### Differentiation in the GT Classroom

1. Image courtesty of Snomanradio at Flickr
2. Keep in mind the social and emotional needs of these kids as well.
3. Punnett Square define what it is what it isnâ€™t extra info
4. Power of Icons
5. Dive in!
6. 60
7. 62
8. â€¢ http://bit.ly/Vpy0nX show this video
9. Nobody asks bakers why they made cakes in tiers.
10. Whatâ€™s the difference between tiering and compacting? TIER: same curriculum, but different place, materials, and/or complexity COMPACT: different curriculum, replacing already- learned material
11. 6 Steps to tiered instruction
12. Select the activity, the concept, or the skill Step 1
13. Decide what you will differentiate for (readiness? interest level?) Step 2
14. Determine the complexity of the activity (use Tomlinson chart) Step 3
15. Design the lesson with the most highly able student in mind Step 4
16. Clone the activity along the ladder no more than twice (use possibilities chart) Step 5
17. Match the student to the right rung of the ladder (they may move to different rungs for different lessons) Step 6
18. There are 8 options for differentiating the tiers.
19. 1. Whatâ€™s the group size? alone pairs small groups whole group
20. 2. Teacher support? independent teacher-assisted teacher-directed
21. 3. complexity? abstract concrete
22. 4. Quantity of resources? very few, chosen multiple, self- discovered
23. 5. Resource complexity? tech above grade level at grade level
24. 6. Is the process complex? quick pacing & lots of steps over a long period of time typical pacing, but lots of steps typical pacing few steps, but quick pacing few steps
25. 7. Thinking level? synthesis or evaluation analysis or application knowledge or comprehension
26. 8. The product?needs advanced skills open-ended, but on-level simple, straightforward, on level
27. You donâ€™t need to tier all of these things. Theyâ€™re options.
28. Questions?
29. compacting
30. Why do it? Because when I posted thisâ€¦
31. Students posted things like this
32. And the data backs her up.
33. 8 Simple Rules for Compacting 1. Determine the learning objectives
34. 8 Simple Rules for Compacting 2. Figure out how to pretest one or more of those objectives
35. 8 Simple Rules for Compacting 3. Decide who to pretest (it can be everyone)
36. 8 Simple Rules for Compacting 4. Conduct the pretest
37. 8 Simple Rules for Compacting 5. Eliminate the redundancies for students who have mastered it
38. 8 Simple Rules for Compacting 6. Streamline instruction for those who havenâ€™t mastered but move quickly
39. 8 Simple Rules for Compacting 7. Enrich or accelerate the students in steps 5 & 6
40. 8 Simple Rules for Compacting 8. Keep really good records of what you did and why
41. But how do you do step 7?
42. Be guided by INTERESTS, not just abilities
43. Decide what to do about grades Keep the record a record of their work at their actual grade level. Make sure itâ€™s a lure, not a shove. Donâ€™t force; invite. Share your rationale with all students. Explain the howâ€™s and whyâ€™s to parents.
44. Document objective/ content/ assignment procedure for pre- assessment acceleration or enrichment
45. byrdseed.com/differentiator/
46. There are no shortcuts to anywhere worth going.
47. Adapted from Willa A. Foster
48. Adapted from Willa A. Foster
49. Dear Dirkâ€¦
50. Project Palooza!
51. You made it. Congratulations. Now go forth & differentiate!