The document discusses strategies for creating differentiated task statements for gifted students. It provides examples of modifying a standard 4th grade reading standard about identifying meanings of idioms into more complex task statements involving dramatizing idioms from multiple perspectives, categorizing idioms based on patterns in their meanings, and arguing the relevance of idioms based on changes over time in their meanings. It also presents models for differentiating the depth, complexity, resources, products, and timing of assignments.
6. “Curriculum and instruction meet
the needs of gifted students by
modifying the depth,
complexity, and pacing of the
general school program.”
Texas State Plan For Education Of The Gifted
7. “Curriculum and instruction meet
the needs of gifted students by
modifying the depth,
complexity, and pacing of the
general school program.”
Texas State Plan For Education Of The Gifted
8. “A continuum of learning
experiences is provided that leads
to the development of advanced
level products and/or
performances.”
Texas State Plan For Education Of The Gifted
9. “A continuum of learning
experiences is provided that leads
to the development of advanced
level products and/or
performances.”
Texas State Plan For Education Of The Gifted
10. “Differentiation should be an
integral part of rather than an
adjunct to the core
curriculum.”
Kaplan & Gould, The Flip Book
11. Task Statement
A system to incorporate rigor, depth,
complexity, and novelty to your
gifted students.
98. “A continuum of learning
experiences is provided that leads
to the development of advanced
level products and/or
performances.”
Texas State Plan For Education Of The Gifted
110. “Students will categorize
idioms based on patterns in
the origin of their meanings
using the following
websites to create a
brochure.”
111. “Students will argue the
relevance of common idioms
based on the change over
time of their meanings using
the following websites to
prepare for a debate.”
112. “Students will argue the
relevance of common idioms
based on the change over
time of their meanings using
the following websites to
prepare for a debate.”
126. “Students are expected to
summarize and explain
the lesson or message of
a work of fiction as its
theme”
Editor's Notes
introduce ask who here
familiarity with d/c c/i etc?
here’s a standard. it is similar to a recipe
here’s a recipe, it’s a starting point. however, what if i’m on a diet. what if i hate zuchhini. what it i love zuc?
here’s a recipe, it’s a starting point. however, what if i’m on a diet. what if i hate zuchhini. what it i love zuc?
goal of TX plan
we are OBLIGATED to make modifications
tx plan
obligated to develop cool products
differentiation is not done once in a while. not an extra bit. should transform existing curriculum. So how do we do this?
scaffolding 4 gt teachers. don’t rewrite the curriculum. don’t require tons of work
Flip Book. Kaplan and Gould.
What don’t you like, from 00-- of GATE kid?
I love idioms, but this is not motivating.
makes me think of mix n’ match. mix n’ match has its places, but our gifted students need to experience higher level challenges
we can do better than this. our job to do better.
standard is our origin but our goal is to differentiate this into a task statement.
4 places to differentiate, four ways to increase rigor, and develop a more interesting assignment
t/s = how students will think,
push them to think critically, creatively
c= *what* they will know, push their knowledge from basic to advanced, facts to abstract
r/s -> how they will access information - should be varied, using multiple sources
product = what they will create to show/share/communicate their learning, authentic is better. THIS IS FUN! Should be motivating, challenging, authentic, interesting!
Anyone know where this is on bloom’s taxonomy? very
looking to differentiate according to needs, not necessarily maximize everytime
looking to differentiate according to needs, not necessarily maximize everytime
looking to differentiate according to needs, not necessarily maximize everytime
looking to differentiate according to needs, not necessarily maximize everytime
looking to differentiate according to needs, not necessarily maximize everytime
looking to differentiate according to needs, not necessarily maximize everytime
looking to differentiate according to needs, not necessarily maximize everytime
original verbage
dramatize
categorize
argue relevance, okay to modify wording so that it makes sense :)
again, we’re just asking these students to identify. How can we get them thinking deeper?
Remember, this is our JOB as gifted teachers, to push our students into more interesting thinking.
c = ‘what students will know’ - *defined* by state standards, curriculum, etc. we can differentiate the content by increasing *depth* and *complexity*
11 Tools D/C - move students from novice to expert understanding.
Represented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up!
11 Tools D/C - move students from novice to expert understanding.
Represented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up!
11 Tools D/C - move students from novice to expert understanding.
Represented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up!
11 Tools D/C - move students from novice to expert understanding.
Represented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up!
11 Tools D/C - move students from novice to expert understanding.
Represented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up!
11 Tools D/C - move students from novice to expert understanding.
Represented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up!
