Differentiating through Compacting

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Differentiating through Compacting

• Carol Curtiss
• RESC XIII
• January 18, 2006

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Welcome

• Handouts
• Name card
• Rate Yourself graph

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Do you recognize . . .
RAPID ROBIN
The Dreaded Early Finisher
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Or . . .
Im Not Finished Fred
It takes him an hour-and-a-half to watch 60
Minutes
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• Special Ed
• Gifted
• Dyslexic
• ADHD
• . . .

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The B Word
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This is Boring!
These words do not bring happiness to the hearts
of teachers.
2 kinds of bored
Boring A I already know that could you give
me an opportunity to show you?
Boring B At the present time I do not know
enough about the topic to be interested in it.
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Why differentiate?

• Besides coming in many shapes and sizes,
  kids come with varied interests, learning
  profiles and readiness levels.
• One size fits all instruction does not address
  the needs of many students.

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What is differentiation?
Differentiation ... consists of the efforts of
teachers to respond to variance among learners in
the classroom.

• It means "shaking up" what goes on in the
  classroom so that students have multiple options
  for taking in information, making sense of ideas,
  and expressing what they learn.
• - Carol Ann Tomlinson

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• How do I differentiate
• . . .
• and stay sane?

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Feeling Overwhelmed?

• Pick one strategy and jump in.

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Differentiate

• Content (input)
• Process
• Product (output)

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The Big 3
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The Big 3 in education

• What do I want students to know and be able to
  do?
• How will I know they know it? What evidence will
  I accept?
• What activities will I use to ensure they learn
  it? What will I do when they do or dont? What
  will they do?

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Social Studies TEKS 1A

• What do I want students to know and be able to
  do?
• How will I know they know it? What evidence will
  I accept?
• What activities will I use to ensure they learn
  it? What will I do when they do or dont? What
  will they do?

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Social Studies TEKS 1A

• What do I want students to know and be able to do?

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Differentiate

• Content (input)
• Process
• Product (output)

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Differentiate the Content

• What goes in?
• How does it get there?

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Differentiate the Content

• Materials at different levels
• Based on readiness (Pretest?)
• Based on interest
• Based on learning profile
• Auditory, visual, kinesthetic
• Input method (On tape?)
• Reading buddies

What goes in? How does it get there?
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Differentiate the Process

• What will the students do?
• How will students process the information?

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Differentiate the Process

• Tiered Assignments
• Interest Centers
• Manipulatives
• Time Variations
• Organizers
• Focus Questions
• Webquests
• Flexible Groups
• http//www.readingquest.org/

What will the students do? How will they process
the information?
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Differentiate the Product

• What will students produce to prove they have
  learned the content?
• Do the product options offer students an
  appropriate way to show what they know?
• How might changing the product help
  meet student needs?

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Differentiate the Product

• Options
• Rubrics
• Individual or Group
• Student-defined

What will students produce to prove what they
have learned?
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Clock Buddies

• Flexible Groups
• Ability Group
• Achievement
• Pretest
• Exit Card
• Task Group
• Learning Style
• Interest
• Random

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Find your 100 buddy.

• Identify who will be Partner A and who will be
  Partner B for this Think-Pair-Share.

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Partner A will talk B will listen . . .

• Partner A
• Think for 15 seconds.
• Then talk for 30 seconds about

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One of the 3 main ways to Differentiate

• Content
• Process
• Product

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Partner A listens. Partner B,

• Think for 15 seconds.
• Then talk for 20 seconds about

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Another of the 3 main ways to Differentiate

• Content
• Process
• Product

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Report something you heard.

• Name Cards

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Questions?
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Pick one strategy and jump in.
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• Compacting

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Curriculum Compacting

• The goal is to modify or streamline curriculum
  to allow students to move at a quicker pace and
  then have time to pursue an alternate topic or go
  into greater depth in an area of study.

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Curriculum Compacting

• Its About Time ---
• Finding time for
• students to pursue
• in-depth learning.

