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Curriculum Compacting and Differentiated Independent Study Curriculum Compacting and Differentiated Independent Study

CURRICULUM AREAS TO BE CONSIDERED FOR COMPACTING Provide a brief description of basic material CURRICULUM AREAS TO BE CONSIDERED FOR COMPACTING Provide a brief description of basic material to be covered during this marking period and the assessment PROCEDURES FOR information or evidence that suggests COMPACTING BASIC a need for compacting. MATERIAL. Describe activities that will be used to guarantee complete proficiency in basic curricular areas. ACCELERATION AND/OR ENRICHMENT ACTIVITIES. Describe activities that will be used to provide advanced learning experiences to replace regular instruction.

Before You Start…. Learn About Your Kids • Pre-Test Information • Interest Inventories • Before You Start…. Learn About Your Kids • Pre-Test Information • Interest Inventories • Learning Styles Think about your curriculum • Which are essential objectives? • Which require formal teaching? • Which are school priorities?

Abe Abe

CURRICULUM AREAS TO BE CONSIDERED FOR COMPACTING(for this child) Provide a brief description of CURRICULUM AREAS TO BE CONSIDERED FOR COMPACTING(for this child) Provide a brief description of evidence that suggests a need for compacting or basic material to be covered during this marking period and the assessment information. Grammar Facts. Abraham answered 90% of the chapter test items correctly on the pretest. All missed items were related to compound sentences. Who gets Pre-tested? What’s Good Enough for ‘Mastery’? When would you make an exception to this rule?

Record of Compacted Material Student Name: _______________ This Student Already Knows… How you determined Record of Compacted Material Student Name: _______________ This Student Already Knows… How you determined that the student reached mastery goes here (pretest scores). Be DETAILED! And will make up gaps in knowledge by… The Differentiated Content will be…

Record of Compacted Material Student Name: _______________ This Student Already Knows… Abe scored 90% Record of Compacted Material Student Name: _______________ This Student Already Knows… Abe scored 90% correct on the Pretest of Chapter 7 Grammar Facts, missed only compound sentence items. And will make up gaps in knowledge by… The Differentiated Content will be…

How will you ensure that ALL of the basics are accounted for? PROCEDURES FOR How will you ensure that ALL of the basics are accounted for? PROCEDURES FOR COMPACTING BASIC MATERIAL. Describe activities that will be used to guarantee proficiency in basic curricular areas.

Record of Compacted Material Student Name: _______________ This Student Already Knows… And will make Record of Compacted Material Student Name: _______________ This Student Already Knows… And will make up gaps in knowledge by… How you will account for GAPS in knowledge (or telescope) goes HERE. The Differentiated Content will be…

Methods of “Filling the Gap” Independent work in text Coming back to class for Methods of “Filling the Gap” Independent work in text Coming back to class for a specific lesson Weaving into differentiated learning Short-term special study group

Record of Compacted Material Student Name: _______________ This Student Already Knows… And will make Record of Compacted Material Student Name: _______________ This Student Already Knows… And will make up gaps in knowledge by… Abe will participate in regular class activity on the during the day that we discuss compound sentences. The Differentiated Content will be…

ACCELERATION AND/OR ENRICHMENT ACTIVITIES. Find something MEANGINFUL And ALIGNED for the student(s) to do ACCELERATION AND/OR ENRICHMENT ACTIVITIES. Find something MEANGINFUL And ALIGNED for the student(s) to do Describe activities that will be used to provide advanced learning experiences to replace regular instruction.

Record of Compacted Material Student Name: _______________ This Student Already Knows… And will make Record of Compacted Material Student Name: _______________ This Student Already Knows… And will make up gaps in knowledge by… The Differentiated Content will be… Enrichment is described here and detailed in a contract

What to do? Go DEEPER Go FASTER Go BEYOND HOW? Use your DIFFERENTIATION Strategies! What to do? Go DEEPER Go FASTER Go BEYOND HOW? Use your DIFFERENTIATION Strategies! In combination with 1) Your Curriculum Goals 2) Student Interests 3) Resources

Record of Compacted Material Student Name: _______________ This Student Already Knows… And will make Record of Compacted Material Student Name: _______________ This Student Already Knows… And will make up gaps in knowledge by… The Differentiated Content will be… Abe will create a book of poetry about colors

