
The document discusses interdisciplinary instruction, which involves applying knowledge from multiple academic disciplines simultaneously. It describes different types of interdisciplinary instruction like multidisciplinary and curriculum integration. Benefits include increased student and teacher enthusiasm, improved test scores, and the ability to cover more curriculum in less time. The document provides examples of potential interdisciplinary units on topics like the Olympics that incorporate various subjects. It also includes discussion questions and resources for developing interdisciplinary lessons.
The document discusses inquiry circles, a student-centered approach to learning where students work in small groups to discuss texts and questions. It describes the inquiry process as having four stages: immerse, investigate, coalesce, and go public. The goal is to engage students, promote deeper comprehension, and foster higher-order thinking skills. Benefits include collaborative learning, differentiation for diverse learners, and preparing students for work requiring teamwork.
This document outlines the use of poster sessions as a strategy to actively engage students in learning. It defines active learning as students taking an dynamic role in their learning through reflection and self-monitoring. Poster sessions involve dividing students into groups to create posters explaining key course topics, with half presenting while the other half views and asks questions. Guidelines are provided for effective poster design and a step-by-step process for implementing poster sessions, including determining topics, creating parameters, and preparing for the presentation day. The roles of both educators and students are discussed.
The document introduces the concept of 21st century skills which are the skills required by individuals to succeed in today's changing world and face its challenges. It explains that empowering students with 21st century skills is important for their holistic development and to enable them to contribute to the progress of society. The handbook aims to provide a clear understanding of 21st century skills and how all CBSE stakeholders can collaborate to help learners attain these skills.
Donor visits to project sites are important for nonprofit organizations to strengthen relationships with donors and increase fundraising opportunities. The document provides guidance on organizing effective donor visits, including three phases of preparation, the field visit, and follow up. Key steps include identifying an appropriate project to visit, developing an informative schedule, ensuring donor comfort, facilitating interaction with communities, and documenting the visit through photos and reports. Done well, donor visits can lead to increased funding commitments from visitors and help spread awareness of the organization's work. Flexibility and contingency planning are also important to ensure visits go smoothly despite potential challenges.
The document summarizes key aspects of the Child Labour (Prohibition and Regulation) Act of 1986 in India. It defines child labour as employment of children that deprives them of their childhood and is harmful to their development. The Act prohibits employment of children below 14 years of age in certain occupations and processes. It regulates the working conditions of children in other occupations, limiting their work hours and mandating holidays and breaks. Employers must notify inspectors about child workers. Any disputes about a child's age can be referred to medical authorities. The Act aims to prohibit hazardous child labour and regulate other child employment.
The agenda outlines a 1-day training for Shiksha Mitras (teacher assistants) from 10 AM to 5 PM that includes introductions, reviewing rules and the roles of Shiksha Mitras, presentations on the American India Foundation, changes to education policy, foundational literacy and numeracy, the Right to Education Act, working with school committees, and sessions on teaching and learning materials and STEM education.
The document discusses the Protection of Children from Sexual Offences (POCSO) Act of 2012 in India. It provides definitions of a child and different types of sexual offenses against children. The key aspects of the Act include establishing child-friendly procedures for reporting offenses, recording statements, and testifying in court. It also creates special courts to handle POCSO cases and mandates completion of trials within one year. The overall goal of the Act is to protect children and provide support through the criminal justice process using less traumatic procedures.
The document summarizes key aspects of the Right to Education Act 2009 in India. The Act inserted Article 21-A to make education a fundamental right for children ages 6-14. It mandates free and compulsory admission, attendance, and completion of elementary education. Schools must be established in neighborhoods and cannot deny admission, charge fees, hold students back or expel them until class 8. The Act also outlines provisions for disadvantaged children, teacher qualifications, school infrastructure standards, and implementation challenges.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
1. Enrichment
Component 14 of
the Competencies
Collaboration
SEVA Council of Gifted Administrators
Eastern Tiger Swallowtail
2. Table of Contents
What is the purpose of enrichment?
