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Differentiation

Differentiation. Products/Performance Strategies. Let’s Connect!. Stand and find someone wearing the SAME COLOR as you and tell the person how YOU prefer to communicate understanding. Written Kinesthetic Oral/Auditory Visual Did you hear anything interesting you would like to share?.

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Differentiation

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  1. Differentiation Products/Performance Strategies

  2. Let’s Connect! • Stand and find someone wearing the SAME COLOR as you and tell the person how YOU prefer to communicate understanding. • Written • Kinesthetic • Oral/Auditory • Visual • Did you hear anything interesting you would like to share?

  3. Product / Performance Strategies Communicate Understanding Open-ended tasks Real world applications Multiple modalities/Product options Create New Ideas Open-ended tasks Real world applications Multiple modalities/Product options

  4. Let’s SHARE! motivation

  5. Go To Your Corner! • How do you feel about Product Options also called Choice Activities? • Front left–strongly support • Front right–adamantly opposed • Back right–moderately support • Back left–no opinion • Go to the corner which represents your opinion.

  6. In Your Corner Group … • Discuss WHY you chose to stand in your corner. • Did PERSONAL EXPERIENCE put you there? • Did you READ SOMETHINGthat influenced your opinion? • Choose a SPOKESPERSON for your corner group! • Be ready to share 2 KEY POINTS with the whole group.

  7. Let’s Share! KEY POINT #2 Let’s share KEY POINTS! Remember to be brief! KEY POINT #1

  8. Task Board Activity Form groups of the same LEAST FAVORITE MODALITY—at least 3 people and no more than 5 people. Work with your modality group to complete the CORRESPONDING ACTIVITY on the Task Board. You will have 10 minutes. Be ready to share!

  9. Task Board Activity

  10. Let’s Share!

  11. Shout Out! 10 IDEAS • What have you learned about products and gifted learners? • Stand up if you have something to share. • When called on, shout out your brief answer. • When we have 10 ideas, everyone shout HOORAY!

  12. What If????What if students select Product Options that are too easy or too hard… • Guide students by asking questions… • Will the option you chose show me what you know about the topic we just studied? • Is this the best option for sharing what you know about our topic?

  13. What If???? Require students to select two options and meet with you to determine which option will do the best job of demonstrating their understanding of the topic.

  14. But how do I ASSESS products?

  15. Use Rubrics to Evaluate Products • Rubrics … • are an effective means for evaluating student products. • have been used for years. • Olympics • Wall Street Stock Market • Professional Competitions • clarify instruction and assessment targets. • communicate that quality products include depth, complexity, and abstract thinking.

  16. Choice Activity Read pages 145-150 of the Kingore text or Explore the following website http://edtech.kennesaw.edu/intech/rubrics.htm#advantages • Think about the elements necessary for a well constructed rubric. • Use http://rubistar.4teachers.org/index.php • to create a rubric to assess… • the project you created with your team • or • to assess a current activity being used in your classroom.

  17. Connect with your SAME COLOR partner • Find your SAME COLOR • partner that you shared with previously. • Share your rubric with that person. • You will have 2 minutes per person.

  18. WHY use rubrics?

  19. As you read the reasons, choose two that you think would have the most impact in your classroom.Rubrics… • Clarify what students need to do to succeed. • Can change a student’s thinking from what the teacher “gave” as a grade to what the student “earned” as a producer. • Increase student responsibility. • Help students set goals for specific levels of achievement. • Teach students to self-assess based on specific criteria.

  20. Discuss with your tablemates the two reasons that you think would have the most impact in your classroom.Rubrics… • Clarify what students need to do to succeed. • Can change a student’s thinking from what the teacher “gave” as a grade to what the student “earned” as a producer. • Increase student responsibility. • Help students set goals for specific levels of achievement. • Teach students to self-assess based on specific criteria.