Record of Compacted Material Student Name: _______________ This Student Already Knows… And will make Record of Compacted Material Student Name: _______________ This Student Already Knows… And will make up gaps in knowledge by… How you determined that the student reached mastery goes here! What you will do to 1) fill gaps or to 2) telescope learning, including how you will assess! The Differentiated Content will be… How the student will spend his/her time is described here and detailed in a contract One ROW for each time you compact this student

Differentiated Self-Directed Learning Moving Towards Expertise Don Treffinger Sandra Kaplan Shelagh Gallagher Differentiated Self-Directed Learning Moving Towards Expertise Don Treffinger Sandra Kaplan Shelagh Gallagher

Goals To help students become independent researchers To help students engage in deep thinking Goals To help students become independent researchers To help students engage in deep thinking without direct instruction from a teacher! To have students engage in a research study About something related to a current topic of study About something they find interesting About something new they know nothing about

Why is Treffinger’s Self-Directed Learning Model PARTICULARLY well suited to Gifted Students? the need Why is Treffinger’s Self-Directed Learning Model PARTICULARLY well suited to Gifted Students? the need of gifted individuals for self-determination Entelechy a vital force directing life and growth toward one’s own destiny that allows one to pursue goals despite any obstacles. (Lovecky, 1992) Gifted students are more independent and less conforming to peer opinions, more dominant, more forceful, and more competitive than typical learners.

Gifted Students Crave Independence and KNOW a lot but you need MORE than that Gifted Students Crave Independence and KNOW a lot but you need MORE than that to be self directed. . . Research Tools Few Many Thinking Skills Rough Refined Attitudes/Dispositions Immature Mature

Treffinger’s Assumptions about Self. Directed Learning Neither random nor disorganized Not ‘unstructured’ Not solitary Treffinger’s Assumptions about Self. Directed Learning Neither random nor disorganized Not ‘unstructured’ Not solitary Goes beyond pace Includes student selection of content and outcomes Evaluation is part of the process Involved skills which are acquired through instructional experiences Goes beyond providing activities for students to do

Assumptions about Teaching: Divided into Four Parts Identification of Goals and Objectives (Content) Assessment Assumptions about Teaching: Divided into Four Parts Identification of Goals and Objectives (Content) Assessment of Entering Behavior Identification and implementation of Instructional Procedures (Process) Assessment of Performance

Three Steps to Self Direction in Four Areas Goals and Objectives Assessment of Entry Three Steps to Self Direction in Four Areas Goals and Objectives Assessment of Entry Behav. Instructional Procedures Assessment of Performance S 1 S 2 S 3

Independence Comes at Different Rates *Goals and Objectives *Assessment of Entry Behaviors *Instructional Procedures Independence Comes at Different Rates *Goals and Objectives *Assessment of Entry Behaviors *Instructional Procedures *Assessment of Performance

Three Steps to Self-Direction. . . Student Selects from Teacher. Developed Options Student and Three Steps to Self-Direction. . . Student Selects from Teacher. Developed Options Student and Teacher Negotiate Options Student Selects Options (w/Approval)

Differentiating Self-Directed Learning: A Closer Look Sarah Michael Maria Differentiating Self-Directed Learning: A Closer Look Sarah Michael Maria

Sarah Goals and Objectives Michael Maria Sarah Goals and Objectives Michael Maria

Sarah Assessment of Entry Behavior Michael Maria Sarah Assessment of Entry Behavior Michael Maria

Sarah Instructional Behaviors (Process) Michael Maria Sarah Instructional Behaviors (Process) Michael Maria

Sarah Assessment Michael Maria Sarah Assessment Michael Maria

Stage 1: Selecting From Options Teacher designs and selects appropriate activities Teacher designs assessment Stage 1: Selecting From Options Teacher designs and selects appropriate activities Teacher designs assessment for entry skills Teacher selects activities from options Teacher details assessment procedures Learning Center

Stage 2: Negotiating Options Student works with teacher to select options Self-assesses skills with Stage 2: Negotiating Options Student works with teacher to select options Self-assesses skills with teacher’s help Negotiates procedures and timelines with teacher Peer assessment with teacher input DETAILED contract

