1. BELLWORK: Complete Project Interest Inventory (both sides of white hand-out)

2. BELLWORK RE-CAP LIST 1 LIST 2 LIST 3 LIST 4 LIST 5 LIST 6 LIST 7 LIST 8 LIST 9 VERBAL/LINGUISTIC LOGICAL/MATHEMATICAL VISUAL/SPATIAL BODILY/KINESTHETIC MUSICAL INTERPERSONAL INTRAPERSONAL NATURALIST EXISTENTIAL

3. MENTEE TRAINING COURSE MONDAY MARCH 23, 2015 MENTOR CONTACT: BECKY JACHYM

4. TODAY’S AGENDA: 1.Bellwork: Proj. Pres. & Perf. 2.Anuncios: Newbies, Classroom Central Extras, teacher workdays 3.Review: 3 Avenues of Differentiation 4.Notes: Differentiation Phase 2 5.Closure: Four Squares Tarea: Tiered Assignment

5. TODAY’S OBJECTIVES: List the 3 avenues to differentiate instruction. Define SCAMPER. Create a tiered assignment for gifted and talented students.

6. WHAT ARE THE 3 AVENUES TO DIFFERENTIATE? WHAT DO YOU REMEMBER?

7. 3 AVENUES TO DIFFERENTIATE Content WHAT teacher teaches… Process HOW teacher teaches… Product How STUDENTS DEMONSTRATE LEARNING…

8. WHAT DO YOU REMEMBER? MATCH EACH METHOD ON THE RIGHT WITH ITS CORRESPONDING AVENUE ON THE LEFT. AVENUE ____ 1. CONTENT ____ 2. PROCESS ____ 3. PRODUCT TEACHER METHOD A.TIERED INSTRUCTION B.CHOICES OF LEARNING RESULTS C.SCAFFOLDED INSTRUCTION

9. DIFFERENTIATION BASICS CONTENT WHAT teacher teaches Scaffolded Instruction PROCESS How teacher teaches Tiered Instruction PRODUCT How students demonstrate learning Choice of Learning Results

10. PHASE 2 NEXT LEVEL DIFFERENTIATION

11. When writing your objectives consider… Content + Process + Product = The Learning Experience DAILY OBJECTIVES Content: What are students learning about? Process: What level of thinking is required? Product: How will the results of learning be represented and assessed?

12. GIVE IT A TRY: In the following objective: 1.Draw a squiggly line under the content. 2.Draw a straight line under the process. 3.Draw a square around the product. Compare and Contrast a scene in a novel with the movie version of the same scene by presenting your ideas in a storyboard of words and pictures. Content: written and film versions of a scene from a novel Process: compare and contrast Product: storyboard of words and pictures (verbal/linguistic, visual/spatial) See Figure 9 – Green Handout

13. SO I’VE GOT MY OBJECTIVES…NOW WHAT? Unit Plan! 1.Check for difficulty 2.Which student will do what? 3.Allow for some creative license Unit Planning See Figure 10 - Matrix Plan: Sample

14. THIS SEEMS LIKE A LOT OF WORK…WHY AM I DOING ALL OF THIS? OMG BECKY… …to bring the high HIGHER!

15. S.C.A.M.P.E.R. THE UNIT! FOR GIFTED AND TALENTED STUDENTS S – substitute basic content with more abstract / advanced C – combine learning with creative thinking to encourage originality & innovation A – adapt activities to elicit high levels of performance M – modify learning to provide greater depth and complexity P – put to other use: accelerate pace of instruction – spend on in-depth or advanced learning E – eliminate mastered content - focus on more advanced learning R – rearrange curriculum to develop original ideas & products

16. TAREA: SCAMPERed Assignment: due – next meeting 1.Tier an assignment to meet the needs of the most advanced learners in your classroom. 2.Turn in your tiered lesson plan. Next Mentee Meeting 2 nd /3 rd year teachers: April 27

17. CLOSURE: Complete the following chart on a separate sheet of paper: I came expecting…I got… I value…I would have liked…