Presentation for Classroom Make

1. Why aren’t you differentiating?

2. 78 to 88% of 5th and 6th grade average readers could pass pretests on basal comprehension skills before these were covered in the basal. Barbara M. Taylor & Barbara J. Frye, The Reading Teacher, November, 1988.

4. Why Differentiate?

5. From Get Off My Brain, by Randy McCutcheon, illustrated by Pete Wagner

6. THINK Who are gifted kids? PAIR How do gifted kids learn differently? SHARE In what ways should instruction for gifted kids be different?

7. 5 Areas to Differentiate CONTENT PROCESS PRODUCT ENVIRONMENT ASSESSMENT

8. 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.

9. Managing Groups Think about how to give directions to different groups

12. 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) Modified for Specialists B 2

13. Minimum Requirements Build a complex machine which is made up of at least two simple machines and can move a roll of pennies 3 feet.

14. Ms. Fogarty’s 5th Grade Class

16. I’ve mapped out the concepts I’ve already grasped to save you time.

17. 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...

20. The CompactorJoseph Renzulli & Linda H. SmithStudent’s Name Kelly

24. Categorize&Classify Subjects/Predicates Sequence of Events Text Organization P P P P P P P P P

25. Group Lesson Planning **Allison, Sullivan **Allison, Jake, Paige **Allison, Jake, Paige **Allison, Debbie, Paige **Allison, Debbie, Paige **Allison

27. Mentors to guide in learning advanced content or pursuing independent studies

28. Units or assignments that are self-directed, such as creative writing, game creation, creative and critical thinking training

29. Accelerated curriculum based on advanced concepts

30. More challenging content

31. Interest or learning centers

32. Literature circles

33. Move to more advanced grammatical unit- adjective clauses, etc.

39. Examples

40. Examples

41. Examples

42. Best Books for Differentiation

43. Curriculum Compacting Work Time In a group of one or more, choose one of the following types of Curriculum Compacting: Study Guide Method (for content differentiation) pg. 67-84 Learning Contracts (for skill-based work) pg. 47-59 Resident Expert pg. 157-165 Work on the following: How can this strategy be used in my classroom? If I were to use this, what forms or items would I need to create? Create one form or other resource that would allow you to use this strategy in your classroom.

44. Work time Activity #1: Curriculum Compacting Simulation - Use pre-test information to determine what areas to compact for student Activity #2: Alternate Activities Work - Create