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Have you ever…. planned a great lesson and was so excited to teach it but…..

Have you ever…. planned a great lesson and was so excited to teach it but…. A classroom full of students that are engaged in the learning process. G.I.F.T.S. Grouping Individuals for Teaching Strategies . Mrs. Carol Molnar carol.molnar@riversideschools.net Ms. Olga Vetrov

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Have you ever…. planned a great lesson and was so excited to teach it but…..

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  1. Have you ever….planned a great lesson and was so excited to teach it but…..

  2. A classroom full of students that are engaged in the learning process.

  3. G.I.F.T.S.Grouping Individuals for Teaching Strategies Mrs. Carol Molnar carol.molnar@riversideschools.net Ms. Olga Vetrov olga.vetrov@riversideschools.net Mrs. Joyell Weimer joyell.weimer@riversideschools.net

  4. Let’s Set Our Clock Appointments • Sign your name on the top of your paper. • For your 12:00 appointment - Find someone in the same subject area. • For your 6:00 appointment - Find someone in the same grade level. • For your 3:00 and 9:00 appointment - Find two new friends! • Make sure all of your appointments are with different people. • When clock is completed, please sit down.

  5. Clock Appointments at Work Teacher Choice Student Choice Student Choice Teacher Choice

  6. Objectives By the end of this session you will … IDENTIFY practical differentiated instruction strategies the work in the middle school setting. PARTICIPATE in and VIEW activities that illustrate these components. DISCUSS ways to implement these strategies in your classroom.

  7. You have a word wall up…. How can I use it?????? Word Splash, Quick Write, and Circle Organizer

  8. Engaging Prior Knowledge to Make Connections How might you use a Word Splash in your classroom? Find your 3:00 appointment and share.

  9. So you gave a pre assessment…. Now what ????

  10. Checking the Understanding of All Students What it isn’t…. Are there any questions? Are you all with me? Am I going too fast? This is an adverb, isn’t it? Who can tell me? Let’s Roll the Dice….

  11. I know their ability level, now what? • Choice Board • Tic-Tac-Toe • Menus

  12. Choice board example: 7th grade Social Studies- Africa Students must select 1 project from each column and the projects MUST equal 60 points Bantu Great Zimbabwe Kongo

  13. List Menu “Topic/Subject” Guidelines: • You may complete as many of the activities listed within the time period. • You may choose any combination of activities. • Your goal is 100 points. • You may be as creative as you like within the guidelines listed below. • You must show your plan to your teacher by ____________________. • Activities may be turned in at any time during the working time period. They will be graded and recorded • on this sheet as you continue to work, so keep it in a safe place! Total number of points you are planning to earn Total Points Earned

  14. 2-5-8 or 20-50-80 Menu “Topic/Subject” Directions: For this assignment, you will need to complete activities worth 2, 5, or 8 points to possibly earn a total of 10 points (or 20, 50, or 80 points to possibly earn a total of 100 points) valuing 100%. Place a checkmark next to each box to show which activities you will complete. All activities must be completed by ___________________ . 2 POINTS or (20 POINTS) – Knowledge & Comprehension • 5 POINTS or (50 POINTS) – Application & Analysis • 8 POINTS or (80 POINTS) – Synthesis & Evaluation

  15. Baseball Game • “Topic/Subject” Directions: Look through the following choices and decide how you want to make your game add to 100 points. Singles are worth 10, Doubles 30, Triples 50, and Homeruns 100 – Choose any combination you want!! Place a checkmark next to each choice you are going to complete. Make sure your points equal 100! All activities must be completed by ________________. Singles – 10 Points Each Doubles – 30 Points Each Triples – 50 Points Each Homeruns – 100 Points Each

  16. Implementing multiple methods to the curriculum • How might you use a Question Cube, Choice Board, Tic-Tac-Toe or Menu in your classroom? • Find your 12:00 appointment and share.

  17. Checking for Understanding of AllStudents What it is: Learning Target Self-Check Think-pair-share Quick-writes Exit Cards Paired – Verbal Fluency

  18. Learning Target Self Check

  19. References • Bromley, K., Irwin-DeVitis, L., and Modlo, M. (1999). 50 graphic organizers for reading, writing & more.New York, NY: Scholastic Inc. • Dodge, J. (2005). Differentiation in action. A complete resource with research-supported strategies to help you plan and organize differentiated instruction—and achieve success with all learners. New York, NY: Scholastic. • Hollas, B. (2007). Differentiating instruction in a whole-group setting: Taking the easy first step into differentiation, Grades 7–12. Peterborough, NH: Crystal Springs Books. • McDougal Littlel.Reading in the science content area.Houghton Mifflin Company. Retrieved at http://www.mcdougallittell.com/ml_data/pdf/ states/OK/newsletter/0501/WordSplash.pdf • Westphal, L. (2009). Differentiating instruction with menus: Middle school edition: Math. Waco, TX: Prufrock Press Inc.

  20. G.I.F.T.S.Grouping Individuals for Teaching Strategies Mrs. Carol Molnar carol.molnar@riversideschools.net Ms. Olga Vetrov olga.vetrov@riversideschools.net Mrs. Joyell Weimer joyell.weimer@riversideschools.net

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