Differentiation

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This is a PowerPoint with differentiation strategies for gifted learners. These strategies can be used in the gifted or regular classroom. By providing students with choice, the teacher make learning more stimulating and fun!

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Differentiation

  1. 1. Dare to Differentiate! By: Sarah Roberts
  2. 2. Table of ContentsStrategies for Differentiation1. Acceleration & Curriculum Compacting2. IEPs for the Gifted3. Choice Menu Boards4. Centers5. Technology6. Enrichment Click me!
  3. 3. Acceleration• Grade skipping• Telescoping – students move quickly through the materials, so they complete several years of curriculum in less time; ex: grades 6, 7, 8, and 9 are completed in three years rather than four. No material is skipped in telescoping.• Early entrance – usually into kindergarten or college• Acceleration in specific content areas – at the high school level there are Advanced Placement and International Baccalaureate programs• Curriculum Compacting – define the goals of a unit, determine and document what a student has already mastered, provide replacement for what the student has already mastered for a more challenging curriculum (See IEP on the next slide)• Strategies: special classes, tutoring, independent study, online coursework or learning programs, mentoring• My strategy for younger grades: Teach the whole class at the beginning of the subject and the gifted child at the end. Have the regular students do their independent work while the gifted child is learning, and have the gifted child do their independent work while you teach the rest of the class the next day.Factors that enhance success with acceleration:1) positive attitudes of teachers2) timelines related to the decision3) parental support4) careful monitoring of the implementation
  4. 4. IEP for Gifted StudentsThe IEP should be discussed at a meeting with the parent, regular educationteacher, gifted teacher, and the student. All participants will know the expectationsand how those expectations can be met with specific projects and materials.
  5. 5. Choice Menu Boards –Tic-Tac-Toe (or Think-Tac-Toe) Animal Adaptation Menu Grade 3 Science/Unit Roles of Living Things (Unit E) Unifying Theme: To survive, living things must adapt to changes in their environment. Build a Caterpillar! Animal ABC Book Cool Clicks! What does a caterpillar need Click on Option 3 in the Find a Cool Click video that in order to fit into its Alphabet Organizer Box. you like and share 3 survival environment and survive in Write the name of your animal facts about your animal on the Costa Rican rainforest? and a way that they adapt to your MENU TRACKER card. Build a Caterpillar! Print their environment. Print your out your creation and staple to page for our class book. Draw a your MENU TRACKER card. picture of your animal on your page and staple to your MENU TRACKER card. Helping Babies Survive Endangered Animals You! – a Wildlife Film Director! How to penguin parents take Click on Radio Willow Web to care of their babies? Read this hear what 4th graders are Yes, you can make a movie book, Penguin, Penguin and learning about endangered in minutes! Make a your draw a picture to show how animals. Try your own podcast! very own penguins take care of each wildlife movie to share other. Staple your picture to with your friends! your MENU TRACKER card. Fast Facts! The Wild Classroom Cartoon Talk! Learn more about a North Go to Wild Classroom and Select an animal cartoon in American animal and record 3- explore a habitat of your choice. BackTalk. Add your quote 5 Fast Facts about how they Find as many animals as you and print for our Class "Back adapt to their environment in can. Choose 2 animals and write Talk" Wall! this encyclopedia called how they are alike and different. Glossopedia! Write your What would make it difficult for facts on your MENU TRACKER YOU to survive in the habitiat card. you chose? Record your notes in your MENU Tracker Card.
  6. 6. 2-5-8 Menu Board2-5-8 Gary Paulsen Menu Name __________________________Directions: In this activity, you will need to complete activities worth 2, 5 or 8points to earn a total of 15 points to earn a 100%. The 15 points will be comprisedof one mandatory 5 point writing assignment and your choice of TWO otherassignments which TOTAL 10 points.5 POINTS – Mandatory Writingq Write a paragraph answering the following question: After reading the two stories, which animal do you think Paulsen has the greatest respect for? Make you use sentences from the story to support your answer. Also, explain your answer in detail so that the reader understands why you chose that answer and used that evidence as support.Choose TWO activities from the list below. The activities must total 10 points. Placea checkmark next to each box to show which activities you will complete.2 POINTS – Knowledge & Comprehensionr Create a story map (plot graph) For “Older Run”.r Write a one-page journal entry for a typical day in the life Gary Paulsen. Write from Paulsen’s point of view. Be sure and include details from the “A Life in the Day.”5 POINTS – Application & Analysisr Pretend you are Gary Paulsen. Write five questions that someone interviewing you might ask. Be prepared to answer them about your (Paulsen’s) life.r Create a collage on a 8½” by 11” piece of paper to present the mood or tone of one of Paulsen’s stories. .q Create a news report which covers the events in one of the Paulsen stories you read.q Design a book jacket (see Book Jacket Instructions Handout for details) for one of Gary Paulsen’s stories.8 POINTS – Synthesis & Evaluationr Read another short story by Gary Paulsen. Use a Venn diagram to compare and contrast the main characters from that story with one of the stories that was read in class.r Write a poem or song with at least 15 lines which represents one of Gary Paulsen’s stories.r Draw a cartoon with at least 8 cells which tells the continuation or “the next day” of one of Paulsen’s stories.© All rights reserved by Cypress Fairbanks ISD, Houston, Texas
