Grasping Differentiation for Advanced StudentsAmanda Vickers – East Lincoln Middle SchoolErin Deans – West Lincoln Middle SchoolPam Harris – North Lincoln Middle SchoolRhoda Maynard-Yoder – Lincolnton Middle School

avickers@lincoln.k12.nc.usedeans@lincoln.k12.nc.uspharris@lincoln.k12.nc.usrmaynardyoder@lincoln.k12.nc.us

What We Know About Advanced Learners

http://www.ascd.org/publications/books/101043/chapters/The_Rationale_for_Differentiated_Instruction_in_Mixed-Ability_Classrooms.aspx

Although they typically do well in school, they can be lazy thinkers. The brain is a muscle that needs to challenged.

Grades become more important that ideas. Having the highest grade is more valuable than making new discoveries and taking intellectual risks.

Perfectionism is bred within the praise for high grades. Students don’t learn how to struggle, fail, and try again which can lead to under-achievement. Why do it if I

know I can’t?

Although they may have high self-esteem, they may believe that they can complete the tasks to reach seemingly unattainable goals (not develop self-efficacy)

Their study and coping skills are underdeveloped. When hard work is required, many become frustrated and resentful, and struggle with “uncertainty”

Common Reasons Why Teachers Don’t Differentiate

We tend to teach the way we were taught.We tend to rely upon district prescribed materials.We tend to use what has worked in the past and resist mandates

that lead us out of our teaching comfort zone.We are pressured to cover the content and follow pacing guides.We don’t have time to effectively plan for differentiation.

How Teachers Make It All Work

Start small – but start somewhere! Differentiation for small blocks of time. Use

anchor activities.

Grow slowly – but grow! Try creating one differentiated lesson per

unit, one project per semester, etc.

Give structured choices more often.

Step back and reflect.

Talk with students regularly to get input.

Give thoughtful directions.

Work together with colleagues.

Bring principals and parents on board.

Continue to empower students. Don’t do things for them that they can’t do

for themselves. Don’t assume a task is too difficult until a

student proves it is too difficult.

GREAT! How does that work?

MUST know your studentsFlexible grouping

Homogeneous GroupsHeterogeneous Groups

Peer/Self AssessmentsRubrics

Ways to Differentiate

• Thinking Skill: The verb – what students will be doing

• Content: The content – what students will be learning

• Resource: The information – where students will get information

• Product: The result – what students will create

Thinking SkillWhat Students Do

www.byrdseed.com/differentiator

Differentiate Thinking Skill – What Will Your Students Do?

With Bloom’s Taxonomy and the DifferentiatorUsing chapter three in your social studies book, list

three important events, people, inventions or discoveries from the Renaissance. Very low thinking skill - listing

After Using the Differentiator.

Using chapter three in your textbook, write a persuasive essay judging the significance of the contributions of three important events, people, inventions or discoveries from the Renaissance period.

Thinking skill – judgeContent – significance and contributionResource – text bookProduct – persuasive essay

Let’s Tier the Assignment

Using chapter three in your textbook, judge the significance of the contributions of three important events, people, inventions or discoveries from the Renaissance in a persuasive essay. (High)

…compare the significance of three people or discoveries from the Renaissance in an essay. (Low)

…defend the significance of three important events, people, inventions or discoveries from the Renaissance in a persuasive essay. (Middle)

Differentiate the Content

Using chapter three in your social studies book, list three inventions from the Renaissance period.

Content –inventions Thinking skill – list Resource – textbook Product - list

List three inventions from the Renaissance period that have changed over time and are still used today.

List three inventions from the Renaissance period that have contributed to other discoveries.

Differentiate Resources

Internet sourcesArticlesEncyclopediasOther textbooksMapsArt

Differentiate ProductA great place to introduce choice

Using chapter three in your social studies book, list three events, people, inventions or discoveries from the Renaissance. Students may create a painting, an encyclopedia article, or a multi-media presentation.

