DIFFERENTIATED INSTRUCTION STRATEGIES Enrichment for Advanced Learners CFHS Staff – May 3, 2010 Karen Rumley District Coordinator of Gifted Services H.S. Gifted Intervention Specialist

P LAN 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 the ENRICHMENT 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 PRODUCT Vary 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. D ETERMINE A. 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/ TopicNot-Quite- Ready Ready to GoReady 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

V ARIATIONS 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?

A SSESSMENTS 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 D IFFERENTIATION WHAT do YOU do?

DAY- TO -DAY D IFFERENTIATION Flexible Groups Tasks Conversation topics “Be the Expert” activities Question 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

A LTERNATE A CTIVITIES 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: &course=2 &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