Independent Enrichment Projects
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A Pathway to Differentiation:
Sean M. HildebrandtSecondary High Potential Specialist
Email: [email protected]: (952) 496 - 5768
Sean M. HildebrandtSecondary High Potential Specialist
Email: [email protected]: (952) 496 - 5768
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Differentiation is a teacher’s response to learner needs shaped by mindset and guided by general principles. Teachers can differentiate through content, process, or product according to students’ readiness, interest, or learning profile.
- Carol Ann Tomlinson (1999)
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Definition: a differentiation strategy used with students who have already mastered the skills or content to be taught
Two avenues can be taken to compact curriculum:
•Acceleration•Enrichment
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An valid pre-assessment has been designed and administered to class
Students have mastered 80% of the content before the unit has even begun!
Student and parents and/or guardian agree
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Research suggests that project based learning is more effective than traditional instruction:be more effective than traditional instruction for preparing students to integrate and explain concepts. (Capon & Kuhn, 2004)in increasing academic achievement on annual state-administered assessment tests (Geier et. al., 2008) long-term retention, skill development and satisfaction of students and teachers (Strobel & van Barneveld, 2008)
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Revisit Student Learner Profiles. They can help you build appropriate and engaging enrichment projects.
Each individual has a unique Learner Profile consisting of:
Personal Interests Individual Aptitudes Multiple Intelligences Learning Styles
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Select one or two literacy and content standards to address
Consider whether this project will serve as the summative assessment or prepare student for the summative assessment.
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Bloom’s Hierarch were updated in the mid 90’s to better incorporate 21st Century thinking skills:
Projects can be designed to intentionally address specific levels of thinking.
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Visual (29%): embrace pictures, videos, graphics, diagrams, charts, models Auditory (34%) embrace lectures, recordings, storytelling, music, verbalization, questioning Kinesthetic (37%) embrace acting, role-play, clay modeling
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Run Bloom’s Levels across the top and Learning styles down.
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Define Expectations
Learning Conditions
Working Conditions
Evaluation Methods
Timeline
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Geier, R., Blumenfeld, P.C., Marx, R.W., Krajcik, J.S., Fishman, B., Soloway, E., & Clay-Chambers, J. (2008). Standardized test outcomes for students engaged in inquiry-based science curricula in the context of urban reform. Journal of Research in Science Teaching, 45(8), 922-939
Strobel, J. & van Barneveld, A. (2008) "When is PBL More Effective? A Meta-synthesis of Meta-analyses Comparing PBL to Conventional Classrooms," Interdisciplinary Journal of Problem-based Learning, 3(1), 44-58. Retrieved from http://docs.lib.purdue.edu/ijpbl/vol3/iss1/4.
Capon, N, & Kuhn, D. (2004). What’s so good about problem-based learning? Cognition and Instruction, 22, 61-79.
Miller, P. (2001). Learning styles: The multimedia of the mind. ED 451340.