Competencies for Investigation Recognize and understand a Organization variety of investigatory techniques Know how Competencies for Investigation Recognize and understand a Organization variety of investigatory techniques Know how to select data and why they are used Organize data in a variety of ways Know what sources are available and appropriate for investigation Know how to Analyze and Interpret Data Know why and how sources are organized Understand how to assess data from a variety of viewpoints; how to assess interpretations of the same data

Stage 3: Self-Selected Options True Self-Direction Student selected topic, procedures, assessment Timeline OK by Stage 3: Self-Selected Options True Self-Direction Student selected topic, procedures, assessment Timeline OK by teacher, check-in as necessary

Organizing Content and Process Organizing the Classroom Organizing Content and Process Organizing the Classroom

Organizing Content and Process HOW DO WE MAKE THIS MANAGEABLE? ? Controlling the Scope Organizing Content and Process HOW DO WE MAKE THIS MANAGEABLE? ? Controlling the Scope with a Central

Organizing Content and Process HOW DO WE MAKE THIS MANAGEABLE? ? Controlling the Scope Organizing Content and Process HOW DO WE MAKE THIS MANAGEABLE? ? Controlling the Scope with a Central

HOW DO WE MAKE THIS MANAGEABLE? ? Making the curriculum Concept-Centered HOW DO WE MAKE THIS MANAGEABLE? ? Making the curriculum Concept-Centered

HOW DO WE MAKE THIS MANAGEABLE? ? Making the curriculum Concept-Centered HOW DO WE MAKE THIS MANAGEABLE? ? Making the curriculum Concept-Centered

Most RIGOROUS Approach Most RIGOROUS Approach

How to Direct a Student’s Thinking towards EXPERTISE How to Direct a Student’s Thinking towards EXPERTISE

Kaplan’s Depth and Complexity Icons Each element represents One dimension of expert thinking The Kaplan’s Depth and Complexity Icons Each element represents One dimension of expert thinking The Icons (pictures) help students remember the different forms of thinking

General Thinking Skills Advanced Application (With Some Overlap) General Thinking Skills Advanced Application (With Some Overlap)

How Do EXPERTS Think? How Do EXPERTS Think?

What are some of the Universal Ways Experts use to Look at Information? What are some of the Universal Ways Experts use to Look at Information?

The Beginning, Root, or Source of Something The Beginning, Root, or Source of Something

The Significant Part or Result of Something The Significant Part or Result of Something

Ideas or Events that are Similar and Can be Compared to One Another Ideas or Events that are Similar and Can be Compared to One Another

The Coming Together Or Meeting Point Of Events or Ideas The Coming Together Or Meeting Point Of Events or Ideas

The Contradictory Elements Of an Event Or Idea The Contradictory Elements Of an Event Or Idea

Additional Dimensions Of Expert Thinking inconsistency divergence innovation structure Additional Dimensions Of Expert Thinking inconsistency divergence innovation structure

Deviation Departure Discrepancy Disagreement Separation Nonconformity divergence Deviation Departure Discrepancy Disagreement Separation Nonconformity divergence

Makeup Arrangement Organization Configuration Construction Constitution Formation structure Makeup Arrangement Organization Configuration Construction Constitution Formation structure

Pivot Point Paradigm Shift Revolution Modernization Improvement Advance Originality Novelty innovation Pivot Point Paradigm Shift Revolution Modernization Improvement Advance Originality Novelty innovation

Discrepancy Contradiction Variation Irregularity Changeability Unpredictability Conflict Malfunction inconsistency Discrepancy Contradiction Variation Irregularity Changeability Unpredictability Conflict Malfunction inconsistency

Independent Project Planning Center Change during The Renaissance Cities Religion Economics Learning Transportation Science Independent Project Planning Center Change during The Renaissance Cities Religion Economics Learning Transportation Science Politics Literature Art innovation structure Something else? _______

Content Imperatives and Conflict Content Analysis for ____________ What was the origin of This Content Imperatives and Conflict Content Analysis for ____________ What was the origin of This story’s conflict? What was contributed to the conflict What events converged to resolve the conflict How is the conflict similar to another story? In what why is the conflict a paradox? Based on the Work of S. Kaplan

Content Imperatives and Systems Content Analysis for ____________ structure How is cell structure A Content Imperatives and Systems Content Analysis for ____________ structure How is cell structure A system? inconsisten cy What happens where There is an inconsistency In this system? innovation What ideas converged to Find ways of correcting Flaw in the system? What innovations Across time Have produced new Ways supporting Cell systems?

