# Graphic Design Scotland Contract - PowerPoint

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```					Advanced Differentiating Instruction
Strategies

Agenda:

1.   Most Difficult First
2.   Pre Assessment
3.   Curriculum Compacting
4.   Acceleration
5.   Enrichment
6.   Learning Contracts
7.   Independent Studies
8.   Self-Evaluation
Dice Introductions

1. Hobby or Talent
2. Vehicle You Would Most Like to Drive
3. Something Unique That Has Happened in
4. Favorite Toy, Game, or Song
5. Favorite Vacation Destination
6. Person You Admire
1. Most Difficult First
1. The teacher previews the student tasks and selects the
most difficult examples.

2. The examples are marked (*) and students are given the
opportunity to do these items first as a means of
demonstrating mastery or understanding.

3. If students are able to demonstrate mastery, then they
are given or are free to select alternate activities for
that period of time.
2. Pre Assessment
Grade 6 - Chapter 8: Tools of Geometry            by Anna DeForest
You will learn how to:

•   Identify points, lines and planes
•   Find the measurements of angles and sides of figures
•   Identify and classify figures
•   Learn about congruency, similarity and symmetry
•   Recognize and identify geometric figures in real-world situations

8-1        Points, Lines, Segments, and Rays                            ___
8-2        Angles                                                       ___
8-3        Special Pairs of Angles                                      ___
8-4        Classifying Triangles                                        ___
8-5        Exploring and Classifying Polygons                           ___
8-6        Problem Solving: use Logical Reasoning                       ___
8-7        Congruent and Similar Figures                                ___
8-8        Line Symmetry                                                ___
8-9        Transformations                                              ___
Grade 6, Chapter 8: Tools of Geometry Pretest Form 1
by Anna DeForest

Period________

Pretest Problems   1,2,3   4     5,6,7,8   9,10,11,12   13,14,15,16,   17    18,19,20,21   22,23   24,25

Skill: Lesson      8*1     8*2    8*3         8*4          8*5         8*6      8*7        8*8     8*9

Student Names

1
2
3
4
5
3. Compacting

Curriculum Compacting is an instructional
technique designed to make appropriate curricular
adjustments for students in any curricular area and
at any grade level to

1. Create a challenging learning environment
2. Guarantee proficiency in basic curriculum
3. Buy time for enrichment and acceleration
Compacting: Eight Steps
1.   Identify the objectives in a given subject area.
2.   Find appropriate pretests.
3.   Identify students who should be pretested.
4.   Pretest students to determine their mastery level of the
chosen objectives.
5.   Eliminate instructional time for students who show
mastery of the objectives.
6.   Streamline instruction of those objectives students have
not yet mastered but are capable of mastering more
quickly than classmates.
7.   Offer challenging alternatives for time provided by
compacting
8.   Keep records of this process and the instructional
options available to compacted students
Student Behaviors Which May
Suggest Compacting
1.  Consistently finishes tasks quickly
2.  Appears bored during instruction time
3.  Consistently daydreams                           …yet maintains high
4.  Creates own puzzles, games or diversions
5.  Brings in outside reading material
6.  Has consistently high performance in one or more academic areas
7.  Test scores consistently excellent despite average or below average class work
or home work
8. Asks questions which indicate advanced familiarity with material
9. Is sought after by others for assistance
10. Uses advanced vocabulary and verbal expression
11. Interested in pursing advanced topics

Compacting – YES or NO?
Curriculum Compacting:
A teaching strategy that “buys time”
for enrichment and/or acceleration

The goal is to modify or “streamline”
curriculum to allow students to vary the

1. Pace
2. Depth
3. Pursue alternate topics
Two Kinds of Curriculum Compacting

Basic Skills Compacting        Content Compacting Social
Spelling, Math Computation,    Studies, Science, Math
Language Arts Basic Skills     Applications and Problem-
Solving, Literature
Pre-test results are used to
document mastery.              Students may already
know some material, may
material, or master
objectives more quickly
than classroom pace
allows.
Student’s Name: ________________________________

Areas of Strength   Documenting Mastery Alternate Activities
Student’s Name: Annette _______________________________

Areas of Strength   Documenting Mastery Alternate Activities

Math ---Decimal
Score of 85 percent or   Will work with class
Fractions
higher on the pretest    on days they learn
concepts she has not
mastered

Will work on alternate
math enrichment
activities on other
days or a contract or
independent study
Student’s Name: ____William____________________________

