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Elementary Breakout ITAG

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Presentation on theme: "Elementary Breakout ITAG"— Presentation transcript:

1 Elementary Breakout ITAG
Presented by Susan Winebrenner Education Consulting Service, Inc. (760) (Pacific Time)

2 Compacting Excuses advanced students from having to repeat content they already know and from having to proceed with new contact at the same pace as those who are learning at grade level Demonstrates that the teacher values respect for individual differences, so all students believe they are accepted just the way they are and do not have to pretend to be less capable to “fit in”.

3 The Jesse James Syndrome
All the time I just sat there….. Waiting for something new to learn! My teachers should have ridden with Jesse James……… For all the learning time they have stolen from me! A 10 year old boy quoting from Rommel Rides Deep Into Egypt by Richard Brautigan, American poet

4 Differentiation Definition
To differentiate the learning experience for gifted students, we adjust the content, the learning processes, the types of products that are created, and the learning environment through different expectations, work places, and assessment practices.

5 Compacting for Young Gifted Students
Do “kid watching” to find students who catch on quickly to new material, appear to already know much of the grade level standards, and/or have a wide storehouse of general knowledge. Always give students full credit for what they have already mastered. Do not expect them to finish the “regular work” before working on extension activities, nor to help others

6 Compacting One Lesson at a Time
Most Difficult First Teach minutes; give practice on what has just been taught. All students have the option to try MOST DIFFICULT FIRST: Those who can complete the MOST DIFFICULT FIRST, neatly, legibly, with no more than one wrong, are done practicing With time they “buy back”, they work on “choice” activities Help only those who begin at beginning of the assignment You correct work until model paper is found Appoint “CHECKER” to check work of other volunteers Person can be the checker only once a week Collect their work; enter all grades when other papers are collected

7 Compacting One Week at a Time
Pre-Test And Choose From Alternate Work (Compacting one week at a time) Offer voluntary pretest at beginning of each unit Do NOT quickly review what will be tested Those who demonstrate 90%receive mastery grade They then do choice activities for the rest of the week Favorite Activity With partner, choose alternate words; learn spelling and meaning Partners test each other; unmastered words go to next list REMEMBER: IT’S THEIR TIME; TEACH THEM HOW TO USE IT WISELY

8 Differentiating for Young Gifted Students
Prepare practice work at two levels- entry and advanced Keep all kids who want to be there at the group lesson Send kids to the table with the work appropriate for them – red or blue blocks. Switch block color daily.

9 Learning Contract-For One Chapter/Unit
Student’s Name:_________________________________ Chapter__________________________ X Page/Concept Extension Options : Students keep records or activities done on _____ _____ _____ _____ _____ _____ ______ ______ each date they work on extensions. _____ _____ _____ _____ _____ ______ _____ _____ Your Idea _________________________________ _____ _____ _____ _____ _____ _____ _____ _____ Working Conditions Teacher’s Signature: Student’s Signature:

10 THE ESSENTIAL RULES Don’t bother anyone
Don’t call attention to yourself Do the work you have selected Keep records of your extension activities When you follow the rules, you get to choose what to do. When you do not follow the rules, I will choose for you.

11 Differentiation Definition
To differentiate the learning experience for gifted students, we adjust the content, the learning processes, the types of products that are created, and the learning environment through different expectations, places to do their work, and assessment practices.

12 Extension Menu Guidelines
Each square clearly describes what students are to learn about the described topic. Task statements are based upon the use of higher level thinking expectations. Students may work on one task only throughout their extension work for the unit. Student Choice must be approved by the teacher and must follow the general Extension Menu Guidelines

13 Monthly Math EXTENSION MENU
CREATE a math game your classmates can play Design a scale model of your classroom the way you think it should be arranged. Create a vehicle using LEGO’s as well as directions to other students so they can do the same thing Borrow a menu from your family’s favorite restaurant and see how many orders you can create that would only cost your family what they could afford for each person. STUDENT CHOICE Use a catalog from a favorite store, create an order for supplying your family with holiday gifts they would enjoy. If the catalog is online, be sure to include the shipping costs. Pretend there is no limit on how much you can spend, OR Spend only what you think you can afford. Visit several websites that promise math games and other activities and choose several to share with your classmates. Create towers from your local center city using various materials available in the classroom Plan your next birthday party with a catalog from The Party Store online or actual. Ask someone at home to help you estimate how much you can “spend” and how many people you can afford to invite.

14 Monthly LA Extension Menu
RE-WRITE a summary of a story using different words that mean the same thing you find in a thesaurus. Complete a Super Sentence from the book of the same name. Work with a friend and show your solution to your teacher. READ a different story by the same author and show how they are the same and how they are different. Create a storyboard series of pictures to show the order in which events happened in the story. Use words from the group’s word bank. STUDENT CHOICE Dictate 6 sentences in your native language that tells the story. Use a digital device for this. CREATE your own story that is like the story the class is reading. Either tell it to a recording device or ask the teacher to provide someone to help you write it down. Using pictures or comics, create a graphic story to match the events in a story the class is reading. Select 8 vocabulary words from a story or unit of stories that make you want to learn their meaning. Try to use some of them in your own writing. Show full page version

15 C1 COLLECT facts, words, ideas, and pictures
The 4C Project Planner C1 COLLECT facts, words, ideas, and pictures C2: Compare your topic to other things – which is better, more useful, less expensive, etc. C3: Create a way to share what you have learned C4: Communicate information to an audience

16 Daily Log of Extension Work
Student’s Name: _______________________________________________ Project Topic: ______________________________________________________ Today’s Date What I Plan to Do During Today’s Work Period What I Actually Accomplished Today

17 Curriculum Differentiation Chart by Learning Style Preferences
Required Standard Typical Learning Activity Alternate Learning Activity Extension Activity Following nutritional guidelines is a healthy way to eat. Describe the foods you would choose for a healthy day of eating Find or draw pictures of food that would represent a balanced day of eating. Investigate how some eating plans that don’t recommend balanced diets would impact your health. Junk food is high in calories and low in nutrition. Watch TV ads about junk food and compute the percentage of time in an hour that is devoted to junk food. Separate your home groceries into Junk and Nutritional Foods. Compare also the cost per ounce. Present a lesson to a class to help them understand the facts about junk food. A lack of energy may be present in people who do not eat a balanced diet. Use the Internet to find documentation of how health and energy are impacted in Third World countries. Prepare and perform a skit that shows how poor food choices can affect one’s health and energy. Predict what would happen to your body if you eliminated one specific food group for a month.

18 Compacting and Differentiation Benefits
LESS PRESSURE ON PERFECTION: CONSISTENT OPPORTUNITIES FOR STRUGGLE AND CHALLENGE Students must: Know that intelligence is not diminished by struggle Value individual differences Have access to the teacher as they work on extended curriculum

19 What about cooperative learning?
Students experiencing differentiation work together Tutoring or helping others learn should be voluntary and not daily Avoid group grades; find other evaluation methods End with James’ story

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