Oct
28

Presented Successful Inclusion Strategies in Toledo, OH today!

Filed Under (Differentiated Instruction) by sfitzell on 28-10-2008

Myers Briggs and Personality Types and Learning Environments


Sometimes I wish I could have my audience do the MBTI indicator just to see if my experience is validated with the results. Sometimes, it just seems to work out that I have an audience of primarily Introverts. Add to that the generally reserved nature of Midwesterners and the result is often a very quiet audience. For us extroverts, who get our energy from those around us, that’s challenging!
I’m fully aware that the audience is listening and taking in every word. And almost always, an audience of introverts is more outgoing after lunch. No one ever complains to me in this type of audience that they can’t hear because Read the rest of this entry »
Oct
27

Presented Successful Inclusion Strategies Today in Grand Rapids, MI

Filed Under (Differentiated Instruction) by sfitzell on 27-10-2008

 

 

Had a great day and a warm audience

I had a wonderful day today presenting in Grand Rapids. I got some ideas to share on my blog from some of the participants. We had a three hour drive from Grand Rapids to Toledo after the seminar and arrived about 7:00pm. I got settled in and called my mom. She had emailed me with capital letters in the subjecting heading asking, “ARE YOU IN ANOTHER COUNTRY???????” I figured it was time to call her.

So, now I’m going to pack it in for the night so I’m rested for tomorrow’s presentation in Toledo.

Stay tuned for Strategies from the Trenches later this week!

 

 

 

Oct
24

Singing the Guidelines for Flexible Grouping

Filed Under (Differentiated Instruction) by sfitzell on 24-10-2008

Woodington Middle School Workshop on Flexible Grouping and Acceleration Centers (™)

Recently, I presented a ‘workshoppy workshop” on Flexible Grouping and Accleration Centers (™)at Woodington Middle School in Kinston, NC. To teach the concept of small groups, the teachers actually get into small groups and learn the material (similar to a jigsaw) well enough to present their section to the rest of the group. After we’ve discussed the basics of flexible grouping and created ground rules, each small group takes a section of the material and creates a mind-map denoting the key points and a creative, non-lecture way to present the information to the group. The eighth grade teachers created and performed a song to the tune of Singing in the Rain to teach and remember successful tips for flexible grouping. They were Read the rest of this entry »
Oct
23

How can I Present History Effectively?

Filed Under (Differentiated Instruction) by sfitzell on 23-10-2008

Processing Long Information History Chapters!


Susan Streetman, Nederland HS writes, in history, some chapters are long and packed with information. Sometimes I think – how can I present this effectively? It’s too much! So, on colorful large index cards, I write quippy versions of the chapter’s subtopics. (using the exact subtopic would be too easy). Kids can confer during the game.
 
 

 

 

 

The Quippy History Game

Materials Needed

Then, also in my own words, I use small white index cards to write the main points under the subtopic. I try to make them humorous. I tell students a tough game is coming and tell them to be prepared. On the day of the game, I use music, a timer and a box. Student materials are the answers all mixed up, a handout with the quippy subtopics and lines denoting the number of items.
 
 

 

 

How to play the ‘game’

I begin with 3 minutes on the clock. I deal white cards after placing colored cards around the room while the time clicks off. I play music and students have to run around and deal information cards to match the correct heading. We check for the correct matches, put the wrong matches in the box, set timer for 2 minutes and re-deal. They love it and end up with a chapter review. They move around but must be in chair when the timer goes off.
 
 

 

 

The Summary Race

Cut up summaries to chapters, put students in groups. They race to be first (for a privilege) to descramble and paste the summary together accurately.
 
 

 

 

Fishing game.

Box decorated to look like ocean, a Scooby Doo fishing pole with a magnet instead of a hook. Paperboard fish with paperclips through eyeholes in ocean. Students compete in pairs to answer questions using magic slates. When correct, blind folded and go fishing. Number of fish lead to a privilege prize.
 
 

 

 

A Strategy using Videos to Cover History Topics

When I show films, I give out film sheets with different questions on them and 5 lines at the bottom. After the film clip, they must find 5 people with facts different to theirs that they place on their lines. These are shared and used for extra credit.
 
 

 

 

Groups Idea

Pick an explorer. Research his exploits. Make a poster. Use a clever title like “ Do you have any Ponce de Leon?” (students did that)! The poster must include; a time line, pictures of accomplishments, a map of his trek/s, and at least one navigational tool known at the time.
 
 

 

Give student groups transparencies

Group assignments are placed on them. They present and they are there for all to see. For example, we play, “Constitution Idol” ; student groups must present in any format the 27 amendments to the constitution DVDs, CDs, live. They can take liberties with words. They are an absolute riot. Everything from Barney to rap, Travis Tritt, Chumbawumba,. They are so great. Wear red, while, blue on awards day – for cookie or cake and photo for newspaper. They decide the winner. They all learn the amendments.
Susan Streetman
Nederland HS
 

 

 

 

 

 

 

 

Oct
22

Gilmanton, NH Teachers Embrace Differentiated Instruction

Filed Under (Differentiated Instruction, Response To Intervention) by sfitzell on 22-10-2008

Gilmanton School Works to Reach All Learners

Last Friday, I did my “Differentiated Instruction Strategy Blast” seminar at Gilmanton  School. Not only was a treated to breathtaking foliage on the way to this New Hampshire town, I spent the day with a motivated, positive staff who truly care about helping their students succeed.

Bright Ideas from Gilmanton SchoolHere’s the first indicator: The front tables filled up first! When I saw that happen I knew that I was in for a great day! Ok, it’s true, we presenters are partial to people who are willing to brave the front row.

Teachers were also willing to share their best practices and resources with me.
Oct
13

Redirect Students without Provoking Power Struggles

Filed Under (Caring Community, Co-Teaching, Differentiated Instruction, Parent Tips, Response To Intervention) by sfitzell on 13-10-2008

Manage behavior and praise without the power struggle

Behavior Management Cue Card Approach!

Here’s a way to quietly cue students to choose positive behavior. Use a cue card! 

Behavior management cue card instructions:

     1.     Print out this card or your own version of the card.

2.     Choose your method:

a.     Tape a card on the upper right corner of each student desk.

  i.      Laminate the card Read the rest of this entry »

Oct
07

Using Differentiated Instruction Strategies at Rochelle M.S.

Filed Under (Differentiated Instruction) by sfitzell on 07-10-2008

Rochelle Middle School Teachers Working Hard to Engage Students

Today, I worked with two groups of teachers at Rochelle Middle School who are interested in learning more strategies to differentiate instruction and meet their students needs. We discussed behavior management strategies for working with groups and Four Corners activites, and quietly cueing kids to get on task or to receive Kudos for doing the right thing! We also discussed four powerful teaching tips, adaptation strategies for students reading below grade level, and … Read the rest of this entry »

Oct
03

Do Virtual Schools Provide a Valuable and Needed Service?

Filed Under (technology education) by sfitzell on 03-10-2008

Considering the Merits of Virtual Schooling

I came across an article today that caught my attention because it had ‘virtual schools’ and ‘bullying’ in the first sentence. I spent many years researching bullying, it’s consequences and ways to prevent it in schools. I started this work in 1993 and realize to my dismay that I could never make a living doing bullying prevention work. Schools are struggling to raise test scores; and, Read the rest of this entry »