Differentiating for AIG Learners: Independent Studies Session #5

1. AIG Booster Shots Differentiating for AIG Learners: Independent StudiesSession #5

2. 4-Minute Reflection • Why is Curriculum Compacting needed in classrooms today? • How do you know when to use Curriculum Compacting? • What are the main steps in Compacting?

3. Curriculum Compacting… • Provides challenging tasks for AIG learners • Can result in independent or small-group studies

4. Independent and small-group studies allow AIG learners to… • Explore topics beyond the regular curriculum. • Work with open-ended problems. • Make choices. • Grapple with real world problems. • Be engaged and challenged.

5. 3-Minute Reflection • When you use independent and small group-studies… • What might your students gain? • What should you consider about your students’ needs? • What should you consider about your classroom environment?

6. To ensure challenge, keep these in mind… • Revised Bloom’s Taxonomy • Maker’s Modifications for AIGs • Tomlinson’s Equalizer • And others important tools for differentiation!

7. Mr. Roberts’ approach in math: • Regular pre-assessments • Mini-lessons to fill gaps • Independent studies for students not needing the regular curriculum

8. Mr. Roberts’ approach in math: The Great Mathematicians Project: • What questions did this person grapple with? • Why are these important? • What problems did he/she face? • What/Who influenced him/her?

9. 3-Minute Reflection • Brainstorm topics for possible independent/small group studies that relate to your current curriculum: • What topics or questions would extend learning while engaging your AIG students?

10. Be sure to consider… • Is this topic or question interesting? • What types of tasks will engage and promote focus? • How can we challenge without overwhelming? • How can we balance choice with structure?

11. Don’t be too fuzzy! If the students don’t know where the target is, they won’t hit it.

12. Management: Getting Started Opening conference to address logistics: • Expectations for behavior • Communication • Resources • Checkpoints • Sharing

13. Management: Moving Forward Provide a checklist of required steps OR Ask students to create this checklist “Meet with teacher” every few steps!

14. Management: Moving Forward Reflective journals can address: • Learning • Problems encountered • Communication • Assessment

15. Management: Moving Forward Provide a goal-setting form: • What have I already accomplished? • What do I need to accomplish today? • What’s my next step?

16. 2-Minute Reflection What might you need to modify in your teaching and classroom to allow for the use of independent and small-group studies?

17. Important pointers… • Be ready to provide instruction as needed • Require students to use a variety of resources • Help students evaluate the reliability of resources

18. Evaluating independent and small-group studies • Focus on growth and learning • Address content, process, and product Sample criteria: • Efficient use of time • Thoughtful questions • Range of resources

19. An example: High School English You’ve been hired to help your local library develop its book club program. Your must create an exciting and unique book club that people will want to join. Your club must be focused on a particular audience and a guiding concept that will serve as the basis for your 8 to 10 literary texts and will connect these texts to one another. Your texts should include both classics as well as more modern readings. You must create a marketing pamphlet and a webpage for your club and provide a list of questions for each text that will spur enlightening and provocative discussion.

20. 3-Minute Reflection • Analyze the previous example: • What knowledge and skills does it require? • How is it appropriate for AIG learners?

21. The Library Book Club Project requires… • A great deal of reading • Creativity • Abstract thinking • Complex thinking • Use of technology

22. Primary examples from AIG-IRP • Kindergarten students reading biographies of people who interest them and delivering speeches to explain these people’s lives and the advice they would give to others today. • First grade students using their knowledge of soil types to design a park that includes multiple features and activities.

23. Elementary examples from AIG-IRP • Third grade students applying their mastery of the four math operations to creating a budget for an overnight trip to Washington, D. C. • Fifth grade math students creating a summer kickball league, including the design of several kickball fields in a given space, the budgeting for needed equipment, and the schedule of games.

24. Secondary examples from AIG-IRP • Middle school students designing a three-day tour of self-selected Civil War battlefields focused on the immediate and lasting impacts of the battles and including travel directions and an audio tour. • High school chemistry students exploring how gas laws impact the physiology of the human body while researching SCUBA diving injuries and creating brochures about how to avoid these injuries.

25. Upcoming AIG Booster Shots • Seminars • Concept-based teaching • Concept Development