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Have you ever…. planned a great lesson and was so excited to teach it but…. A classroom full of students that are engaged in the learning process. G.I.F.T.S. Grouping Individuals for Teaching Strategies . Mrs. Carol Molnar carol.molnar@riversideschools.net Ms. Olga Vetrov

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g i f t s grouping individuals for teaching strategies

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

let s set our clock appointments
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.
clock appointments at work
Clock Appointments at Work

Teacher Choice

Student Choice

Student Choice

Teacher Choice

objectives
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.

slide8
You have a word wall up….

How can I use it??????

Word Splash, Quick Write, and Circle Organizer

engaging prior knowledge to make connections
Engaging Prior Knowledge to Make Connections

How might you use a Word Splash in your classroom?

Find your 3:00 appointment and share.

checking the understanding of all students
Checking the Understanding of All Students

What it isn’t….

Are there any questions?

Are you all with me?

Am I going too fast?

This is an adverb, isn’t it?

Who can tell me?

Let’s Roll the Dice….

i know their ability level now what
I know their ability level, now what?
  • Choice Board
  • Tic-Tac-Toe
  • Menus
slide13

Choice board example:

7th grade Social Studies- Africa

Students must select 1 project from each column and the projects MUST equal 60 points

Bantu Great Zimbabwe Kongo

slide14

List Menu

“Topic/Subject”

Guidelines:

  • You may complete as many of the activities listed within the time period.
  • You may choose any combination of activities.
  • Your goal is 100 points.
  • You may be as creative as you like within the guidelines listed below.
  • You must show your plan to your teacher by ____________________.
  • Activities may be turned in at any time during the working time period. They will be graded and recorded
  • on this sheet as you continue to work, so keep it in a safe place!

Total number of points you are planning to earn Total Points Earned

slide15

2-5-8 or 20-50-80 Menu

“Topic/Subject”

Directions: For this assignment, you will need to complete activities worth 2, 5, or 8 points to possibly earn a total of 10 points (or 20, 50, or 80 points to possibly earn a total of 100 points) valuing 100%. Place a checkmark next to each box to show which activities you will complete. All activities must be completed by ___________________ .

2 POINTS or (20 POINTS) – Knowledge & Comprehension

  • 5 POINTS or (50 POINTS) – Application & Analysis
  • 8 POINTS or (80 POINTS) – Synthesis & Evaluation
slide16

Baseball Game

  • “Topic/Subject”

Directions: Look through the following choices and decide how you want to make your game add to 100 points. Singles are worth 10, Doubles 30, Triples 50, and Homeruns 100 – Choose any combination you want!! Place a checkmark next to each choice you are going to complete. Make sure your points equal 100! All activities must be completed by ________________.

Singles – 10 Points Each

Doubles – 30 Points Each

Triples – 50 Points Each

Homeruns – 100 Points Each

implementing multiple methods to the curriculum
Implementing multiple methods to the curriculum
  • How might you use a Question Cube, Choice Board, Tic-Tac-Toe or Menu in your classroom?
  • Find your 12:00 appointment and share.
checking for understanding of all students
Checking for Understanding of AllStudents

What it is:

Learning Target Self-Check

Think-pair-share

Quick-writes

Exit Cards

Paired – Verbal Fluency

references
References
  • Bromley, K., Irwin-DeVitis, L., and Modlo, M. (1999). 50 graphic organizers for reading, writing & more.New York, NY: Scholastic Inc.
  • 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.
  • McDougal Littlel.Reading in the science content area.Houghton Mifflin Company. Retrieved at http://www.mcdougallittell.com/ml_data/pdf/ states/OK/newsletter/0501/WordSplash.pdf
  • Westphal, L. (2009). Differentiating instruction with menus: Middle school edition: Math. Waco, TX: Prufrock Press Inc.
g i f t s grouping individuals for teaching strategies1

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