Talking points
General enrichment strategies
Enrichment in the content areas
Math
Language arts
Science
Social studies
Multi-disciplinary enrichment
Independent studies
Enrichment through creativity
Resources
Common (Clouded) Sulfur
3. What is the purpose of enrichment?
The purpose of enrichment is to provide extended learning
opportunities and challenges to students who have already
mastered, or can quickly master, the basic curriculum.
Enrichment gives the student more time to study concepts
with greater depth, breadth, and complexity. Enrichment also
provides opportunities for students to pursue learning in their
own areas of interest and strengths.
Enrichment keeps advanced students engaged and supports
their accelerated academic needs.
Enrichment provides the most appropriate answer to the
fourth question in the rigor and relevance framework, “What
do you do when the student already knows it?”
4. Talking Points –
What enrichment is…
Flexible groups (may change daily or weekly)
Choices for students
Content connected
Increased depth, breadth, or complexity
Sometimes independent activities, sometimes direct
instruction
Cross-curricular
Different, or differentiated, work – not just more work
High-level thinking skills applied to content
Planned and purposeful
Responsive to students’ needs and situations
5. Talking Points –
What enrichment is not…
A label (this is an “enrichment student”)
Just for gifted students (some gifted students may need
intervention in some areas just as some other students
may need frequent enrichment)
Worksheets that are more of the same (busywork)
Random assignments, games, or puzzles not connected
to the content areas or areas of student interest
An end in itself (enrichment in what?)
Extra homework
Just different strategies for the same content
A package that is the same for everyone
Thinking skills taught in isolation
Unstructured free time
6. The Big Questions
Enrichment needs to be purposeful, focused, and planned.
Before you start your students on an enrichment project or
activity, ask yourself these questions:
What results or student outcomes do you expect to see as a
result of enrichment in this particular area, or for this
particular student?
What is the specific content that needs to be enriched? (You
have to figure out what you want to teach before you can
figure out how to teach it.)
How do you decide who (or what) gets to be enriched?
What choices will the students have?
7. Foundations of Enrichment and Differentiation
Use the appropriate assessment data to identify student skill levels.
Select texts and materials that provide the appropriate level of
challenge (skill, maturity, interest).
Differentiate small group instruction to offer extension experiences.
Adjust pacing to allow for essential skill acceleration.
Design units to offer cross-curricular applications.
Incorporate problem-solving and inquiry-based activities.
Facilitate student-led questioning and discussions.
Incorporate real-world problem-solving activities.
Meet diverse learning preferences by allowing students to make
choices for how to demonstrate their skill mastery.
Foster critical thinking by weaving media, reading, writing, speaking
and listening skills into multifaceted lessons.
Stimulate creativity by incorporating graphic, visual, auditory, media,
and print resources and experiences.
Tiffany Hardy
8. Planning Enrichment Strategies
Think: If you had more time in your regular class, what else would
you like to do with the students? What else would you like them to
explore or learn about?
Ask: In what topics or ideas have your students expressed an
interest? What would they like to learn more about, or have the
opportunity to create?
Analyze: Which students have already demonstrated mastery in a
concept or topic? Which students need enrichment opportunities?
Discuss: How can the students be more responsible for their own
independent learning? What assistance will they need?
Plan: How will their enrichment projects be evaluated? What do
you want them to learn from these projects?
Strategize: What issues might arise? What concerns might there
be? What do you need to do ahead of time to make this
successful?
Reflect: What was successful this time? Why? What might you do
differently next time?
9. Some General Enrichment Choices
1. Independent study contract – a student chooses a topic of
interest, and works out the parameters for the process and
product with the teacher. (see also slide 21)
2. Mentorship – a specialist may help a student with very
advanced knowledge in a subject area. A mentor could be
another teacher in a higher grade, a community member, or a
college student or instructor. Mentorships may be done online.
The material to be learned should be clearly specified.
3. Learning logs – a student who has extensive learning
experiences outside of the classroom (such as in environmental
education or writing for publication) may document that learning
through a learning log, connecting it to classroom curriculum
outcomes. This may be used as evidence to support moving to
the next level or providing additional enrichment.
Cape Breton-Victoria School Board
10. More General Enrichment Choices
4. Interest centers – students or teachers can create special
interest centers that are embedded in or tangential to the
curriculum. These interest centers may be shared with other
students or classes. Think expansively– students could use
their research and artistic skills to create exhibits for a
“Chesapeake Bay Museum” or a Space Station somewhere in
the school.