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Curriculum Compacting
CURRICULUM
1) Whats important? 2) What can be skipped or
eliminated? 3) What do students already know or
are able to do? 4) What will they grasp
easily? 5) What can be accomplished quickly?
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Compacting - Two Kinds
Content Social Studies Science Literature Math
Applications Problem-Solving Students may
already know some material or may be able to read
advanced material or master objectives more
quickly.
Basic Skills Spelling Math Computation Language
Arts Basic Skills Pretesting is easily used to
document proficiency.
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The Compactor
Students Name ________________________________
Areas of Strength
Documenting Mastery
Alternate Activities
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The Compactor
Students Name __Annette_____________________
Areas of Strength
Documenting Mastery
Alternate Activities
Will work with class on days they learn concepts
she has not mastered Will work on alternate math
enrichment activities on other days
Math ---Decimal Fractions
Score of 85 percent or higher on the pretest
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Alternate Activities

• Replacement Activities
• instead of
• not in addition
  to.

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The Compactor
Students Name Jose, Joanne, Sam, and
Linda_______
Areas of Strength
Documenting Mastery
Alternate Activities
Students will read chapters 5 6 in text at own
pace Do chapter exercises 3, 7, 9 Take unit
test when ready
Students will select a topic of interest from a
list of alternate activities related to an
aspect of colonial living for an independent study
Social Studies--- Colonial Living Unit High
Interest Strong Readers---- Will read and pick
up concepts quickly
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Curriculum Compacting

• Identify what students must know and be able to
  do.
• Identify possible candidates - Pretest
• The Learning Contract
• Content/Skills
• Working Conditions
• When to join class
• Study Guide
• Daily Log

Susan Winebrenner Teaching Gifted Kids in the
Regular Classroom
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Anchor Activities

• specified ongoing activities on which students
  work independently
• ongoing assignments that students can work on
  throughout a unit

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Why Anchor Activities?
Provide meaningful work for students when they
finish an assignment or project, when they first
enter the class or during other down
times. Provide ongoing tasks that tie to the
content and instruction. Free the classroom
teacher to work with individuals or other groups
of students.
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Activities and Groups
Teach the whole class to work independently
and quietly on the activity.
Flip-Flop
Half the class works on an activity.
Other half works on a different activity.
1/3 works with teacher-direct instruction.
1/3 works on an activity.
1/3 works on a different activity.
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Anchor Activities

• Learning Packets
• Activity Box
• Learning/Interest Centers
• Vocabulary Work
• Magazine Articles with Generic Questions or
  Activities

• Accelerated Reader
• Investigations
• Listening Stations
• Research Questions/Projects
• Journals or Learning Logs
• Silent Reading (Content Related)

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• Game of the Year
• Order of Operations (PEMDAS)
• 1992
• Canned Activities
• Activity Cards

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3-2-1

• With a group of 2 or 3 . . .
• Develop a list including
• 3 ways to differentiate,
• 2 questions to ask when planning
• 1 student for whom you need to differentiate

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You can differentiate.

Creating a differentiated classroom is not a
yes/no proposition, but rather a continuum along
which teachers move as they develop skills of
responsive teaching. - Carol Ann Tomlinson
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The Equalizer
5. Smaller Leap
Greater Leap
1. Foundational
Transformational
6. More Structured
More Open
2. Concrete
Abstract
7. Clearly Defined Problems
Fuzzy Problems
3. Simple
Complex
8. Less Independence
Greater Independence
4. Fewer Facets
Multi-facets
9. Slower
Quicker
- Carol Ann Tomlinson
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In summary,
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Once You Have identified . . .

• What do I want students to know and be able to
  do?
• How will I know they know it? What evidence will
  I accept?
• What activities will I use to ensure they learn
  it? What will I do when they do or dont? What
  will they do?

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You Can Differentiate . . .

• Content (input)
• Process
• Product (output)

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Exit Card
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Exit Card Examples

• Describe one problem you faced during your
  Webquest today. If you solved it, explain how.
• Write one question you have about today's lesson.
  
• Write three words with the long "o" sound.
• Why are the North and South Pole so cold?
• Explain why Canada is not considered a melting
  pot.
• Give 3 descriptors of the proper forearm pass in
  volleyball.
• Draw a quick diagram that shows perspective.
• Of the 3 graphs we studied today, which one did
  you find most useful? Why?
• Name one positive and one negative thing that
  happened during group work today.
• Multiply 3.45 by 2.4
• In your own words explain why the formula for a
  right angle triangle is 1/2 b x h.

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Your Exit Card

• What is one idea you will use to differentiate
  your classroom?

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Door Prize

• Teaching Gifted Kids in the Regular Classroom
• Susan Winebrenner

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Thanks for coming.

• Go forth and differentiate.