Graphic presentations

Mixed-Media presentations

Written presentations

Construction presentations

Oral presentations

Survey & Graph presentations

Database presentations

Arts & Games presentations

Other types of presentations

When to Differentiate

Whole group – to add more rigor to classroom lessonFlexible groups – to add levels of rigor to meet the needs of

students Individualized plans – to meet the needs of students with

exceptionalitiesChoice – give three options to students and allow them to self-

differentiate

ScienceContent Specific Ideas

http://www.pealcenter.org/images/Hendrickson.Science_Think_Tac_Toe.pdf

Structured Creationhttp://www.byrdseed.com/creating-in-science/

1. Motivate and Excite Students – Hint at Final Product1. You are going to create a planet!2. Model by creating your own planet as you go through lesson

2. Teach content, focusing on patterns

3. Scaffold your questions1. Is your planet an inner or outer planet?2. Which inner or outer planet is yours most similar to?3. What is the most significant difference (atmosphere, size, moons)?4. In what way does this difference most strongly affect your planet?

4. Continue asking questions that build on complexity and demand realistic explanation.

5. Allow for creativity if they can realistically explain the causes and effects for their ideas.

Extensions and Other Ideas

Research who discovered each of the planets. Create a scientist who discovered your planet.

Leave the solar system and examine: Other types of terrestrial planets, including the “diamond planet!” The five types of gas giants. Rogue planets: planets without a star! Super Earths: huge earth-like planets.

Space Exploration From Beginning To Present

Change the Process-Add Depth

Change the product

Most students are given set articles to read using close reading strategies with teacher guidance. The timeline format is given to the students.

Space Exploration, continued.

Differentiation: Advanced students are given a set websites to find articles to read and create their own timeline with rubric.

Creativity and choice is given with this assignment.

Differentiating with Assessments

If we expect gifted students to learn information at a more rigorous level than the general population, then we must also assess them at higher levels as well.

Assessing knowledge of renewable and non-renewable energy sources.

Do away with the multitude of fill-in-the-blank questions and instead asked students to utilize higher level thinking skills. In doing so, you get an amazing glimpse of students’ true understanding of the material.

Recognize Fallacies

Make several purposely-flawed statements about power sources.

Example: “Our city should switch entirely to wind power. This will reduce pollution and end global warming!”

Students write a brief paragraph arguing against these statements using details from the unit.

Judging Criteria

Ask students to rank the five power sources according to various criteria (cleanliness, ease of use, power) and offer a one sentence explanation.

Then ask students to pick which power source would be best according to different scenarios.

Require students to back up their thinking with evidence.

Priortize

Then ask the students to prioritize which criteria is most important when selecting a power source.

Again, in this type of question you are more interested in their thinking than their actual answer so students must back up their statements with evidence.

This question forced students to decide, for example, whether solar power’s reduced efficiency actually made fossil fuels a better choice as a power source.

Grading the Assessment

The most difficult part of using this type of assessment is how to grade.

Assign four points to each of the short answer questions. Four points: reasonable answer backed with evidence (three essential details). Three points: reasonable answer but missing some evidence. Two points: questionable response or no evidence. One point: unreasonable answer with no evidence

This allows you to communicate that an answer is correct, but lacks sufficient evidence.

MathContent Specific Ideas

Box Office Totalshttp://www.byrdseed.com/math-project-box-office-totals/

Gather authentic data from Box Office Mojo.Ask students what they think was the top grossing movie was from

previous year and have them guess how much money it made.Reveal the top ten movies and have students notice categories of movies

(sequels, animated films, movies based on existing materials).Challenge students to create other categories (movie studio, MPAA

rating, number of effects shots, score composer, or budget)

Box Office Totals cont.http://www.byrdseed.com/math-project-box-office-totals/

Students become a movie executive who wants to maximize profits by analyzing trends. Tier 1 –

Calculate percents or fractions of the total gross. Tier 2 –

Which type of movie performs best on average? Are there differences between means and medians? Why?

Possible Products in-person pitch a filmed commercial a brochure to hand out graphs

Criteria Possible Points

Math is solved accurately. 50 points

All parts of the project are completed. 30 points

Product is neat and grammatically correct. 20 points

Vacation Timehttp://2differentiate.pbworks.com/f/VacationMathTiered.JPG

Calculate the approximate cost of gas Tier 1 – Given the cost of gas and mpg of car Tier 2 – Given the mpg of car Tier 3 – Asked to approximate cost and justify answer

A family plans to average 60 miles per hour and travel 6 hours per day stopping twice to eat for an hour each time.

