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Sarah Kasprowicz WATG President Elect 5 th and 6 th Grade Classroom Teacher Merton Community School District WATG Fall Conference.

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Presentation on theme: "Sarah Kasprowicz WATG President Elect 5 th and 6 th Grade Classroom Teacher Merton Community School District WATG Fall Conference."— Presentation transcript:

1 Sarah Kasprowicz WATG President Elect 5 th and 6 th Grade Classroom Teacher Merton Community School District WATG Fall Conference 2009

2  The stage has been set for differentiation.  Alternate activities are expected and encouraged.  All students may propose an alternate project.  We have “Friday Projects” with weekly work time in the library.  Student-led portfolio conferences are conducted at the end of each year.  Looping: 5 th -6 th grade

3  Portfolio crate with hanging folders  Bookshelves to keep resources for various independent projects  3 computers  Bulletin boards and walls have papers stapled to them to help keep track of alternate projects and due dates.  S. P.R.I.T.E. crate with student folders, blank forms and rubrics

4  Based on the research of Sally Reis  Elements of Differentiation  Higher level questioning  Choice  Flexible grouping  Tiered assignments  Mentors (guest readers) SEM-R Bookmarks

5  5-10 points  The questions match any book. SEM-R Bookmarks

6  Describe a very important event that happened in today’s reading.  Name an adult that you know that would like this book. Explain why they would like this book.  What is the best thing the author has done so far in this book? (plot, perspective, description, conflict, setting?) Explain why you think so.  Which character in your book is the easiest to trick? Why?  Write three predictions you have for the rest of the book.

7  Who, in your book, would you least like to sit next to in our new seating chart today? Why?  Who, in your book, would you want to be your Face Book friend? Why?  Who, in your book, do you trust the least? Why?  You have to buy a pet for the main character. What pet would you buy them and why?  Explain one way you would change the setting if you were the author.  Name one thing you thought would happen in the book that did not happen.  Who is the least important character in the book? Why?  What is one event that was unnecessary in this book? Why?

8  Diary of a Wimpy Kid: Craig because he does odd things.  Penny from Heaven: Uncle Angelo because he is getting drunk all the time and keeps losing his job.  The Incredible Journey: The cat because he can take stuff away from the dogs. Also he always sneaks around.  Peak: I trust Josh the least because he was climbing a mountain and got a call that his son was born. Zopa kept bugging Josh saying that it’s not good for a father to neglect his son.

9  Two Words

10 Release Yourself

11  Filling in each space in your grade book  Assigning practice that some students don’t need  Managing every detail  Creating every project  Writing every rubric

12  Pretest  Schedule pretests with enough time for students to preview material.  Set a percentage needed to “test out” such as 90% or higher.  Require students to do learn concepts missed on the pretest and demonstrate acquired knowledge.  Select alternate project in accordance with interest, theme or portfolio requirements.

13  GT Students are used to minimal struggle.  The classroom teacher can require rigor and depth to be part of each alternate project.  Include rigor in rubric design Higher level subtopics are required Higher level subtopics are weighted twice Include multiple higher level subtopics based on student readiness

14  Based on the research of Diane Heacox  Sample topic: The Rainforest  What is still unknown about the rainforest?  Describe a current controversy connected to the rainforest  How has the rainforest changed over the last 200 years?  What are current theories connected to the rainforest?

15  What are common assumptions about the rainforest?  Analyze connections between research in the rainforest to other scientific fields.  Identify important cause and effect relationships connected to the rainforest.  Defend a prediction you have about the future of rainforest destruction.

16  GT students will have fewer grades.  GT students are excused from daily work grades.  GT students will have scores for:  Pretests  Post-tests  Alternate projects

17  Leave the excused boxes BLANK.  Use different colors of ink to code tiered assignments and projects.  Use Webgrader features to assign students to assignments and excuse students from daily work.  Keep a separate class list in your grade book to keep track of alternate project grades

18  Rubrics  Rubistar  Student generated  Teacher generated  Written as a partnership between student and teacher  Generic rubrics (see examples)  Inform Parents of alternate grading policies in your classroom

19  Time management  Assess work logs for time management and use this as evidence for or against future participation.  Self Assessment  Students rate themselves on their rubric before handing in final project.  Portfolios  Students may use alternate projects as portfolio pieces.  Bonus  +5 points in Webgrader for tiered assignments

20  Friday Projects (Website Link) Friday Projects(Website Link) All students work on a project on a topic of their choice. Students have 45 minutes of work time in the library each Friday afternoon Solves the “What do I do when I’m done?” dilemma. The answer is, “Work on your Friday Project.” Students document their readiness level on a “Starting Point” sheet and proceed with learning from there Partners and small groups are acceptable, but each group member has their own questions and is responsible for creating their own rubric.  Starting Point Starting Point  Sample Calendar Sample Calendar

21  Moodle Moodle Elements of differentiation ~Choice ~Compacting ~Parallel studies and orbital studies ~Intellectual peers ~Readiness levels

22  Rti for all students  30 minutes per day  5 classroom teachers  1 teacher of At-Risk students  1 staff member from our curriculum department

23  Screeners and data wall from the previous grade is used to provide data to place students in interventions  Students are given choices of enrichment mini course extensions and they rate them their first, second and third choice.  Every 3 weeks the intervention teachers will reassess the students to see who is able to exit the intervention class.  Topics of enrichment classes change throughout the year ~ every 3 weeks.

24 Mrs. K.Mr. ReuterMrs. Schiellack Mrs. Heeren Mrs. Jungbluth StorybookWeb BookMath Intervention Reading Fluency Intervention Sketchbook 12:00 – 12:30 every day Mrs. O: Helps supervise Storybook and Sketchbook students working in the library. Mrs. M.: Works one on one with one boy on math intervention (needs tier 3 attention). When that boy is absent she works with Mrs. Schiellack on math interventions.

25  Storybook: The students have the choice between writing a story inspired by an illustration in Chris Van Allsburg’s The Mysteries of Harris Burdick or participating in an online novel study of Bud, Not Buddy and Depression Era themes.  Web Book: The students learn how to use Web 2.0 tools to demonstrate learning.  Sketchbook: The students participate in sketching, drawing and other art activities.

26  Who Needs Worksheets? Who Needs Worksheets?

27  French class  Origami  Logic Puzzles  Science experiments  Robotics  News writing  Sculpting  Chinese class  Flight and airplanes

28 Dabrowski’s Overexcitabilities and Theory of Positive Disintegration  Psychomotor  Sensual  Intellectual  Imaginational  Emotional

29  Written by Michael Piechowski, Ph. D.  “Mellow out,” they say, to which I can only respond, “If only I could.” At birth I was crucified with this mind that has caused me considerable pain, and frustration with teachers, coaches, peers, my family, but most of all with myself. ~Carol, cover illustrator

30  Classroom teachers differentiate for disposition  Help students with stress management.  Time management: extended deadlines and one on one help with task analysis  Assistance with transitions  Suggest involvement in Tae Kwon Do  Discussions with student about triggers  Counseling about intensity  Do not attempt to “fix” the intensity.  Students and parents need to accept intensity and develop strategies to accommodate for themselves.


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