Activity: Content Imperatives with Your Content Activity: Content Imperatives with Your Content

http: //www. criticalthinking. org/ctmodel/logic -model. php http: //www. criticalthinking. org/ctmodel/logic -model. php

The Next Level: Authentic Science Research The Next Level: Authentic Science Research

Quick Issue Should Sarah, Michael and Maria work together? Quick Issue Should Sarah, Michael and Maria work together?

Creative Problem Solving Packet http: //www. roe 11. k 12. il. us/GES%20 Stuff/Day%204/Process/Creative%20 Prob Creative Problem Solving Packet http: //www. roe 11. k 12. il. us/GES%20 Stuff/Day%204/Process/Creative%20 Prob lem%20 Solving/CPS-Mitchell%20&%20 Kowalik. pdf

Content Topic + Thinking Focus + Content Topic + Thinking Focus +

Self-Directed Learning http: //selfdirectedlearning. com/ Self-Directed Learning http: //selfdirectedlearning. com/

RUBRICS for CREATIVE and CRITICAL THINKING RUBRICS for CREATIVE and CRITICAL THINKING

What Are the Qualities of An Excellent Product? What Are the Qualities of An Excellent Product?

Clarity understandable, the meaning can be grasped: provides elaboration, examples, illustrations Clarity understandable, the meaning can be grasped: provides elaboration, examples, illustrations

Accuracy free from errors or distortions, true : validated, through, verifiable Accuracy free from errors or distortions, true : validated, through, verifiable

Precision exact to the necessary level of detail: is specific, detailed, exact Precision exact to the necessary level of detail: is specific, detailed, exact

Relevant relating to the matter at hand : related to problem question brings clarity Relevant relating to the matter at hand : related to problem question brings clarity to question, contributes to understanding

Depth containing complexities and multiple interrelationships: identifies factors that lead to difficulties, identifies complexities, Depth containing complexities and multiple interrelationships: identifies factors that lead to difficulties, identifies complexities, accounts for difficulties

Breadth encouraging multiple viewpoints: considers perspectives, points of view Breadth encouraging multiple viewpoints: considers perspectives, points of view

Logic the parts make sense together, no contradictions: do the facts make sense together, Logic the parts make sense together, no contradictions: do the facts make sense together, does your first paragraph it with your last, do statements follow from evidence

Significance focusing on the important, not trivial: is the most important idea to consider, Significance focusing on the important, not trivial: is the most important idea to consider, is it the central idea, which of these facts is most important

Fairness justifiable, not self-serving or onesided: do I have a vested interest, am I Fairness justifiable, not self-serving or onesided: do I have a vested interest, am I fairly representing the other side

The Whole List Clarity Accuracy Precision Relevant Depth Breadth Logic Significance Fairness Validity Rationality The Whole List Clarity Accuracy Precision Relevant Depth Breadth Logic Significance Fairness Validity Rationality Sufficiency Necessity Feasibility Consistency Authenticity Effectiveness Efficiency Parsimony Fecundity

Clear Relevant Fair Broad Clear Significant Justifiable Clear Significant Logical Precision Clear Precise Significant Clear Relevant Fair Broad Clear Significant Justifiable Clear Significant Logical Precision Clear Precise Significant Relevant Clear Relevant Accurate Clear Relevant Clear Deep Relevant Clear Logical Relevant

What is Excellence? How do We Describe Excellence? Creativity What is Excellence? How do We Describe Excellence? Creativity

Problem Continuum Matrix Problem Continuum Matrix

Problem Continuum Matrix Three Aspects of a Problem: Problem Method Solution Two People (or Problem Continuum Matrix Three Aspects of a Problem: Problem Method Solution Two People (or Groups): Person PRESENTING the Problem Person SOLVING the Problem Two Levels of Awareness: Known Unknown

Problem Continuum Matrix Problem Presenter Solver Problem Continuum Matrix Problem Presenter Solver