5. Tiered assignments – students who master content easily can
be given more challenging assignments (different texts, more
complex vocabulary, more complex math problems) while
students needing more support may have more basic practice
and assignments.
6. Specialized grading rubrics – differentiated assignments may
need differentiated grading scales, with specific rubrics for
advanced students. Be sure to let students know ahead of time
how they will be graded.
11. Still More General Enrichment Choices
7. Extension activities – look in textbooks and teachers’ guides for
follow-up or extension activities to support specific units or
topics. Check the online HCS curriculum, too, for extension
lessons and activities. Open-ended, real-world problem solving
activities are a great way to extend student learning.
8. Enrichment clusters or small groups – for students with similar
interests and abilities, long-term cluster groups may be utilized,
with topics developed into long-term explorations. These
should also be open-ended with real-world applications
whenever possible.
Cape Breton-Victoria School Board
Common Blue (Summer Azure)
12. Some Basic Steps for Successful Enrichment
Explain assessment criteria to students before starting a project.
Create learning centers or task cards or folders of ideas that the
students can choose. Have a checklist for students to document
what they have completed.
Appoint teams or small discussion groups (with a scribe) to work
on problem solving activities or extension activities.
Use learning logs, learning contracts, or “negotiated learning” for
individual projects, with check-in points to make sure students
stay focused.
Work with another teacher to create cross-disciplinary projects.
Plan for a variety of products and projects to meet the needs of
students with different strengths and interests. Students should
have opportunities for making choices.
Provide opportunities for the students to share their work with an
audience.
13. Enrichment in the Content Areas:
Math Examples
HCS Mathematics enrichment resources provide opportunities for
students in grades K-12 to discover how math relates to life and other
subjects. These activities are meant to challenge students to apply
mathematical concepts to everyday problems.
Good Questions: Differentiation Mathematics Instruction -
Open-ended problem solving tasks that allow for multiple
perspectives on representing mathematical thinking.
enVision Math Enrichment Components -
Meeting Individual Needs Activities– Advanced level activities that
address higher level student thinking and mathematical readiness
within each math topic in the series.
Math Projects – interdisciplinary projects that provide students with
opportunities to discover how math relates to other subjects.
Other math examples: puzzles, brain teasers, partner games,
tangrams, Sudoku, virtual manipulatives, research projects, creating
graphs to analyze real world data
14. Enrichment in the Content Areas:
Language Arts
Elementary Example
LEARNING INTENTION: Identify important details in a nonfiction
article in order to define the central topic, summarize the article, and
analyze the significance of the issue.
To extend and enrich the traditional instructional sequence:
Create a visual that captures the main idea or problem, important
details, significance of the issue and poses potential solutions
Write a fictional story that reflects the issue from the nonfiction
article as the conflict in the story
Create a media message that captures the main idea or problem,
important details, significance of the issue and poses potential
solutions
Compare/contrast current article to a previously read article in
order to make text-to-text connections
15. Enrichment in the Content Areas:
Language Arts
Secondary Example
LEARNING INTENTION: Analyze the impact of persuasive techniques
in a formal argument.
To extend and enrich the traditional instructional sequence:
Use the writing process and apply persuasive strategies by
composing a formal argument using persuasive techniques
Present and critique peer arguments for impact of persuasive
techniques in the formal argument and presentation style
Compare/contrast formal arguments for message, techniques, effect
Create two contrasting media messages that use persuasive
techniques to capture opposing sides of an argument
Great Spangled Fritillary
16. Enrichment in the Content Areas:
Science Examples
For secondary projects and assignment differentiation, give
students choices that include more creative assignments and
presentations that include more technology.
Have students conduct research on real world issues in
science, and then have a debate. Include discussions on real
world cost vs. benefit scenarios.
Have students design and conduct their own experiments,
after getting them approved by the teacher.
Have the students start a collection (tree leaves, rocks, shells,
seed pods, pictures of insects, birds, or spiders around the
school) and teach them how to use a field guide or online
resources to identify their finds. Have them create an
identification guide that other students can use.
