Differentiation Review or Let’s Banish the “B” Words In Instruction Woodlawn Middle: Dec. 2011.

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Presentation transcript:

Differentiation Review or Let’s Banish the “B” Words In Instruction Woodlawn Middle: Dec. 2011

Dr. Carol Tomlinson Renown expert on differentiation

Susan Winebrenner, M.S.

A gifted and talented student is defined as “performing or showing the potential to perform at remarkably high levels of accomplishment when compared with other students of a similar age, experience, or environment.” Characterized by performance-based instruction and assessment, the Gifted and Talented Education curricula offer strategies for: Developing critical and creative thinking (allows for student interests) Using technology as a teaching and learning tool (allows travel anywhere) Implementing education which is multicultural (allows cultural relevance) Differentiating content instruction to meet the learning needs of all students (allows teachers to further direct specific learning) As defined by BCPS---Office of Gifted Instruction

Gifted Curricula — Already differentiated from Standard Truly Gifted in that content or generally gifted 2. Highly able or High achiever 3. Creative thinker 4. Hard working Standard student We’re usually differentiating at two or more levels anyway Standard Curricula 1.Low, average student 2.Hard working student Or Highly able or High achiever student 3. Gifted student

From Howard Gardner’s Multiple Intelligences Outline Intelligences to Address + Naturalistic Intelligence

The Interest Survey Use in conjunction with assessments

So how do we differentiate? BCPS gives us a basis Using curricula guides as our content basis, we learn about the student (interest survey), then allow: Student to create a report, based on interests Student to create a project, based on interests Student to research a person they’d like to learn about ----Teacher should be ready with 3-4 options from the product list AND a pass to the LMC. Let’s plan ahead of time. ----Teacher may use this strategy with students who have finished a lesson/unit early or with advanced learners. If the student is an advanced learner…

Product Options Chart (Or post to your “wiki”) Bertie Kingore, Ed. D. Math & Sci. Task Boards

If the student is an advanced learner… The teacher should be prepared to add abstract thinking, complexity, & depth to the project in order to further promote a “scholarly attitude.”

Dr. Donna Ford Renown expert on gifted education

Works Cited Winebrenner, Susan. Teaching Gifted Kids in the Regular Classroom. Revised. Minneapolis: Free Spirit Publishing, Print. Kingore, Bertie. Differentiation: Simplified, Realistic, and Effective. Austin, TX: Professional Associates Publishing, Print. Free Spirit Publishing,. "Susan Winebrenner, M.S.." Free Spirit Publishing. (2011): n. page. Web. 4 Dec Scholastic Printables,. "Interest Survey." Scholastic Printables. (2011): Web. 4 Dec Ford, Donna, Dr. Closing the Achievement Gap: Donna Ford. Interview. Web.. Tomlinson, Carol. "Carol Tomlinson on Differentiation: Responsive Teaching.". Ed. University of Virginia. Charlottesville, VA : Graceland University, Web. 5 Dec