Dif f erent i a t ion Component 5 of the Competencies Collaboration SEVA Council of Gifted...

DifferentiationComponent 5 of the Competencies Collaboration

SEVA Council of Gifted Administrators

Reflection Questions

1. What are the five main components of classroom differentiation?

2. The teacher’s responsibility in providing appropriately differentiated instruction includes what five tasks?

Table of Contents

Definition of Differentiation The Basics of Differentiation Differentiation of Content Differentiation of Instructional Process Differentiation of Products Differentiation of Assessments Differentiation of Learning Environment Summary

What is Differentiation?

Definition

Differentiation is the deliberate adjustment of the content, process, and products of instruction to make sure that each student can maximize his or her learning. It is the process of making the instruction a good fit for each student.

Why differentiate?

Think of it as a baseball analogy. The pitcher will need different training than the outfielder or the person on first base, but if everyone gets the right coaching, then the whole team wins the game.

Starting Point: Questions Teachers Should Always Ask Before Starting a Unit of Instruction

What should students know, understand, and be able to do as a a result of this learning assignment?

How am I going to know who’s learning what I intend, and who already knows it?

What am I going to do now that I know who’s where relative to my learning goals?

What do I need to do to ensure that my classroom actively supports the success of each student?

That’s differentiation!

The BasicsDifferentiation is not…• Just more of the same work for

advanced students• Random groups all doing the same

work• Advanced students tutoring

struggling students• Mostly whole class instruction with

the same assignments for everyone• Just remediation• Only for elementary classes• Grading differently based on

perceptions of students’ capabilities• Blue paper vs. green paper

But you already knew that, right? OK, differentiation for you! Let’s take it to the next level.

Differentiation is…• Varied assignments for

students at different levels of readiness or achievement

• Authentic choices for students to demonstrate what they have learned

• Adjustment of pacing, resources, and instructional strategies to meet the needs of ALL students

• Using pre- and post- assessments to create a good fit of instruction to the students

What is appropriately differentiated instruction for gifted students?

From the Regulations: “Appropriately differentiated curriculum and instruction” means curriculum

and instruction adapted or modified to accommodate the accelerated learning aptitudes of identified students in their areas of strength. Such curriculum and instructional strategies provide accelerated and enrichment opportunities that recognize gifted students’ needs for Advanced content and pacing of instruction; Original research or production; Problem finding and solving; Higher level thinking that leads to the generation of products; and A focus on issues, themes, and ideas within and across areas of study.

Such curriculum and instruction are offered continuously and sequentially to support the achievement of student outcomes, and provide support necessary for these students to work at increasing levels of complexity that differ significantly from those of their age-level peers.

What does effective differentiation look like?

The five main components

of classroom differentiation: Content/curriculum Instruction (process) Student products Assessments Learning environment

According to Dr. Joyce VanTassel-Baska, appropriate differentiation to meet the needs of gifted students includes increased: Acceleration and abstraction Depth and complexity Creativity and challenge

As you go through this presentation, note how these concepts can be included in each of the five main components.

Understanding Differentiation of Content

Effectively differentiated content includes

adjustments in: Subject specific content Mandated SOL content Pacing guides, aka compacting Resources Vocabulary Themes and concepts Goal-setting

As you go through the next sets of slides, try to see where you are on the continuum – are you at the novice level or professional level or master level? What ideas do you have for reaching the next level?


Subject specific content

What does it look like?

Master(Ideal)

Professional Novice(Minimally Acceptable)

Curriculum and lesson plans include consistent, specific opportunities for expansion, enrichment, compacting, and advanced understanding, as well as specific opportunities for extra practice/remediation

Some differentiated lessons and assignments for varying skill levels are evident in curriculum and required daily/weekly lesson plans

Some students (or one group) have differentiated assignments, but differentiation is evident only in amount of work (number of problems, amount of reading, length of writing)


Mandated content (SOL)


Master(Ideal)


State standards have provisions for content to be accelerated, compacted, or expanded to increase depth, breadth, and complexity for students who demonstrate mastery.

Some provision is made in daily and weekly lessons for content that is more complex, advanced, or enriched beyond minimum standards.

Students who have demonstrated prior mastery of minimum standards are given enrichment activities, but the activities are not specifically designed to provide greater depth of understanding in the content area.


Pacing of Curriculum


Master(Ideal)


Pacing guides incorporate flexibility with suggestions for compacting or enrichment when students demonstrate early mastery of content; teachers/teams consistently provide acceleration of instruction as appropriate to accommodate accelerated learning aptitudes

Pacing guides provide some adaptations for advanced students in most units of instruction. Teachers meet content requirements in pacing guides and adapt pacing of instruction to meet student needs.

Little evidence of flexibility in pacing guides for students who have already mastered material; little evidence of adaptations in pacing by teachers to meet needs of students


Vocabulary Development


Master(Ideal)


Varied, advanced vocabulary is consistently used; a variety of word study strategies is used (thesaurus, word etymology, etc.); word wall is dynamic and updated often

Appropriately advanced vocabulary is occasionally used; some word analysis occurs; word wall has concept categories/is multi-disciplinary

Minimal use of advanced vocabulary; word wall is solely content-based (e.g. science vocabulary)


Resources


Master(Ideal)


Resources specified in curriculum include primary sources, varied internet sites, news media, interviews, artifacts, trade books; resources provided are varied according to skill levels and interests of students

Some primary resources and varied sources of information are used, with different resources and sources being used according to skill levels and interests of students

Resources are teacher-prepared materials, encyclopedias, Wikipedia, or video clips; minimal differentiation in resources for different skill levels or interests of students


Themes and Concepts


Master(Ideal)


Curriculum includes many opportunities for cross-disciplinary and real world connections; abstract concepts; focus is on issues, themes, and ideas within and across areas of study; “change” or “conflict”

Some evidence of cross-disciplinary and real world connections; some evidence of “big picture” ideas; some evidence that advanced students are challenged with more abstract concepts and themes

Curriculum content is subject specific; concrete; few opportunities for real world problem solving; “rainforests” or “Battle of Trafalgar”


Goal Setting


Master(Ideal)


Teachers set specific achievement and learning goals for their advanced students to ensure that all students demonstrate measureable academic and intellectual growth.