  21. How Can Rubrics Be Used??? • Rubrics can be used in several ways… • Jointly assess student work with teacher and student using different color ink to evaluate student on same rubric. • HOW ELSE CAN THEY BE USED? • Rubrics can be shared with … • parents to show skill acquisition and growth. • the public as documentation of learning tasks and expectations.

  22. 3,2,1PAIR SHARE • Think about the3 questions below for 2minutes • How did you feel about the choice activities? • Did today’s activities change your opinion about offering students a choice? • What implications does this have for us as classroom teachers? • Now, share your answers with 1 person in the room—not at your table. • Then return to your seat. • Comments for the crowd?

  23. Real World Application Simulation • You are in charge of communication about gifted learners and programs in your school/district. • Your task is to CREATE a PowerPoint presentation, a brochure, or a newsletter to convey the importance of offering Product Options/Choice to . . . • Create understandings. • Communicate new ideas. • You may use a computer. • You will have 20 minutes to prepare.

  24. Real World Application Simulation • Form a new group by combining two of the simulation groups. • Each group will share their product with their new larger group.

  25. Discuss with your table: • What ARE real world applications? • At what AGE/GRADE LEVEL can students be involved in real world applications? • You will have 5 minutes for the discussion.

  26. WHY Involve Students in Real World Applications? • guides students toward meaning-making over fact-collecting. • promotes higher levelsof comprehension. • develops more learning, knowledge-forming skills, and social skills. • fosters learning that transfers to new situations. • draws on advanced thinking skills and creativity. • OTHERS????

  27. Use what you learned about RWAs • Form grade level groups. • BRAINSTORM a list of grade level appropriate RWAs and record them on paper. • Make sure your RWAs are • tied to the Learning Standards. • able to be completed within _______(appropriate time for your grade level). • support the use of high level thinking skills. • Record on chart paper. • You have 3 minutes! Grade 5 List RWA

  28. Use what you learned about RWAs • The person with the longest commute to school will be the reporter for your group. • The reporter will tell how many RWAs are on your list and read TWO to the whole group. Grade 5 List RWA

  29. Gifted Children’s Bill of Rights • You have a right to know about your giftedness. • You have a right to learn something new every day. • You have a right to be passionate about your talent area without apologies. • You have a right to have an identity beyond your talent area. • You have a right to feel good about your accomplishments.

  30. Gifted Children’s Bill of Rights • You have a right to make mistakes. • You have a right to seek guidance in the development of your talent. • You have a right to have multiple peer groups and a variety of friends. • You have a right to choose which of your talent areas you wish to pursue. • You have a right to not be gifted at everything. • Provided by the National Association for Gifted Children

  31. Rights and Responsibilities • With every right there is a responsibility. • If these are the rights of gifted children, what are our responsibilities as their teachers, administrators…? • For every right you will be developing a corresponding educator responsibility. • Example- if gifted children have the right to learn something new every day, educators have the responsibility to ______________. • Number off 1-2-3-4-5-6-7-8-9-10. • Form groups by numbers, 1s, 2s, … • 1s will write the responsibility for right #1, 2s will write the responsibility for right #2, ….

  32. Let’s Share Rights and Responsibilities You have a right to know about your giftedness. You have a right to learn something new every day. You have a right to be passionate about your talent area without apologies. You have a right to have an identity beyond your talent area. You have a right to feel good about your accomplishments.

  33. Let’s Share Rights and Responsibilities You have a right to make mistakes. You have a right to seek guidance in the development of your talent. You have a right to have multiple peer groups and a variety of friends. You have a right to choose which of your talent areas you wish to pursue. You have a right to not be gifted at everything.

  34. Life is like a box of chocolates!Forrest Gump • We have discussed so many different strategies and ideas during our time together. • You might feel choosing a strategy is like choosing a piece of chocolate! So many choices!!! • So… • be selective, pick a few of the ones that are rich and make you feel good about what you are doing for your students!

  35. As Always… • It seems easier if we remember… • It’s about the children!

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