DIFFERENTIATED INSTRUCTION STRATEGIES

Enrichment for Advanced LearnersCFHS Staff – May 3, 2010

Karen Rumley District Coordinator of Gifted Services

H.S. Gifted Intervention Specialist

PLAN FOR TODAY… Enriching Projects Lessons Day-to-day

Differentiation Thinking ahead…

“Differentiation is a philosophy, not a

strategy” (Dr. Susan Rakow, Cleveland State University)

Why do/ would YOU differentiate for ANY

of your Students?

PLEASE TAKE A MOMENT…

…Discuss at your table theENRICHMENT DIFFERENTIATION strategies you already use

• Feel free to “record”-- I’d love to collect a list of “Best Practices” to disseminate to you all!

STEP ONE: PRE-ASSESSMENT!!!

WHAT do YOU do?

STEP ONE: PRE-ASSESSMENT!!!

WHAT do they ALREADY know? (content, skills, etc.)

WHAT can they LEARN MORE QUICKLY than classmates?

WHAT background is needed to understand the lesson– who has it & who does not?

Learning Styles/ Preferences Interest Inventories Other?

STEP TWO: CLARIFY the GOAL!!!

WHAT STANDARDS knowledge is to be demonstrated

WHAT SKILLS are to be demonstrated? WHAT DISPOSITIONS are to be

developed?

“Begin with the end in mind”

PROJECTS:

WHAT do YOU do?

PROJECT: MENUS

Add CHOICE and

VARIETY to a lesson or project

Vary TASK (verb ~ Bloom’s?)Vary PRODUCTVary METHOD (learning style?)

Consider designating one box “Create your own project here” -- Approve each self-designed learning activity before the student pursues it.

Develop “multi-use” rubrics

Consider allowing motivated students to combine or modify with your approval…assessment strategy?

Enrich your PROJECT RUBRICS:

• Add a “stretch” column?• Categories that “extend” from what

is expected • Require the attempt of “X” number

of stretches? • Option to stretch? • SAFE stretching

• “WOW” points?

• “CREATE YOUR OWN” category?

LESSONS & ACTIVITIES

WHAT do YOU do?

TIERED LESSONS Alter the DEPTH of a lesson

1. DETERMINEA. WHAT the OUTCOME of the Lesson is to be…

Skill-based Content-based Performance-based

B. WHAT BACKGROUND some students may need to reach outcome

C. WHAT EXTENSION some students may pursue if they have mastered outcome

“READY-TO-GO”

“READY-TO-GO-FURTHER”

“NOT-YET-READY”

WHOLE GROUP Introduction Instruction (can some kids skip this?)

DIFFERENTIATED OUTCOMES (examples) Vary depth Adjust abstraction or complexity or sophistication Adjust pace More or less familiar content More or less advanced resources More or less scaffolding Amount of feedback/ monitoring Provide/ let students infer related strategies Provide more/ fewer examples Require more/ less evidence Require more/ less independence/ collaboration

EXAMPLES:Class/ Topic Not-Quite-

ReadyReady to Go Ready to go

Further

Science- Solar System

TASK &

PRODUCT

Write and perform a song showing information about all 8 planets

Design a classrm chart showing the similarities, differences, & relationships bw the planets

Create a scale model of the solar system for a display in the school

World History- Communism & Russian Revolution

BLOOM’s

Describe the principles of Bolshevik Communism

Analyze why Communism would appeal to the urban workers of 1917 Russia

Evaluate how Communism affected the lives of Russian urban workers by 1930

Math- Number Sense

SKILL

Describe the steps to solving a proportion

Solve a proportion

Design a problem using proportion

If Assigning Tier, PREASSESS to

determine appropriate placement

Or, allow student to CHOOSE Tier

VARIATIONS

STUDENTS AWARE? STUDENTS NOT

AWARE? Groups do different

activities Individuals do

different activities Individuals choose

to work at preferred activity/ level? Assigned?

CONSIDER:Graded

Assessment?Long-term/

Short term?Resources?Sharing

outcomes/ products?

ASSESSMENTS Accurate completion of what is

assigned earns points? Progressive completion of tiers earns

additional points? Students complete TWO levels out of 3

points (demonstrate mastery of middle/ “on target” earns points) – Great idea for tests/ quizzes!!

Wow Points on a rubric- encourage “Stretch”

Encourage SAFE stretching

DAY-TO-DAY DIFFERENTIATION

WHAT do YOU do?

DAY-TO-DAY DIFFERENTIATIONFlexible Groups•Tasks•Conversation topics

“Be the Expert” activitiesQuestion Boards“Excused from…” or “Do the last/ hardest…”

CURRICULUM COMPACTING

Eliminates REPETITION

Identify content or skills focused on in a unit

Pretest to see what the student already knows

Provide alternate tasks to extend learning and eliminate repetition

ALTERNATE ACTIVITIES Teacher selected activities Student selected activities A combination of the above Tic-Tac-Toe menu of activities Same content or skill at a more

complex level Specific independent study

INDEPENDENT STUDY& LEARNING CENTERS

Allow for CHOICE, EXTENSION,

REMEDIATION, and

PERSONAL INTEREST

Save your Sanity…

START SIMPLE,SMALL, SLOW!

SUPER RESOURCE!!!!!ODE JAVITS PROJECT:

I Get GT-Ed Moodle- Based Resources for Gifted

Practitioners! Teacher Module:

http://javits.etech.ohio.gov/user/view.php?id=5053&course=2

Register to Log in for first time.

Resources:Teaching Gifted Kids in the Regular Classroom... by Susan

Winebrenner  

So Each May Learn: Integrating Learning Styles And Multiple Intelligences by Harvey Silver and Richard Strong

What To Do When Gifted Kids Don’t Have all the Answers

by James R. Delisle

THANK YOU!!! What NEW IDEAS did you get??? What QUESTIONS do YOU

have??? PLEASE SHARE Best Practices

with me to share with all of you!

Please feel free to contact me!!  Karen Rumley– District Gifted Coordinator, HS Gifted

Intervention Specialist cf_rumley@cfalls.org