What works in schools conference notes

Differentiated Instructions Made Easy
Catherine Dunn and Cathy Douglass.
Teach students--not content--everyday. How are we addressing the needs of students who are higher than grade level. Too often we focus on the students that are not performing at grade level. G& T students are Special Ed too.
Trademarks of G&T SpEd:
Chronologically advanced
Curious
CAtches on quickly
Sees connections
Intense
Has many interests
Sophisticated sense of humor
Advanced sense of justice
Prefers to work alone
Aware of Global issues
Higher level of thinking
Older students
Bossy
Give opportunity to all

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The goal is to apply these strategies to all students to meet the differentiated needs for all students regardless of grade level achievement

IT'S ALL ABOUT RESPECTING THE STUDENT AND HIS OR HER NEEDS
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Groping strategies:
Readiness--groups acan change and will change; oral discussion, journaling, questioning.
Learning Profile--quiet/noisy, kinesthetic/ auditory/ visual, attention span, nonreader/ readers, etc...
Student Interest
surveys, student choice
cubes activity
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Differentiation strategies
Content--learn same skills and dconceps but match a starting point with the child's readiness level. Groups can be grouped to learn a skill (like fractions or equivalency) based on readiness level--like abilities grouped together. It has to be based on skill, not content. Make sure that all groups have equity in terms of how the skill is taught (like things that can be manipulated for all groups, not just a select group)
Process--Tiered lesson plan (it's a handout!)
I can see how the groups could be multi-leveld with students in assigned roles (like a foundation builder, a researcher, and a reporter who synthesizes the information. All students will present the data in a visual format and collaborate. It meets the needs of all levels of instruction, fufills the objectives being taught, and also provides a framework for teamwork.)
Product--learn the same lesson, but each assignment varies based on ability. (different group have different assignments (assessment of skill) ie. Art: one group produces a flip book, another gorup makes a pop-up page, and the third group makes a pop-up book with two artists {compare/contrasts}) or cube the assignments (cubes leveld by ability level for questions or such)
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Most difficult first
Allow students to do the "5 star" problems/questions firts. If students make a 100% the first time, then allow free time, or provide an enrichment packet. Free time needs to have rules
suggestions for individual projects
Assigned each 9 weeks
cannot be taken home
Students and teachers decide together

Strategy:
Have students that are working on individual project write question in a journal. questions are written and the teacher answers whilst monitoring therest of the class by writing in journal or notebook.

The compactor
Give students an opportunity to show what he or she knows. Students can "throw away" (not have to sit through) what they already know. Allows students to work on an alternative activity--not graded

Alternate spelling activities--see Bri's handout

Teach Bloom's and have students track frequency. Chart results, find percentages, and make it a competition.

Stump the teacher--a Mark Forget strategy.