11 Tools D/C - move students from novice to expert understanding.
Represented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up!
11 Tools D/C - move students from novice to expert understanding.
Represented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up!
11 Tools D/C - move students from novice to expert understanding.
Represented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up!
11 Tools D/C - move students from novice to expert understanding.
Represented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up!
11 Tools D/C - move students from novice to expert understanding.
Represented by an icon and title. Dual coding. Iconic understanding of abstract, complex thinking. Intimidating for you, kids eat this up!
Purpose - different depth/compelxity of content to expert level
Consider your understanding of chemistry vs a chemist
My undertanding of buildings vs expert architect
Novice understanding of a teacher. However, you are an expert in eduction. Lets see if you can use these thinknig tools to discuss education.
abstract, generalization. “Move all students to proficiency” - “Lifetime learners” - “equip for future.”
Most important pieces - “books, computers, curriculum, tests”
what happens over and over in a repeating manner. Predictable. “pendulum of teaching - testing vs creativity,” order of units,
hierarchy, structure, - due dates, school rules, must follow district guidelines, state standards
good vs. bad - ‘standardized testing,’ ‘performance based pay,’ ‘unions,’ ‘personal necessity’
how are things moving right now. There is a trend towards testing, there is a trend towards multiple choice answers
what don’t we know?
what words does an expert use? assessment, direct instructon, differentiation!,
how does a teacher view education, rookie teacher, veteran, student, principal, district admin, public, etc...
how has education changed since you entered the field? since you were a student? viewing from a new ‘time’ point of view
How can we see math, science, language arts, ss within this topic?
intro these tools on first day, test for student understanding - take a fairy tale and ask for each thinking tool
Imagine introducing
delicious combination! Combo of t/s and d/c is where diff takes off.
A person who understand “look a gift horse in the mouth”
Another set of tools to differentiate content. Enhances and is designed to be with D/C icons.
Another set of tools to differentiate content. Enhances and is designed to be with D/C icons.
Another set of tools to differentiate content. Enhances and is designed to be with D/C icons.
Another set of tools to differentiate content. Enhances and is designed to be with D/C icons.
Another set of tools to differentiate content. Enhances and is designed to be with D/C icons.
Power: simplicity of each icon (maybe a lot now) but complex ideas. Combine d/c and c/i for advanced diff. Your kids will get this quickly.
Explain rules of US Government becomes explain the origin of these rules.
Explain rules of US Government becomes explain the origin of these rules.
Explain rules of US Government becomes explain the origin of these rules.
Explain mult. perspect of US Gov --> Explain how this is a paradox.
Explain mult. perspect of US Gov --> Explain how this is a paradox.
note combination of t/s and differentiated content
Don’t max out tools and Bloom’s. Use ORGANICly and as appropriate.
R - where the info will come from - should be variety of sources/tools
authentic. not textbook every time.
where will students get the information about idioms? how about a set of websites?
How will the student show their knowledge/learning? Worksheet? Debate? Robot?
obligated to give opportunity to develop cool products
products are much more than writing papers or filling out worksheets. HM Practice books! *MULTIPLE INT* Construct?
products are much more than writing papers or filling out worksheets. HM Practice books! *MULTIPLE INT* Construct?
What can a student *construct* to show their knowledge? Kinesthetic learners!
What can a student *construct* to show their knowledge? Kinesthetic learners!
What can a student *construct* to show their knowledge? Kinesthetic learners!
What can a student *construct* to show their knowledge? Kinesthetic learners!
What can a student *construct* to show their knowledge? Kinesthetic learners!
What can a student *construct* to show their knowledge? Kinesthetic learners!
product is a great place to offer choice. ultimate Winter Break response to literature - two students WROTE AND PERFORMED SONGS! Allows for creativity (SO important!) allows for rigor. authentic communication of learning.
A differentiated task statement.
Another one.
***Consider the level students are now interacting with idioms versus the mix/match.
Another one.
***Consider the level students are now interacting with idioms versus the mix/match.
Another one.
***Consider the level students are now interacting with idioms versus the mix/match.
when do u use a task statement? love them since they’re flexible!
natural place to start. take a standard and uplevel for gifted class
Reality - gifted class is academically all over the map, pre-asses skill and give tasks according to results
creating a menu of choices that cover the same content
- could be ABC, tic tac toe menu, perhaps just changing product
even give kids the reins. Flip Book, Ind Study both resources for developing student-designed projects
use worksheet to develop diff. tasks (page 2?); head to www.byrdseed.com/differentiator
iconic intersections? note the changes as we augment icons with other icons.
etc...
