The Solar System - Renzulli Learning
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By the end of today’s session, all participants will be able to:
• Review all objectives from the 150-Minute Starter Session.
• Find answers to any questions that have arisen since the Starter Session.
• Utilize the Renzulli database to find resources that match each individual student’s top interest areas (Boredom Buster activity).
• Create and assign their own online assignments using the Assignment Maker (classroom simulation activity).
• Create inquiry-based student projects (utilizing the Wizard Project Maker, and the library of Super Starter Projects) that they can use in their classroom immediately following the session.
• Answer the question: “How will I use this in my classroom?”
Today’s Differentiated Agenda:
|Topic |Activity |Learning Style |
|Welcome and Review |Tic Tac Toe |Game |
|Q&As |Questions and issues |Class discussion |
|Interest-Based Differentiation |Boredom Buster |Independent Study |
| | |Technology |
| | |Programmed Instruction |
|Creating virtual assignments |Assignment Maker |Simulation |
|Creating enrichment projects |Wizard Project Maker |Lecture |
| | |Independent Study |
|Closing |5 Dimensions of Differentiation |Discussion |
Trainer guide:
Before the session: Please plan to be onsite early enough to get set up in the lab, and have all computers logged on to the web if at all possible – and point all browsers to . It will save time – and it looks professional to have everything set up as your audience enters.
I. Welcome and Review (15 minutes)
A. Tic Tac Toe
See the Game Guide for this activity.
II. Q&As (10 minutes)
A. Class discussion
Solicit questions from the group based on their experience using Renzulli since the Starter Session – or from whatever was prompted by the review game.
Gently inquire about those teachers who haven’t used the system. Find out what barriers are getting in the way, and solicit answers from the group that help solve those barriers for the teachers who aren’t using the system.
Ask teachers who have been using Renzulli to describe their successes.
III. Interest-based differentiation (20 minutes)
A. Boredom Buster Activity
• This activity –based on the “Boredom Buster” handout - is pretty self-explanatory. As an extension of the Scavenger Hunt, have teachers search for activities for a specific unit that would appeal to students’ various interest areas.
IV. Creating Virtual Assignments. (40 minutes)
A. Introducing the Assignment Maker –Individual Templates
• During the “Starter” Session, teachers created templates in pairs or groups – but today they will create their own as individuals.
• Explain that Assignment Maker allows you to send an activity (or several) to a student (or several) along with your directions/ questions. The student can then complete the questions or otherwise respond directly back through Renzulli.
• Direct the class to “Lesson Planning and Differentiation”, then “Assignments”
• Direct them to create a new assignment (no pre-made templates) that fits into an upcoming unit. Tell them that when finished, at step 10, they will publish their lesson as a template for their colleagues to access.
• If they have students registered, they can assign the assignment directly to those students if they so choose.
• Ask for volunteers to present their assignment to the class – have them come up to the front and login to present.
V: Wizard Project Maker ( 60 minutes)
A. Overview
• WPM seems to be best introduced from the Student Site – where it’s easy to find, and where an extra element of differentiation comes into play as students get Super Start Projects presented “just for them”.
• Click “Student Site”
• Click “My Portfolio”
• Click “Wizard Project Maker”
• Introduce the format for WPM by showing a new or empty project – and introducing each tabbed screen individually.
• Pass out “Product Ideas” and “Audience Ideas” handouts.
• Give a preliminary introduction to the Super Starter Projects
B. Building Templates
• Click “Teacher Site”
• Click “Lesson Planning & Differentiation”
• Click “Your Projects”
• Direct teachers to work individually to create the template for a project they can use with students in an upcoming unit, or as a culminating project covering a number of units. Give the option for teachers to work in pairs or groups if they plan to design an interdisciplinary template.
• Be sure everyone starts with a new project instead of using a pre-existing template… no cheating!
• If time allows, have volunteers take turns presenting their project ideas to the rest of the class.
VI: Closing (5 minutes)
A. Discussion
Ask the question: How will you use this in your classroom?
Pass out the 5 Dimensions of Differentiation notesheet. Have the class generate ideas for using Renzulli to create differentiation in each of the four boxes.
Pass out Pocket Guides, if necessary.
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