17. Enrichment in the Content Areas:
Social Studies
Elementary Examples
Ideas to get students started:
Grade K: Create 3-D board games focused on map skills; present it
to the class for others to play.
Grade 1: Write and direct a play about the lives of historical figures
and act it out.
Grade 2: Create commercial spots highlighting each of the qualities
of good citizenship and research persons in the community that
embody these characteristics.
Grade 3: Create a web quest highlighting ancient civilizations and
their contributions to modern day society.
Grades 4 & 5: Create a virtual field trip highlighting the geography,
products and industries of Virginia’s five regions.
18. Enrichment in the Content Areas:
Social Studies
Middle Grades Examples
Ideas for more advanced students:
Grades 6-7: Create an online virtual museum documenting
eras of exploration, Colonial America, Revolutionary War,
Civil War, Spanish American War, World Wars I & II, Cold
War, etc.
Grade 8: Research a community problem and identify its root
causes. Create proposed public policy that addresses these
issues and present it to city officials.
American Copper
19. Multi-Disciplinary Enrichment
Give students choices!
Have students write poetry or a play explaining or describing
concepts in any content area. Videotape the play or publish the
poems.
Do artwork that corresponds to any content area topic – consider
costume design, advertising poster, map, or a book cover; or write
a song to explain a concept.
Write/publish a newspaper with an advice column, math puzzle,
political cartoon, science discovery, book reviews, etc. Appoint a
student proofreader. (Or make it a newspaper from the 1860s.)
Write a children’s book on any math or science topic. (Learn some
bookbinding techniques to make it special, or publish it online.)
Design a theme park with rides to teach about concepts in any
content area.
Create a video news broadcast of an important event or discovery.
20. Multi-Disciplinary Enrichment, cont.
Write a “what if” story to explain what might have happened if a
discovery had not been made.
Start a math sketchbook. Use math concepts to create drawings, or
explore the math in art or science.
Create a “did you know” blog for math and/or science.
Make a digital photo journal on an interesting topic.
Choreograph a dance to interpret a science or math concept.
Design a board game to support two areas of interest, and write
clear rules for playing the game.
Invent a machine or device to solve a problem in any content area.
Create a timeline that includes the relationships between
discoveries or progress in science, math, art, and politics.
Write a journal or postcards from an explorer’s or scientist’s point of
view (accurate historically, or in the future…).
Many more examples of interdisciplinary enrichment projects are
available on the HCS gifted website, under the “for teachers” tab.
21. Independent Studies
Independent studies provide an excellent way for students to
pursue specific interests. Planning is essential. An independent
study contract should include:
Time frames (due date, “checkpoints”, daily time allotted)
Resources needed (library or computer time, others involved,
materials for the finished product)
Purpose of the project (what the student intends to do, how it
will be shared)
Product details (how the student will demonstrate what he/
she has learned, how the product will be graded)
Reflection (Were the learning goals accomplished? What
could have been done differently to make the project more
successful?)
An example of an independent study contract is available on the
HCS gifted website, under the “for teachers” tab.
22. Helpful Hint for Motivation
To motivate students and to help them understand that
enrichment is not just “extra work,” it helps to publish their content-
based projects and products in the real world. Some examples of
ways that students can share what they have learned:
Make a web site or post on the school site
Create a billboard with a message
Create a computer game or program
Publish a book
Make a quilt for display (A math quilt? A poetry quilt?)
Make a display for a local museum or historical society
Do a conference presentation (Let the students present!)
Make huge beautiful posters for display (ask your graphics
department about the possibilities)
Create a virtual field trip or museum or simulation
23. Academic Competitions and Clubs
Academic competitions can be suitable for extending
student learning, and can help students understand how
their skills compare to students in other divisions. Some
examples include Battle of the Books, Math Counts,
Envirothon, Great Computer Challenge, science fairs, etc.
Creativity/Problem Solving competitions can also help
students extend their critical thinking and problem solving
skills. Examples include:
Odyssey of the Mind
Future Problem Solvers
Destination Imagination
Specialized clubs (drama, chess, Mandarin Chinese,…)
provide another opportunity for students to extend their
learning in areas of interest.
