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Differentiated Task Statements

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Differentiated Task Statements

  1. 1. Creating Differentiated Task Statements
  2. 2. “Students are expected to identify the meaning of common idioms” Grade 4 Reading 2.d.
  3. 3. http://www.flickr.com/photos/charkes/
  4. 4. “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
  5. 5. “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
  6. 6. “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
  7. 7. “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
  8. 8. “Differentiation should be an integral part of rather than an adjunct to the core curriculum.” Kaplan & Gould, The Flip Book
  9. 9. Task Statement A system to incorporate rigor, depth, complexity, and novelty to your gifted students.
  10. 10. Not my idea.
  11. 11. What We’re Starting With
  12. 12. “Students are expected to identify the meaning of common idioms” Grade 4 Reading 2.d.
  13. 13. http://www.flickr.com/photos/zachklein/
  14. 14. ugh http://www.flickr.com/photos/zachklein/
  15. 15. Standard Differentiated Task Statement
  16. 16. Standard Differentiated Task Statement
  17. 17. FourParts http://www.flickr.com/photos/dideo/
  18. 18. FourParts Thinking Skill Resources Content http://www.flickr.com/photos/dideo/ Product
  19. 19. Thinking Skill Content Resources Products
  20. 20. Thinking Skill Content Resources Products
  21. 21. Thinking Skill Content Resources Products
  22. 22. Thinking Skill Content Resources Products
  23. 23. Thinking Skill Content Resources Products
  24. 24. Thinking Skill Content Resources Products “Students are expected to identify the meaning of common idioms” Grade 4 Reading 2.d.
  25. 25. Thinking Skill Content Resources Products “Students are expected to identify the meaning of common idioms” Grade 4 Reading 2.d.
  26. 26. Thinking Skill Content Resources Products “Students are expected to identify the meaning of common idioms” Grade 4 Reading 2.d.
  27. 27. Thinking ? Skill Content Resources Products “Students are expected to identify the meaning of common idioms” Grade 4 Reading 2.d.
  28. 28. Thinking ? ? Skill Content Resources Products “Students are expected to identify the meaning of common idioms” Grade 4 Reading 2.d.
  29. 29. ThinkingSkill “identify”
  30. 30. http://www.flickr.com/photos/ell-r-brown/
  31. 31. ThinkingSkill: Bloom’s
  32. 32. ThinkingSkill: Bloom’s Remember Understand Apply Analyze Evaluate Create define classify choose criticize appraise assemble duplicate describe demonstrate compare argue construct list identify dramatize contrast defend design state locate employ differentiate judge develop memorize recognize illustrate categorize select formulate recall paraphrase write test evaluate write http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
  33. 33. ThinkingSkill: Bloom’s Remember Understand Apply Analyze Evaluate Create define classify choose criticize appraise assemble duplicate describe demonstrate compare argue construct list identify dramatize contrast defend design state locate employ differentiate judge develop memorize recognize illustrate categorize select formulate recall paraphrase write test evaluate write http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
  34. 34. ThinkingSkill: Bloom’s Remember Understand Apply Analyze Evaluate Create define classify choose criticize appraise assemble duplicate describe demonstrate compare argue construct list identify dramatize contrast defend design state locate employ differentiate judge develop memorize recognize illustrate categorize select formulate recall paraphrase write test evaluate write http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
  35. 35. ThinkingSkill: Bloom’s Remember Understand Apply Analyze Evaluate Create define classify choose criticize appraise assemble duplicate describe demonstrate compare argue construct list identify dramatize contrast defend design state locate employ differentiate judge develop memorize recognize illustrate categorize select formulate recall paraphrase write test evaluate write http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
  36. 36. ThinkingSkill: Bloom’s Remember Understand Apply Analyze Evaluate Create define classify choose criticize appraise assemble duplicate describe demonstrate compare argue construct list identify dramatize contrast defend design state locate employ differentiate judge develop memorize recognize illustrate categorize select formulate recall paraphrase write test evaluate write http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
