Grasping Differentiation for Advanced Students

1. Grasping Differentiation
for Advanced Students
Amanda Vickers – East Lincoln Middle School
Erin Deans – West Lincoln Middle School
Pam Harris – North Lincoln Middle School
Rhoda Maynard-Yoder – Lincolnton Middle School
avickers@lincoln.k12.nc.us
edeans@lincoln.k12.nc.us
pharris@lincoln.k12.nc.us
rmaynardyoder@lincoln.k12.nc.us

3. What We Know About Advanced Learners
 http://www.ascd.org/publications/books/101043/chapters/The_Rationale_for_Differentiated_Instructi
on_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”

4. 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.

5. 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.

6. GREAT! How does that work?
MUST know your students
Flexible grouping
Homogeneous Groups
Heterogeneous Groups
Peer/Self Assessments
Rubrics

7. 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

8. Thinking Skill
What Students Do

9. www.byrdseed.com/differentiator

10. Differentiate Thinking Skill – What Will Your Students Do?
With Bloom’s Taxonomy and the Differentiator
Using chapter three in your social studies book, list
three important events, people, inventions or
discoveries from the Renaissance.
Very low thinking skill - listing

11. 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 – judge
Content – significance and contribution
Resource – text book
Product – persuasive essay

12. 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)

13. 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.

14. Differentiate Resources
Internet sources
Articles
Encyclopedias
Other textbooks
Maps
Art

15. Differentiate Product
A 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

16. When to Differentiate
Whole group – to add more rigor to classroom lesson
Flexible groups – to add levels of rigor to meet the needs of
students
Individualized plans – to meet the needs of students with
exceptionalities
Choice – give three options to students and allow them to self-
differentiate

17. Science
Content Specific Ideas

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

19. Structured Creation
http://www.byrdseed.com/creating-in-science/
1. Motivate and Excite Students – Hint at Final Product
1. 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 questions
1. 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.

20. 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.

21. 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.

22. 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.

23. 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.

24. 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.

25. 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.

26. 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.

27. 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.

28. Math
Content Specific Ideas

29. Box Office Totals
http://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)

30. 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

31. Vacation Time
http://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.

32. Google Earth Ski Slopes
http://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)

33. Social Studies
Content Specific Ideas

34. The Great Depression
http://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

35. 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

36. 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
systems
End Result: Generalizations relating to the 5 themes of
geography

37. Bumper Sticker
Rubrics 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

38. Bumper Sticker
Rubrics 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

39. Bumper Sticker
Rubrics 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

40. Language Arts
Content Specific Ideas

41. www.byrdseed.com/respondo

42. 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.

43. Writing Biographies
http://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.

44. Category Swan Dive
20-18 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 details
Missing 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.

45. Think Dots – Vocabulary Review
http://curry.virginia.edu/uploads/resourceLibrary/nagc_cubing__think_dots.pdf
Connect It
An 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 It
What is this word’s definition? Explain what this word
means in your own words.
Use It
Create a concrete poem using this word as the
poem’s subject
Collage It
Create a collage of words and images which
represents this word.
Evaluate It
In 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 It
Give 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.

47. Just Remember…
everyonegetting
thesamething.
everyonegetting
what they need in order
to be

48. 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

49. 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.