Areas of Strength   Documenting Mastery Alternate Activities

Map Skills          Achieved 87% on      Will read to gather
the pretest          research for his

Will find locations of
specific castles in
England, Scotland
and a country on the
European continent

Will use real locations
in his book.
Student’s Name: Jose, Joanne, Sam, and Linda______________

Areas of Strength     Documenting Mastery Alternate Activities

Social Studies---       Students will read       Students will select a
Colonial Living Unit    chapters 5 & 6 in text   topic of interest from a
at own pace              list of alternate
High Interest Strong                             activities related to an
Readers---- Will        Do chapter exercises     aspect of colonial living
read and pick up        3, 7, & 9                and complete an
concepts quickly        by third week of unit    independent study
4. Enrichment

Giving students the opportunity to learn in greater depth
and breadth. Enrichment may include but is not limited
to:
(1) Complexity of Content
(2) Creative and Original Products
(3) Independent Studies
5. Acceleration

Progress through the curriculum at rates faster or at
ages younger than conventional.

Provide instruction at a level and pace appropriate to
a child’s achievement and readiness regardless of
YOU and Curriculum Compacting

Curriculum Areas to be    Procedures for    Enrichment and/or
Considered for        Compacting Basic     Acceleration
Compacting              Material            Activities
Grading: The Big Debate

You should grade on the regular curriculum which has been
compacted. In our opinion, grades should reflect mastery
of content and not time spent in a subject area.

When you do substitute contracts or independent studies, it
should not be graded. Some qualitative, holistic evaluation
of the work done would be preferred.

University of Connecticut
6. Contracts

Written agreements between teachers and
students that outline
– what students will learn,
– how they will learn it,
– in what period of time, and
– how they will be evaluated.
Contracts in Subjects
Where Pre-testing is Practical
Student’s daily work alternates between the traditional instructional
group and individual contracted extensions

The contract might:
1. List the concepts or outcomes that the whole class will
learn.
2. List a variety of alternative or extension activities from
which students may choose. These activities may be
developed by the teacher, the student, or both.

Students
• work on alternative activities on the days when the class is
learning concepts they have previously mastered.
• should be responsible for documenting their time. One
option is to ask students to keep a log of their activities on
the days they are not working with the rest of the class.
Contract based on Pretest
Chapter/Unit

Pre-assessment

Whole class instruction for skill instruction based on pretest
Page/Skill ____
Page/Skill ____
Page/Skill ____

Enrichment Option

Working Conditions

Signatures
Contracts in subjects where pre-
testing is not practical

•   Students will research and present information about an
alternative topic related to the general theme or unit.

•   A study guide will list the expected goals which they may
choose to achieve independently.

•   Students work on the extended activity in class instead
of regular content

•   In this way, the alternative activity becomes the student’s
class work.
Learning Contract, Elementary
Name _______________________

My question or topic is:

To find out about my question or topic…

I will read:                  I will look at and listen to:      I will write:

I will draw:                       I will need:

Here’s how I will share what I know:

I will finish by this date:

Learning Contract, Intermediate and Middle School
To demonstrate what I have learned about ____________________, I want to
_ Write a report                     _ Design a mural
_ Put on a demonstration             _ Write a song
_ Set up an experiment               _ Make a movie
_ Develop a computer presentation    _ Create a graphic organizer or diagram
_ Build a model                      _ Other
This will be a good way to demonstrate understanding of this concept because
______________________________________________________________

To do this project, I will need help with
______________________________________________________________

My Action Plan is________________________________________________

The criteria/rubric which will be used to assess my final product is _________
______________________________________________________________
My project will be completed by this date _____________________________
Student signature: ________________________________ Date ___/___/___
Teacher signature: ________________________________ Date ___/___/___

7. Independent Studies
Seven Steps:

1.   Choosing a topic, issue, problem …
2.   Initial questioning
3.   Planning the independent study
4.   Uncovering the information: the research
5.   Putting it together: the findings and the product
6.   Presentation of the Independent Study
7.   Evaluating the Independent Study
Independent Studies

Initial questioning – KWLU Chart

K                 W                   L                 U
What you know     What do you want    What did you      How will you use
about the topic   to know about the   learn about the   what you learn to
topic?              topic?            present to an
audience
8. Self-Evaluation

1.   What did you do well?
2.   What might you improve?
3.   What resources were most important?
4.   Use the Six Thinking Hats® to evaluate your
work?

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Description: Graphic Design Scotland Contract document sample