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

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

5. 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

6. 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.

7. Student Choice Teacher Choice Clock Appointments at Work

8. 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. ANALYZE formative data results to tier lesson activities.

9. Highlighted Topics Question Cubes Choice Boards and Menus Choice Homework Tiered Centers

10. So you gave a pre assessment…. Now what ???? Let’s Roll the Dice….

11. According to Dodge (2005), when choice is given to students to demonstrate their knowledge on a topic, struggling learners find a way to display their understandings, average students choose assignments intriguing to them, and more advanced learners explore more than they have ever imagined.

12. 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

15. Choice Homework The purpose of Choice Homework is to increase motivation and to provide an opportunity for students to explore topics that enhance the curriculum (Dodge, 2005). Examples of Choice homework include: A. Create a poem, song, or rap on a curriculum topic. B. Create a top ten list of concepts that connect to the curriculum topic. C. Journal entry from a particular point of view. D. Draw three pictures with captions to illustrate main ideas. E. Design a GoAnimate or other multimedia presentation. F. Opt for a Spin-Off

17. Social Studies Choice Project Daily Life In Athens Choose one of the following projects:  Write a poem, song or rap  Write a journal entry  Create a crossword puzzle  Create a comic strip

18. Math Choice In-Class Assignment Select one of the following to demonstrate or explain a mathematical technique, process, concept, or rule:  Create a windowpane or comic strip  Write an acrostic or poem  Compose a song or rap

19. Implementing multiple methods into the curriculum How might you use a Question Cube, Choice Board, Menu or Choice Homework in your classroom? Find your 12:00 appointment and share.

20. Tiered Centers A tiered lesson matches an instructional task with a student’s skills and understanding of the topic. When some students: are ready to move ahead but others need more time. would benefit from using different resources. need more modeling and direct instruction. need more challenge, more independence, or more complexity.

21. Tiered Centers

22. Parking Lot Using the post-it notes in your packet, write any questions that you may have or select a strategy and describe how you will implement it in your classroom.

23. Learning Stations  Language Arts and Intervention Specialist Teachers-Stand up  Administrators – Select a Starting Station  Math Teachers – Station 1- Choice Assignments  Science Teachers – Station 2- Question Cubes  Social Studies Teachers – Station 3- Tiered Centers

24. References 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. Westphal, L. (2009). Differentiating instruction with menus: Middle school edition: Math. Waco, TX: Prufrock Press Inc.

25. 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

26. CEU Code WD-28