  7. 7. List Menu
  8. 8. Dinner Menu
  9. 9. Activities for Menu Boards
  10. 10. Evaluating Your Menu Board
  11. 11. Centers• Task cards can have different levels of depth – color code so students know which cards to use during centers• Separate centers set up for advanced or below basic learners that only those students go to• Provide project and center choices!
  12. 12. Using TechnologyKhan Academy Video -http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.htmlOther Technology Used for Differentiation• http://www.kn.pacbell.com/wired/fil/ - Site used for gathering good information from the internet in order to do online learning activities or research.• http://www.achievement.org/autodoc/pagegen/atv/curriculum/ - A library of unique videos that can bring the greatest achievers of our age into your classroom to help your students learn. Most videos are free to download.
  13. 13. Enrichment Centers or Activities for Early FinishersIndependent Study More Creative or Extensive Activities
  14. 14. Enrichment – My Contribution to Differentiation Directions: Read the myth and complete at least one of the related activities. Activity 1: Write a poem to express the story of Arachne. How would you feel if you had lost what you loved most? How would being a spider Arachne change your life? Select one of the poem types below and write a poem using the format. None of the poems need to rhyme. Also, don’t forget a title! Arachne was a young girl who loved to weave both day and night. She wove the finest wool and silk. People Haiku: A poem with three lines. The first line has 5 syllables (meaning beats came from near and far to see her beautiful work. in a word; Example: spi-der has two syllables). The second line has 7 They exclaimed, “You must have been taught by Athena, the goddess of crafts!” At first, Arachne said syllables and the last line has 5. Haiku poems are usually about nature or that no one taught her. As the people persisted, animals. Write a poem about Arachne the spider.saying that someone must have given her such wisdom, she said that not evenAthena could make goods as fine as hers. Bio Poem: This poem expresses who someone is and how they feel. The poem begins with “I am _________________.” and ends with the same line. ForAthena was upset by this, and appeared before Arachne. Athena asked the middle of the poem, choose at least four of the phrases below (or createArachne if she still felt she was better than the goddess. Arachne said, “Yes. I your own!). These phrases will complete the poem and tell how Arachne feelsam a better weaver than you.” during a part of the story.Athena arranged a contest where each woman would weave on their loom.Zeus would be the judge of the competition. If he deemed Arachne’s work to I wonder… I want… I cry…be superior, Athena vowed to never use the loom again. However, if Athena’swork was better, then Arachne had to promise the same. I hear… I pretend… I say…The day of the competition, Arachne wove a beautiful tapestry. It was thin I see… I touch… I try…and light, yet it was strong. It was made of beautiful colors, and all presentwere impressed by her skills. Then, Athena began to weave an even more I give… I have… I become…enchanting scene, using all the beauty the world offered her. Changing Poem: In this poem you will describe Arachne changing from aAthena was angered by the way the woman had boasted and made her feel human to a spider. The first line is, “Arachne, you are changing, changing.”guilt. Arachne was ashamed of what she had done and suddenly realized she And the last line is, “You are a spider.” In the middle, describe the changewould never weave again. Arachne didn’t even want to live any longer because Arachne goes through. What does she feel? How does she see the world now?she could not do what she loved most. Athena took pity on the young girl,and transformed her into a spider, so she could continue to weave all of her Describe what she eats, where she lives, what she does, and what she looksdays. like now.
  15. 15. Great Resources for You!• http://daretodifferentiate.wikispaces.com - A site that has tons of differentiation strategies, templates, and examples!• http://www.hoagiesgifted.org/differentiation. htm - Tons of reading materials on differentiation• If you are interested in more menus, check out Laurie Westphal’s Differentiating Instruction with Menus books.
  16. 16. Differentiated Center Resources• http://www.teachervision.fen.com/learning- center/new- teacher/48462.html?page=1&detoured=1 - Website for centers• http://www.slideshare.net/cahadley/hadley- differentiated-learning-centers-1783131 - Slideshow on differentiated centers Book on differentiated literacy centers by Margo Southall
  17. 17. Bibliography• (2012). Dare to Differentiate Strategies. Retrieved March 13, 2012 from http://daretodifferentiate.wikispaces.com/• Individual Educational Programming Guide: The Compactor. (1978) Mansfield Center, CT: Creative Learning Press Inc.• Individual Educational Programming Guide: Strength-A-Lyzer. (1978) Mansfield Center, CT: Creative Learning Press Inc.• Owocki, G. (2005) Time for literacy centers: How to organize and differentiate instruction. Retrieved from http://www.heinemann.com/shared/onlineresources/E00731/chapter4.pdf• Position Statement: Acceleration. National Association for Gifted Children. (2004) Retrieved from http://www.nagc.org/index.aspx?id=383• Reis, S., & Renzulli, J. (n.d.). Curriculum compacting: a systematic procedure for modifying the curriculum for above average ability students. School Wide Enichment Model, 8. Retrieved from http://www.gifted.uconn.edu/sem/semart08.html• Westphal, Laurie (Guest). (2010, March 6). Differentiating Instruction for Gifted Students [Show 4]. Prufrock Press Podcast. Podcast retrieved from http://resources.prufrock.com/GiftedEducationBlog/tabid/56/articleType/Articl eView/articleId/392/Default.aspx• Westphal, L. (2007). Differentiating Instruction with Menus. Austin, TX: Prufrock Press Inc.

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