Tier 1 – How long will it take to get to their destination? How many nights? If cost of hotel is $80/night – calculate the hotel cost for trip to destination.

Tier 2 – How long will it take? How many nights will they need to spend in hotels? Calculate hotel cost for trip to destination.

Tier 3 – How long? How many nights? Find hotels that include breakfast. Calculate the hotel costs for each stay.

Google Earth Ski Slopeshttp://2differentiate.pbworks.com/f/Google+Earth+Ski+Slopes.pdf

Students will use Google Earth to obtain satellite images for a variety of ski slopes in North Carolina, Virginia, and West Virginia.

Students must then find the angle of elevation for two ski runs using right triangles, topographical measurements, an interactive ruler and trig functions.

Students will take a screen shot of the satellite image, type their findings (with pictures attached) on a Word document and use correct arithmetic to solve the angle of elevation.

Project Criteria: Describe the project in sufficient detail (50 points) Obtain a satellite image using Google earth of a ski resort (10 points) Use the web based ruler function to find all measurements (15 points) Use the "hand" function to find all elevations (15 points) Using a digital camera, take a picture of your arithmetic then place the jpeg on your Word document (10

points)

Social StudiesContent Specific Ideas

The Great Depressionhttp://2differentiate.pbworks.com/f/SocMSTieredByContent_Process_Product.pdf

Tier 1 – This photo was taken during the Great Depression. If we could hear the people talking about their life, what would they be saying?

Tier 2 – This photograph was taken during the Great Depression. From what you see in the photograph, explain how you think this room may be used by the family and why.

Tier 3 – Assess the Great Depression’s social and economic impact on this family from evidence in the photograph.

Marcus Miller and family, Library of Congress, Prints & Photographs Division

Recreate in 3D form a famous work of architecture or landform from your China. Compare and contrast this piece to one piece of modern day architecture or landform.

Create a timeline starting at China’s invasion of Tibet to the present day. Include 10 major events and be prepared to explain your choices.

Assume the identity of Confucius. Create a journal entry reflecting the ideas, values, and components of daily life for him.

Imagine that you are a citizen of China who awakens to discover that all water has evaporated. Explain in detail how this would alter your way of life. Also, do this for the town where you live.

As a mapmaker, you are commissioned to create a map of China including all natural land forms, a compass rose and a scale. Write a paragraph explain how geography affects the lives of people in China.

You are a famous sculptor. Create a 3D representation of Shi Huangdhi’s terra cotta warriors. Include a museum exhibit card.

As a reporter, write an article for your local newspaper summarizing Genghis Khan’s invasion of China. Include 2 political cartoons – one approving his take over and the other disapproving.

You are an ancient scribe. Research and use Chinese ideograms to choose 6 that best describe you and your interests. Write each ideogram on a separate piece of paper using markers or paint to best recreate the calligraphy form.

You’ve hired an interior decorator to use Feng Shui to redesign your room. Draw a before and after diagram of what your room looks like and explain why the interior decorator made the changes they did.

CHINA Directions: You must choose 3 activities. Your choices must be selected using a Tic-Tac-Toe pattern.

http://www.livebinders.com/play/play?id=391322

5 Themes – Constructing Knowledge

Working in small groups, ask students to locate the 10 largest cities.

Common features (other than population)Geographic, infrastructure, history, economy/industry, social

systemsEnd Result: Generalizations relating to the 5 themes of

geography

Bumper StickerRubrics for Social Studies

Tier 1/Society Issues Possible Points

Societal Message clearly stated 30

Illustration matches message 30

Colorful and appealing 20

Correct punctuation/grammar 20

Bumper StickerRubrics for Social Studies, continued

Tier 2/ Economic Issues Possible Points

Economic message is clearly stated and uses verbal irony

30

Illustration provides details of the financial literacy

30

Colorful and appealing 20

Correct punctuation/grammar 20

Bumper StickerRubrics for Social Studies, continued

Tier 3/Political Issues Possible Points

Political message is clearly stated and uses verbal irony or a pun

30

Illustration provides viewer deeper understanding of the topic

30

Graphically appealing – with appropriate fonts and sizes 20

Correct punctuation/grammar 20

Language ArtsContent Specific Ideas

www.byrdseed.com/respondo

SCAMPER using Respondo!

