Sponge Activity

1. Sponge Activity • Examine the documents on the table. • Discuss similarities and differences between them. Learning Contracts and Menus

2. Differentiating Instruction with Learning Contracts and Menus Learning Contracts and Menus

3. Essential Question: What are Learning Contracts and Menus and how can they be used to increase student achievement? Learning Contracts and Menus

4. Participants will KNOW: • The difference between Learning Contracts and Menus • The structure of Learning Contracts and Menus • The components of Learning Contracts and Menus Learning Contracts and Menus

5. Participants will UNDERSTAND: Learning Contracts and Menus offer choices for students of all ability levels and learning styles to demonstrate mastery of learning. Learning Contracts and Menus

6. Participants will be able to DO: • Compile a list of activities that are content specific that could be placed on a Learning Contract or Menu. • Design a Learning Contract or Menu. Learning Contracts and Menus

7. Vocabulary • Bloom’s Taxonomy • Tiered Activities • Learning Styles • Learning Contracts • Menus • Anchor Activities Learning Contracts and Menus

8. Why Use A Learning Contract or Menu? • It can blend skill- and content-based learning matched to student’s need. • It eliminates unnecessary skill practice. • It allows students to work at appropriate pace. • It helps students learn planning and decision- making skills. • It allows teachers time to work with individuals and small groups. • It fosters research, critical and creative thinking, application of skills and integrated learning. Learning Contracts and Menus

9. What Does A Learning Contract Contain? • Non-negotiable Items - These are things that ALL students must do. • Negotiable Items - Tasks chosen by the students based on their interests, abilities, and learning styles. Student choices should be approved by the teacher. • May contain student/parent signature. Learning Contracts and Menus

10. Examine a Learning Contract: Look attheexamples of contracts in your packet. Consider these questions: • What are the components of each contract? • In which content areas could they be used? • Which contracts/activities might you be able to use? Learning Contracts and Menus

11. Your Task: • Look through the list of activities for Bloom’s Taxonomy and Gardner’s Multiple Intelligences. • Decide which activities you would include in a contract for use in your classroom. • Create a contract that you will use with your students. Choose at least 4 activities, making sure you include a variety of levels and learning styles. Learning Contracts and Menus

12. What Does A Menu Contain? • Main Dish - Consists of items that ALL students must complete. • Appetizers, Side Dishes, and Desserts - These are activities that are tiered. Students may choose from a list designed by the teacher. For example, appetizers may be designed at an easier level than side dishes. Learning Contracts and Menus

13. Examine a Menu: Look attheexamples of menus in your packet. Consider these questions: • What are the components of each menu? • In which content areas could they be used? • Which menus/activities might you be able to use? Learning Contracts and Menus

14. Your Task: • Look through the list of activities for Bloom’s Taxonomy and Gardner’s Multiple Intelligences. • Decide which activities you would include in a Menu for use in your classroom. • Create a Menu that you will use with your students. Choose at least 2 activities for each category, making sure you include a variety of levels and learning styles. Remember that all students must do the Main Dish. Learning Contracts and Menus

15. Question to Ponder……….. How will the Learning Contract and Menu I have designed help all of my students achieve success? Learning Contracts and Menus

16. Reflection: Learning Contracts and Menus