Landing the Lunker :

1. Landing the Lunker: Hooking the Big Fish Even in the Murkiest of Waters

2. VS TraditionalClassroom Differentiated Classroom

4. What Do I Do with a Gifted Child? • Work ahead of the class in the chapter • Provide extra computer time • Use them as a tutor • Give them extra problems or pages

6. Is This Really Necessary? “If gifted students are not challenged by curriculum in the early years, they will equate smart with easyand challenge and hard workwill feel threatening to their self esteem.” • Dr. Sylvia B. Rimm

7. Why Meet the Needs of Gifted Learners?

8. Why Meet the Needs of Gifted Learners?

9. Why Meet the Needs of Gifted Learners?

10. Jolenda Henderson’s 4th grade • Students have been collecting, organizing, and analyzing data in math. • Today, they’ll be working with line graphs. • Students were introduced to line graphs in 3rd grade, but Ms. Henderson noticed some are still struggling. Lesson Plan: Spend today’s class re-teaching line graphs.

11. Larry Kimmer’s 4th grade • Students have also been studying graphs. • Students were introduced to line graphs in 3rd grade. Lesson Plan: Pretest students to find out what they recall about data collection and graphing. Pretest Results:

12. Jolenda Henderson’s Lesson Plan • Ask students to gather data from each other • i.e. What’s everyone’s favorite type of pizza? • Draw graphs on the board to represent the data the class collected

13. Larry Kimmer’s Plan Based on Pretest

14. Larry Kimmer’s Plan Based on Pretest

15. Larry Kimmer’s Plan Based on Pretest

16. Which Teacher had a Differentiated Classroom? Jolenda Henderson Larry Kimmer Differentiating Instruction in the Regular Classroom By: Diane Heacox, ED. D.

17. Shans Bait Store

18. Bragging Board

19. What is a Lunker? • lunker[ˈləngkər] noun informal: an exceptionally large game fish especially large for its type; a whopper.

21. Caution: Know Your Surroundings Murky Waters Differentiating Instruction in the Regular Classroom By: Diane Heacox, ED. D.

22. Cognitive Abilities

23. Learning Styles

24. Socioeconomic and Family Factors

25. Readiness

26. Gender Influences

27. Gender Influences Boys Girls Learn best when their classrooms provide variety in teaching methods Tasks with many possible right answers Activities that use manipulative and a hands-on process approach to learning Opportunities to ask questions and discuss ideas and concepts Visual ways to present information Examples of real-life applications A variety of social arrangements in the classroom • Boys take longer to master reading than girls do • They show early mathematical ability and strengths in 3-dimensional reasoning • Prefer action and exploration to passive learning • Benefit from regular physical activity • Do best with hands-on learning in reading and math

28. Cultural & Ethnic Influences

29. Student’s Value Of Learning

30. Confidence in Learning

31. Learning Pace

34. Two–Step Process Analyze the degree of challenge and variety in your current instructional plans. Modify, adapt, or design new approaches to instruction in response to students’ needs, interests, and learning preferences. Differentiating Instruction in the Regular Classroom Diane Heacox, Ed. D.

35. WHAT Do We Differentiate? Content • The curricular topics, concepts or themes presented • HOW? • Pre-assess students’ skills and knowledge, then match learners with appropriate activities according to readiness • Give students choices about topics to explore in greater depth • Provide students with basic and advanced resources that match their current level of understanding

36. WHAT Do We Differentiate? Process • The “HOW” of teaching • Your method of teaching should reflect the learning styles and preferences of your students • Modify process by • adding complexity to tasks • abstractness to tasks • Engaging students in critical and creative thinking • Increasing variety of ways in which you ask them to learn

37. WHAT Do We Differentiate? Product • The “End Result” of learning • Can be something tangible • Report, Brochure, or Model • Can be something verbal • Dialogue, Speech, Debate • Can involve action • Skit, Mock Trial, Dance

38. Two Roles as the Teacher 1) Facilitator • Providing and prescribing differentiated learning opportunities • Organizing students for learning • Using time flexibly 2) Collaborator • Combine classes • Partner with another teacher • Share resources • Media Specialist

39. Flexible Grouping • What is it? • Creating groups based on a student’s learning needs • Can change often • When do I use it? • At “Exit” points in the curriculum: • When some students haven’t mastered the skill and need more review, but others are ready to move on OR • When some students would benefit from an advanced task and other from a more basic activity

40. Is Using Whole Group Ever Appropriate? Whole group is the most effective: • If you are building community though common activities or experiences • Introducing new units, topics skills or concepts • Conducting discussions of important content

41. What do you do when your line is tangled up?

42. Keep Fishing!!!

43. Catching the lunker is worth all the effort!!!

45. It’s Break Time!