1. Advanced Differentiating Instruction Strategies
Agenda:
Most Difficult First
Pre Assessment
Curriculum Compacting
Acceleration
Enrichment
Learning Contracts
Independent Studies
Self-Evaluation

2. Dice Introductions Hobby or Talent
Vehicle You Would Most Like to Drive
Something Unique That Has Happened in Your Life
Favorite Toy, Game, or Song
Favorite Vacation Destination
Person You Admire

3. 1. Most Difficult First
The teacher previews the student tasks and selects the most difficult examples.
2. The examples are marked (*) and students are given the opportunity to do these items first as a means of demonstrating mastery or understanding.
3. If students are able to demonstrate mastery, then they are given or are free to select alternate activities for that period of time.

4. 8-1 Points, Lines, Segments, and Rays ___ 8-2 Angles ___
2. Pre Assessment Grade 6 - Chapter 8: Tools of Geometry by Anna DeForest
You will learn how to:
Identify points, lines and planes
Find the measurements of angles and sides of figures
Identify and classify figures
Learn about congruency, similarity and symmetry
Recognize and identify geometric figures in real-world situations
8-1 Points, Lines, Segments, and Rays ___
8-2 Angles ___
8-3 Special Pairs of Angles ___
8-4 Classifying Triangles ___
8-5 Exploring and Classifying Polygons ___
8-6 Problem Solving: use Logical Reasoning ___
8-7 Congruent and Similar Figures ___
8-8 Line Symmetry ___
8-9 Transformations ___

5. Grade 6, Chapter 8: Tools of Geometry Pretest Form 1
by Anna DeForest
Period________
Pretest Problems
1,2,3 4
5,6,7,8
9,10,11,12
13,14,15,16, 17
18,19,20,21
22,23
24,25
Skill: Lesson
8*1
8*2
8*3
8*4
8*5
8*6
8*7
8*8
8*9
Student Names 1 2 3 5

6. 3. Compacting Curriculum Compacting is an instructional
technique designed to make appropriate curricular
adjustments for students in any curricular area and
at any grade level to
Create a challenging learning environment
Guarantee proficiency in basic curriculum
Buy time for enrichment and acceleration

7. Compacting: Eight Steps
Identify the objectives in a given subject area.
Find appropriate pretests.
Identify students who should be pretested.
Pretest students to determine their mastery level of the chosen objectives.
Eliminate instructional time for students who show mastery of the objectives.
Streamline instruction of those objectives students have not yet mastered but are capable of mastering more quickly than classmates.
Offer challenging alternatives for time provided by compacting
Keep records of this process and the instructional options available to compacted students

8. Student Behaviors Which May Suggest Compacting
Consistently finishes tasks quickly
Appears bored during instruction time
Consistently daydreams
Creates own puzzles, games or diversions
Brings in outside reading material
Has consistently high performance in one or more academic areas
Test scores consistently excellent despite average or below average class work or home work
Asks questions which indicate advanced familiarity with material
Is sought after by others for assistance
Uses advanced vocabulary and verbal expression
Interested in pursing advanced topics
Compacting – YES or NO?
…yet maintains high academic achievement

9. Curriculum Compacting: A teaching strategy that “buys time”
for enrichment and/or acceleration
The goal is to modify or “streamline”
curriculum to allow students to vary the
Pace
Depth
Pursue alternate topics

10. Two Kinds of Curriculum Compacting
Content Compacting Social Studies, Science, Math Applications and Problem-Solving, Literature
Students may already know some material, may be able to read advanced material, or master objectives more quickly than classroom pace allows.
Basic Skills Compacting
Spelling, Math Computation,
Language Arts Basic Skills
Pre-test results are used to
document mastery.