  37. 37. “Students are expected to identify the meaning of common idioms” Grade 4 Reading 2.d.
  38. 38. “Students will dramatize the meanings of common idioms.” Grade 4 Reading 2.d. (modified)
  39. 39. “Students will categorize the meanings of common idioms.” Grade 4 Reading 2.d. (modified)
  40. 40. “Students will argue the relevance of common idioms.” Grade 4 Reading 2.d. (modified)
  41. 41. “Identify reasons people moved west.”
  42. 42. Content “the meaning of common idioms”
  43. 43. Content
  44. 44. Content
  45. 45. Depth & Complexity “What content or knowledge distinguishes individuals who are expert in a field of study?” The Flip Book, Too Kaplan & Gould
  46. 46. BigIdea
  47. 47. EssentialDetails
  48. 48. Patterns
  49. 49. Rules
  50. 50. Ethics
  51. 51. Trends
  52. 52. Unanswered Questions
  53. 53. Language of the Discipline
  54. 54. Multiple Perspectives
  55. 55. Change Over Time
  56. 56. Across The Disciplines
  57. 57. http://www.flickr.com/photos/pointnshoot/
  58. 58. http://consollection.de/
  59. 59. Thinking Skill + Depth Complexity
  60. 60. “Students will dramatize common idioms using multiple points of view of their meanings.”
  61. 61. “Students will categorize common idioms according to patterns in their meanings.”
  62. 62. “Students will argue the relevance of common idioms based on the change over time in their meanings.”
  63. 63. Content
  64. 64. Content
  65. 65. Origin
  66. 66. Origin
  67. 67. Contributions
  68. 68. Contributions
  69. 69. Convergence
  70. 70. Convergence
  71. 71. Parallels
  72. 72. Parallels
  73. 73. Paradox
  74. 74. Paradox
  75. 75. http://www.flickr.com/photos/pointnshoot/
  76. 76. Explain US Government
  77. 77. Explain US Government
  78. 78. Explain US Government
  79. 79. Explain US Government
  80. 80. Explain US Government
  81. 81. “Students will categorize common idioms based on patterns in the origin of their meanings.”
  82. 82. “… argue the relevance of idioms based on the paradox of the change over time in their meanings.”
  83. 83. Use tools as appropriate.
  84. 84. Resources “...”
  85. 85. Resources
  86. 86. Resources textbooks websites encyclopedias experts videos trade books dictionaries graphs/charts newspapers
  87. 87. “Students will categorize common idioms based on patterns in the origin of their meanings using the following websites...”
  88. 88. “Students will categorize common idioms based on patterns in the origin of their meanings using the following websites websites...”
  89. 89. Product “...”
  90. 90. “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
  91. 91. Product
  92. 92. Product multimedia writing construction project visual oral art presentation presentations musical experiment game project
  93. 93. Product multimedia writing construction project visual oral art presentation presentations musical experiment game project
  94. 94. Construction
  95. 95. Construction diorama model puzzle mechanical game sculpture device
  96. 96. Construction diorama model puzzle mechanical game sculpture device
  97. 97. Construction diorama model puzzle mechanical game sculpture device
  98. 98. Construction diorama model puzzle mechanical game sculpture device
  99. 99. Construction diorama model puzzle mechanical game sculpture device
  100. 100. Construction diorama model puzzle mechanical game sculpture device
  101. 101. “Students will categorize idioms based on patterns in the origin of their meanings using the following websites to create a brochure.”
  102. 102. “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.”
  103. 103. “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.”
  104. 104. When?
  105. 105. Whole Class (differentiated for gifted)
  106. 106. A B Split Class (pre-assess)
  107. 107. Choice Menu A: . . B: . .... . C: . .... ..... (centers, projects, classwork)
  108. 108. Tod I wi y a ll ... Student Designed (independent study)
  109. 109. Let’sTry
  110. 110. Let’sTry www.byrdseed.com/differentiator
  111. 111. “Identify reasons people moved west.”
  112. 112. “Describe the effects of physical and human processes in shaping the landscape.”
  113. 113. “Students are expected to summarize and explain the lesson or message of a work of fiction as its theme”

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