24. Revealing Undiscovered Talents
As a way of finding hidden talents, consider having an
“enrichment fair” that exposes students to new hobbies and
interests. Community and staff members can offer workshops
for which the students can sign up. New talents and interests
can then be supported through further enrichment,
independent study, or in connections made to other content
areas.
Origami and cat’s cradle-type string games are great for
developing fine-motor skills, and are especially good for visual-
spatial learners. Scrabble, Boggle, and secret codes promote
spelling and vocabulary. NIM games support mathematical
reasoning. Fashion or music in colonial times can be
fascinating (what kinds of pajamas did children wear in the
1700’s?) and encourage interest in history. The possibilities
are endless, and can be powerful motivators for reluctant or
bored learners.
25. Enrichment Through Creativity
One easy way to extend and enrich the curriculum is to use
the “SCAMPER” strategy. Have the students brainstorm
ideas to solve a problem or create an invention/product, then
apply any of the “SCAMPER” techniques to encourage
elaboration and alternate ideas:
Substitute
Combine
Adapt
Magnify
Put to other uses
Eliminate
Reverse or Rearrange
Mourning Cloak
26. Some of those “gifted strategies” that can
also be used for enrichment
Add depth, breadth, and complexity to lessons and assignments
Give students choices and options for products
Use problem-based learning with real-world connections
Try product-based learning with a real-world audience
Explore role-playing or simulation activities in different content
areas
Focus on creative, open-ended assignments and activities where
there is not “one right answer”
Use Socratic Seminars with special books
Use Bloom’s higher level questions (Why? What do you think?
Create…)
Add analytic activities and evaluative activities to support critical
thinking skills
27. Concluding Thoughts
Enrichment is not additional work; it is part of the program.
Enrichment is neither the prescribed curriculum nor completely
different from the curriculum; it is related to concepts and themes
within the curriculum.
Enrichment is not reproductive thinking; it is productive thinking.
Enrichment is not packets of materials; it is presenting information in
different ways and on different levels to different groups of students.
Enrichment is not just a series of projects; it is a variety of products.
Enrichment is not just a variety of activities; it is planned and
purposeful engagement in learning.
Enrichment asks open-ended questions leading to creative and
divergent thinking.
As a teacher, what enrichment opportunities would YOU like to
have?
Cathy Telfer
28. Resources
Books of ideas that can be used to provide enrichment in all content
areas:
Primary Enrichment Thinking (PETS)
I Believe in Unicorns
Anti-coloring Books
Primarily Poetry
Library of Congress – images of just about everything
Technology specialists (Apps! Apropos programs! Great sites for
students!)
Prufrock Press – publishers of wonderful books for teachers on lots of
enrichment and differentiation topics
Odyssey of the Mind practice books – almost-free ideas for hands-on
creativity and problem-solving, all ages
Enrichment units from the College of William and Mary (published by
Kendall/Hunt) – all grade levels; all content areas; longer-term hands-
on projects
29. More Resources
Academic competitions – Envirothon, Battle of the Books, Math
Counts, Great Computer Challenge, etc. - something for everyone
(just google “academic competitions” and see what you can find)
Project PROMISE – hands-on science activities (free on the VDOE
gifted instruction website), grades K-3; supports vocabulary
development and problem solving as well as science; great for visual
spatial learners
NASA Teachers’ Lab at the Air and Space Center – free materials for
all grade levels, mostly science and math, but good inspiration for
writers, too
Mindware – a company with toys, puzzles, and activities that
encourage creativity and problem-solving
Extension activities in textbooks and teachers’ guides
30. Still More Resources
Look for partners who can supply materials, funding for special projects,
or expertise:
Virginia Institute of Marine Science
Hampton University
Professional organizations (grants through VAG or VSTE)
Chesapeake Bay Foundation
Cooperative Extension Service; 4-H
VA Soil and Water Conservation Districts
Virginia Dept. of Environmental Quality
Hampton Education Foundation
Division of Geology and Mineral Resources
Virginia Commission for the Arts
Jefferson Lab
Virginia Master Naturalists
Parents!
Common Buckeye