Landing the Lunker: Hooking the Big Fish Even in the Murkiest of Waters

Traditional Classroom Differentiated Classroom

What Do I Do with a Gifted Child? Work ahead of the class in the chapter Provide extra computer time Use them as a tutor Give them extra problems or pages

Is This Really Necessary? “If gifted students are not challenged by curriculum in the early years, they will equate smart with easy and challenge and hard work will feel threatening to their self esteem.” – Dr. Sylvia B. Rimm

Why Meet the Needs of Gifted Learners?

Jolenda Henderson’s 4 th grade Students have been collecting, organizing, and analyzing data in math. Today, they’ll be working with line graphs. Students were introduced to line graphs in 3 rd grade, but Ms. Henderson noticed some are still struggling. Lesson Plan: Spend today’s class re-teaching line graphs.

Larry Kimmer’s 4 th grade Students have also been studying graphs. Students were introduced to line graphs in 3 rd grade. Lesson Plan: Pretest students to find out what they recall about data collection and graphing. Pretest Results: At least 85% on ALL concepts3 At least 85% on some, but not all, concepts10 Scores indicated a need to practice both analyzing and representing data. 11

Jolenda Henderson’s Lesson Plan 1.Ask students to gather data from each other  i.e. What’s everyone’s favorite type of pizza? 2.Draw graphs on the board to represent the data the class collected

Larry Kimmer’s Plan Based on Pretest At least 85% on ALL concepts: -Students will choose an enrichment task from a Choices Board - Students will work as an independent group 3

Larry Kimmer’s Plan Based on Pretest At least 85% on ALL concepts: -Students will choose an enrichment task from a Choices Board - Students will work as an independent group 3 At least 85% on some, but not all, concepts - Review the skill with the teacher in small group - Divide into collaborative groups and choose an enrichment task from the Choices Board (based on missed skill) 10

Larry Kimmer’s Plan Based on Pretest At least 85% on ALL concepts: -Students will choose an enrichment task from a Choices Board - Students will work as an independent group 3 At least 85% on some, but not all, concepts - Review the skill with the teacher in small group - Divide into collaborative groups and choose an enrichment task from the Choices Board (based on missed skill) 10 Scores indicated a need to practice both analyzing and representing data. - Review the skill with the teacher in small group - As a group they will construct a line graph based on information he provides 11

Which Teacher had a Differentiated Classroom? Jolenda Henderson Larry Kimmer Differentiating Instruction in the Regular Classroom By: Diane Heacox, ED. D.

Shans Bait Store

Bragging Board

What is a Lunker? lunker [ˈlə ng kər] noun informal: an exceptionally large game fish especially large for its type; a whopper.

Caution: Know Your Surroundings M u r k y W a t e r s Differentiating Instruction in the Regular Classroom By: Diane Heacox, ED. D.

Gender Influences Boys Boys take longer to master reading than girls do They show early mathematical ability and strengths in 3-dimensional reasoning Prefer action and exploration to passive learning Benefit from regular physical activity Do best with hands-on learning in reading and math Girls Learn best when their classrooms provide variety in teaching methods Tasks with many possible right answers Activities that use manipulative and a hands-on process approach to learning Opportunities to ask questions and discuss ideas and concepts Visual ways to present information Examples of real-life applications A variety of social arrangements in the classroom

Two–Step Process 1.Analyze the degree of challenge and variety in your current instructional plans. 2.Modify, adapt, or design new approaches to instruction in response to students’ needs, interests, and learning preferences. Differentiating Instruction in the Regular Classroom Diane Heacox, Ed. D.

WHAT Do We Differentiate? Content The curricular topics, concepts or themes presented HOW? – Pre-assess students’ skills and knowledge, then match learners with appropriate activities according to readiness – Give students choices about topics to explore in greater depth – Provide students with basic and advanced resources that match their current level of understanding

WHAT Do We Differentiate? Process The “HOW” of teaching Your method of teaching should reflect the learning styles and preferences of your students Modify process by – adding complexity to tasks – abstractness to tasks – Engaging students in critical and creative thinking – Increasing variety of ways in which you ask them to learn

WHAT Do We Differentiate? Product The “End Result” of learning Can be something tangible – Report, Brochure, or Model Can be something verbal – Dialogue, Speech, Debate Can involve action – Skit, Mock Trial, Dance

Two Roles as the Teacher 1) Facilitator – Providing and prescribing differentiated learning opportunities – Organizing students for learning – Using time flexibly 2) Collaborator – Combine classes – Partner with another teacher – Share resources – Media Specialist

Flexible Grouping What is it? – Creating groups based on a student’s learning needs – Can change often When do I use it? – At “Exit” points in the curriculum: When some students haven’t mastered the skill and need more review, but others are ready to move on OR When some students would benefit from an advanced task and other from a more basic activity

Is Using Whole Group Ever Appropriate? Whole group is the most effective: If you are building community though common activities or experiences Introducing new units, topics skills or concepts Conducting discussions of important content

What do you do when your line is tangled up?

Keep Fishing!!!

Catching the lunker is worth all the effort!!!

It’s Break Time!