Problem Continuum Matrix Problem Method Solution Presenter Solver Known Known Unknown Problem Continuum Matrix Problem Method Solution Presenter Solver Known Known Unknown

Problem Continuum Matrix Problem Method Solution Presenter Solver Type 1 Known Known Unknown Type Problem Continuum Matrix Problem Method Solution Presenter Solver Type 1 Known Known Unknown Type 2 Known Unknown Type 3 Known Range Unknown Known Unknown Type 4 Known Range Unknown Type 5 Known Unknown Type 6 Unknown Unknown

Problem Type I Problem is Known to the Presenter and the Solver Method is Problem Type I Problem is Known to the Presenter and the Solver Method is Known to the Presenter and the Solver Solution is Known (Certain) to Presenter and the Solver 4+7=?

Problem Type II Problem is Known to the Presenter and the Solver Method is Problem Type II Problem is Known to the Presenter and the Solver Method is Known to the Presenter, NOT the Solver Solution is Known (Certain) to the Presenter, NOT the Solver Read the story and then answer the comprehension questions. “Jenny had 3 pet birds. One of them flew away and one of them died. How many pet birds does Jenny have now? ”

Problem Type III Problem is Known to the Presenter and the Solver A Range Problem Type III Problem is Known to the Presenter and the Solver A Range of Methods are Known to the Presenter, NOT the Solver Solution is Known (Certain) to Presenter, NOT the Solver Write a triangular poem. In the middle draw or past a picture of the plant or animal that is the subject of your poem. “Jerrica had 10 toys. She gave 5 toys to her sister and 3 toys to her brother. How many toys does Jerrica have now? ”

Problem Type IV Problem is Known to the Presenter and the Solver A Range Problem Type IV Problem is Known to the Presenter and the Solver A Range of Methods are Known to the Presenter, NOT the Solver A Range of Solutions are Known to the Presenter, NOT the Solver Imagine you’ve been in the desert for a couple of weeks. Write a letter to your family about your adventure Given three numbers, 2, 5, and 3 write correct addition and subtraction problems using ONLY those numbers.

Problem Type V Problem is Known to the Presenter and the Solver Numerous Methods Problem Type V Problem is Known to the Presenter and the Solver Numerous Methods are Available Numerous Solutions are Possible Given any number, for example 9, develop as many problems as possible with that number as the answer.

Problem Type VI The Exact Nature of the Problem is Unclear to the Presenter Problem Type VI The Exact Nature of the Problem is Unclear to the Presenter and the Solver Numerous Methods are Available Numerous Solutions are Possible, and a Certain May Not Exist “choose a number, an operation, or any other math idea, and show it in the best way you can. ”

Interactions I: Students make careful observations of different animals, looking at the relationship between Interactions I: Students make careful observations of different animals, looking at the relationship between the position of the animal’s eyes and their eating habits. II: Students looked at the eyes of different animals. They categorized the animals and found that those with eyes in front at meat and those with eyes on the side ate grass and plants. III: Students were asked to think about why animals have eyes in different positions. IV: Students were asked to think about the principle and form an hypothesis about the relationships between plant and animal structures and functions V: Students conducted their own investigations about structure and function in nature and outside of nature.

Habitats/Adaptation Deserts Humans as well as animals and plants learn to adapt to their Habitats/Adaptation Deserts Humans as well as animals and plants learn to adapt to their own environment. I: Accurately label the pictures in a drawing or photo by matching the correct term with the element in the photograph. II: Fill in the blank spaces of the paragraph below. Choose the correct word from the word box below. III: Using your vocabulary words create a story about a desert creature. IV: Write a report about the desert or. Using Power. Point, make a presentation of the things you learned about the desert V: Gather information to present to a panel of environmentalists and discuss with them how your school can protect the desert environment. VI: A recent wildfire has triggered concern among homeowners. You are a biologist and you have been asked to make recommendations about how to reduce wildfires in the desert.

Levels of Challenge in Graphic Organizers Levels of Challenge in Graphic Organizers

Burggraf, F. (1998) Thinking Connections: Concept Maps for Life Science Burggraf, F. (1998) Thinking Connections: Concept Maps for Life Science