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

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

4. 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

5. 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.

6. Student Choice Teacher Choice Clock Appointments at Work

7. 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.

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

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

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

11. 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….

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

13. Choice board example: 7 th grade Social Studies- Africa Students must select 1 project from each column and the projects MUST equal 60 points Create a map of the Bantu Migrations, then write 5 questions (with answers) about your map. (1 source minimum) 10 points Write 20 facts about the Great Zimbabwe. (3 sources minimum) 10 points Create a Pro’s and Con’s chart about the Kongo trade with the Portuguese. (5 pros and 5 cons) (2 sources minimum) 10 points List 20 interesting facts about the Swahili language. (3 sources minimum) 20 points Create a timeline of the History of the Great Zimbabwe. Have at least 10 events in chronological order and 5 pictures. Make sure to include a title for your timeline. (3 sources minimum) 20 points Create a comic strip of Afonso’s life. (Ask for project instructions and layout) (1 source minimum) 20 points Create a powerpoint presentation (10 slides minimum) explaining who the Bantu were and why the Bantu Migrations were important to African history. Must be written in your own words, DO NOT COPY&PASTE (2 sources minimum) 30 points Write an essay (minimum 2 paragraphs) explaining how and why the Portuguese affected the history of the Great Zimbabwe. (3 sources minimum) 30 points Write a paragraph (7 sentences minimum) describing how the slave trade still affects today Also, create a timeline of slave trade in. (Have at least 5 events in chronological order and 5 pictures. Make sure to include a title for your timeline.) (3 sources minimum) 30 points Bantu Great ZimbabweKongo

14. 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! Plan to DoActivity to Complete Point Value Date Completed Points Earned 15 20 25 30 Submit your free-choice proposal form for a product of your choice. Total number of points you are planning to earn Total Points Earned

15. 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

16. 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

17. 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.

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

19. Learning Target Self Check Completed on ______/______/_______ Learning Target (I Can…) I know it I need to look at my notes I have no idea

20. 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.

21. 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