Transcript What Do I Do When They Finish Work Early

Presented by:
Shanetta Pittman and Angela Mallory
Weldon City Schools
[email protected]
[email protected]
“In this class we are never finished.
Learning is a process that never
ends.”
Carol Ann Tomlinson
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High time on task
To allow students to work independently on ongoing
assignments throughout a unit
To keep students challenged after they’ve completed
assignments
To provide a strategy for teachers to deal with “ragged time”
when students complete work at different times
To allow the teacher to work with students to target specific
academic skills, modify and enrich curriculum, and better
meet the needs of individual students
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Make sure the students have had practice and understand
how to work independently.
Management procedures should already be in place.
The activities should be able to be completed with little to no
teacher intervention or assistance.
The activities should be meaningful.
The activities should be tied to specific content or skills that
need to be reinforced.
You should have a plan for managing and monitoring
the activities.
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DEAR Time - Silent Reading
Journal Writing or Learning Logs
Vocabulary Work
Math “Problem of the Day”
Learning Centers
Vocabulary Practice
Portfolio Management
Agenda notes
Math
Imagine a trip you'd really like to take. With permission from your teacher, visit
a travel website (such as travelocity.com) and check on available plane tickets
and lodgings. Add up the total amount it would cost you to take the trip. How
could you get the best deal?
Science
Come up with a list of new "essential questions" you'd like to have answered
about our unit of study.
Social Studies
Create an imaginary continent. Then, draw and name the countries on that
continent. Be sure to include borders, capital cities, etc. Then, write about one
of the countries. Explain its government, culture, and laws.
Vocabulary
Create categories or groups for your spelling words, then figure out a way
Reading
Write a letter to the author of a book you've enjoyed.
Charts around the room
 Dry erase board/Bulletin Board
 Hang from the ceiling
 Laminate and tape to the desks
 Learning Centers
 Colored folders
 Index cards
 Shoe box
 Egg Carton
 Choice boards
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Checklist
 Extra Points
 Teacher/Student Conference
 Rubric
 Percentage of Final Grade
 Portfolio Check
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YOUR TURN…HAVE FUN!
Tomlinson, C. A. (2001). How to differentiate in mixedability classrooms. Alexandria, VA: Association for
the Supervision of Curriculum Development.