Combine the setting of “Eleven” with that of “Thank You, Ma'am.” Explain how this would affect the conflict in “Thank You, Ma'am.”

Eliminate the conflict in Holes. Analyze how this would affect the characters.

Minimize the tone in “Harrison Bergeron”. Show how this would affect its plot.

Writing Biographieshttp://2differentiate.pbworks.com/f/Biography_Tiered.JPG

Tier 1 – Write a biography of your famous person. Use the timeline you created to help you organize your ideas. Remember to answer the following questions as you write:

When and were was this person born? Where did your person live while growing up? What was his or her childhood like? What did he or she do when he/she became an adult? Why is your person famous?

Tier 2 – Write a biography of your famous person. Use your timeline to help you organize your ideas. Remember to emphasize why your person is famous.

Tier 3 – Tell the reader about your famous person’s life through a series of letters written over his/her lifespan from that person to a friend.

Category Swan Dive20-18 points

Freestyle 17-15 points

Doggie Paddle 14-12 points

Organization Carefully organized with varied transitions.Lead grabs reader’s attention.Conclusion works well.Details and paragraphs are flow logically.

Has some transitions.Most parts of the portrait fit together.Most details and paragraphs flow logically.

Few transitions used.Too many details are out of order.

Idea Development Writer knows topic very well.Many interesting details.Significant events, contributions, and character traits are all included.

Writer knows the topic.Most details fit and are interesting.Significant events, contributions, and character traits are included.

Writer does not know enough about the topic.Needs more detailsMissing significant events, contributions, or character traits.

Voice The portrait bears a clear imprint of the writer.The writer’s voice is lively and confident.

The writer’s personality is evident in the essay.

The writer does not project enough enthusiasm for the topic to come alive.

Word Choice Writer uses a variety of strong words.Words create vivid pictures in reader’s mind.

Writing has some strong words.Some words create pictures in the reader’s mind.

Words do not show the writer’s meaning.Reader is confused by the writer’s choice of words

Conventions Errors are so few and minor that they are easily overlooked.  

There are a few errors but meaning is not disrupted.  

Errors are serious enough to be distracting.  

Think Dots – Vocabulary Reviewhttp://curry.virginia.edu/uploads/resourceLibrary/nagc_cubing__think_dots.pdf

Connect ItAn automobile manufacturer wants to use this word as the name for its newest car. They have asked you to design the car– if this word were a car, what would it look like? Draw a picture.

Define ItWhat is this word’s definition? Explain what this word means in your own words.

Use ItCreate a concrete poem using this word as the poem’s subject

Collage ItCreate a collage of words and images which represents this word.

Evaluate ItIn your opinion, is this word a “good” word or a “bad” word? In other words, is this word useful? Does it do a job that no other word can do?

Personify ItGive this word a personality– what do you think this word would be like if it were a person? Find another word from our list that you think would either be this word’s perfect match or worst enemy, and explain your rationale.

Just Remember…

Great Resources

http://ncaig.ncdpi.wikispaces.net/AIG+Booster+Shot+Series

www.birdseed.com

www.hoagiesgifted.org

www.2differentiate.pbworks.com

The Differentiator

Respondo!

Challenging Units for Gifted Students by Dr. Kenneth J. Smith and Susan Stonequist (Two different books, one each for math and science)

Flip Book and Flip Book, Too by Dr. Sandra Kaplan

Your Turn

Tic-Tac-Toe is a simple way to give students alternative ways of exploring and expressing key ideas and using key skills. Ideas of how to use:

Allow students to complete any 3 tasks--even if the completed tasks don't make a Tic-Tac- Toe.

Assign student tasks based on readiness. Create different Tic-Tac-Toe boards based on readiness. Create Tic-Tac-Toe boards based on learning styles or learning preferences. Create Tic-Tac-Toe boards based on Multiple Intelligences.