11. Student’s Name: ________________________________
Areas of Strength
Documenting Mastery
Alternate Activities

12. Student’s Name: Annette _______________________________
Areas of Strength
Documenting Mastery
Alternate Activities
Math ---Decimal Fractions
Score of 85 percent or higher on the pretest
Will work with class on days they learn concepts she has not mastered
Will work on alternate math enrichment activities on other days or a contract or independent study

13. Student’s Name: ____William____________________________
Areas of Strength
Documenting Mastery
Alternate Activities
Achieved 87% on
the pretest
Will read to gather
research for his
book about castles
Will find locations of specific castles in England, Scotland and a country on the European continent
Will use real locations in his book.
Map Skills

14. Student’s Name: Jose, Joanne, Sam, and Linda______________
Areas of Strength
Documenting Mastery
Alternate Activities
Students will select a topic of interest from a list of alternate activities related to an aspect of colonial living and complete an independent study
Social Studies---
Colonial Living Unit
High Interest Strong Readers Will read and pick up concepts quickly
Students will read chapters 5 & 6 in text at own pace
Do chapter exercises 3, 7, & 9
by third week of unit

15. 4. Enrichment
Giving students the opportunity to learn in greater depth
and breadth. Enrichment may include but is not limited to:
(1) Complexity of Content
(2) Creative and Original Products
(3) Independent Studies

16. 5. Acceleration
Progress through the curriculum at rates faster or at ages younger than conventional.
Provide instruction at a level and pace appropriate to a child’s achievement and readiness regardless of grade level.

17. YOU and Curriculum Compacting
Curriculum Areas to be Considered for Compacting
Procedures for Compacting Basic Material
Enrichment and/or Acceleration Activities

18. Grading: The Big Debate
You should grade on the regular curriculum which has been compacted. In our opinion, grades should reflect mastery of content and not time spent in a subject area.
When you do substitute contracts or independent studies, it should not be graded. Some qualitative, holistic evaluation of the work done would be preferred.
University of Connecticut

19. Written agreements between teachers and students that outline
6. Contracts
Written agreements between teachers and students that outline
what students will learn,
how they will learn it,
in what period of time, and
how they will be evaluated.

20. Contracts in Subjects Where Pre-testing is Practical Student’s daily work alternates between the traditional instructional group and individual contracted extensions
The contract might:
1. List the concepts or outcomes that the whole class will learn.
2. List a variety of alternative or extension activities from which students may choose. These activities may be developed by the teacher, the student, or both.
Students
work on alternative activities on the days when the class is learning concepts they have previously mastered.
should be responsible for documenting their time. One option is to ask students to keep a log of their activities on the days they are not working with the rest of the class.

21. Contract based on Pretest
Chapter/Unit
Pre-assessment
Whole class instruction for skill instruction based on pretest
Page/Skill ____
Enrichment Option
Working Conditions
Signatures

22. Contracts in subjects where pre-testing is not practical
Students will research and present information about an alternative topic related to the general theme or unit.
A study guide will list the expected goals which they may choose to achieve independently.
Students work on the extended activity in class instead of regular content
In this way, the alternative activity becomes the student’s class work.

23. Learning Contract, Elementary
Name _______________________
My question or topic is:
To find out about my question or topic…
I will read:
I will look at and listen to:
I will write:
I will draw:
I will need:
Here’s how I will share what I know:
I will finish by this date: (

24. Learning Contract, Intermediate and Middle School
To demonstrate what I have learned about ____________________, I want to
_ Write a report
_ Put on a demonstration
_ Set up an experiment
_ Develop a computer presentation
_ Build a model
_ Design a mural
_ Write a song
_ Make a movie
_ Create a graphic organizer or diagram
_ Other
This will be a good way to demonstrate understanding of this concept because
______________________________________________________________
To do this project, I will need help with
My Action Plan is________________________________________________
The criteria/rubric which will be used to assess my final product is _________
My project will be completed by this date _____________________________
Student signature: ________________________________ Date ___/___/___
Teacher signature: ________________________________ Date ___/___/___ (

25. 7. Independent Studies Seven Steps: Choosing a topic, issue, problem …
Initial questioning
Planning the independent study
Uncovering the information: the research
Putting it together: the findings and the product
Presentation of the Independent Study
Evaluating the Independent Study

26. Independent Studies Initial questioning – KWLU Chart K
What you know about the topic W
What do you want to know about the topic? L
What did you learn about the topic? U
How will you use what you learn to present to an audience

27. 8. Self-Evaluation What did you do well? What might you improve?
What resources were most important?
Use the Six Thinking Hats® to evaluate your work?