Teachers set learning goals for advanced students as a group but not for individual students with unique or highly advanced skills and needs.

Teachers set learning goals for the class as a whole with little specificity for advanced students.

You know those class goals on your new teacher evaluation form? Make sure you have accounted for the students who mastered the pretest at 80% or above – what do THEY get to learn?


Summary

We have reviewed differentiation of subject specific content, mandated SOL content, pacing guides, resources, vocabulary, themes and concepts, and goal-setting.

Your turn

1. What do you already do in your classroom to differentiate content for your students?

2. Have we left out any critical pieces to this so far? If so, what?

3. What are the possible barriers that you see to implementing differentiated content? How might you overcome them?

4. What do you think you might be willing to try next?

A word about fairness…

Sometimes teachers or students may feel that it isn’t fair for some students to be doing more (or less) than other students. Remember that everyone is unique and has different educational needs. Just as it wouldn’t be fair to leave Babe Ruth on a Little League team, or leave Yo-Yo Ma in a garage band, it wouldn’t be fair to deny students appropriately challenging work and the support they need to help them fly.

Understanding Differentiation of Instructional Process

Effective differentiation of instructional

delivery includes adjustments to: Developing student skills Lesson structure Questioning strategies Use of technology Assignments Independent work Accommodations Acceleration Helpful forms


Content Presentation and Instructional Delivery


Master(Ideal)


Instruction is flexible and varied, includes opportunities for independent learning, meets needs of varied learning styles and skill levels; focus more on original or current sources than on textbook

Instruction is often varied (lecture, small group, discussion, seatwork, student-led, etc.) according to content/task with some variance according to skill levels; multiple real-world or original sources to supplement textbook

Instruction has some evidence of variability for learning styles and minimal variability for skill levels; may use one or two resources other than textbook


Developing Student Skills


Master(Ideal)


Students are given consistent opportunities to develop skills in critical thinking, abstract reasoning, creativity, problem finding and solving, higher level thinking that leads to the generation of products

Students are given opportunities to develop some above grade level literacy and computational skills and to extend those skills as appropriate, and have some opportunities to develop critical thinking skills

Students are only given opportunities to develop grade level literacy and computational skills; thinking is consistently concrete and rote; occasional higher level thinking is “extra” and not part of required content


Lesson structure


Master(Ideal)


Format is widely variable and flexible; includes evaluation, discussion, predictions, experimentation, reflection; supports complexity, creativity, and curiosity; lessons are tiered to meet varying student skill levels

Some lessons are tiered to meet students’ varying levels of ability and interests; some lessons are project-based; instruction varies (flexible groups, projects, multi-media, experiments, activities, student-student interaction, mnemonics)

Lessons are tiered with differentiation in quantity rather than complexity; limited individualization; “games” focus on memorization/recall; some hands-on manipulatives


Questioning Strategies and Discussions


Master(Ideal)


Discussions include student-student responses, abstract thinking and reasoning, high level questions: “why,” “what if,” creative open-ended responses are encouraged; Socratic strategies may be used; questions frequently are open-ended (evaluating, creating) both in discussions and on assignments

Questions are frequently analytical with occasional opportunities for open-ended (evaluating, creating) responses on assignments and discussions

Some evidence of analytical or reasoning questions; questions rarely open-ended; focus is on correct/incorrect answers; preponderance of questions are at basic content knowledge/recall level regardless of skill level of student


Use of Technology


Master(Ideal)


Technology supports creative instruction; technology is used for student presentations, student research, and student publications; technology is used to support advanced learning (such as on-line mini-courses, digital books)

Teacher uses technology to support individual student needs, both to support struggling learners (“practice”-type games) and to challenge advanced learners (independent research or advanced/enriched skill acquisition); focus is on student use of technology more than on teacher use of technology

Teacher uses flipcharts or smartboards; may use internet as a resource for whole class; focus is on teacher use of technology; little evidence of individualized use of technology


Assignments (seatwork, homework, “fun” sheets, worksheets)

What do they look like?

Master(Ideal)


Assignments are deliberately designed to meet individual needs and skill levels, providing appropriate challenge, advanced learning, and remediation as needed; students who consistently finish early (and correctly) are given interesting, advanced assignments; less repetition and practice may be needed for advanced students - need is determined by pre-assessments and formative assessments; worksheets are differentiated in complexity and type of task (include higher level questions)

All assignments are meaningful, not just “busy work”; supplemental assignments for advanced students may include independent research with student choice of topic (including solving real world problems) or critical thinking skills; students who have mastered concepts will have less repetitive practice; assignments vary in complexity; homework is tiered to skills and remediation needs of students; thinking maps and a variety of graphic organizers are used to support non-verbal learners

Remediation is provided for students who need additional support; meaningful enrichment is provided for students who have mastered the content/skills. Standard worksheets are fill-in-the-blank, short answer, matching tasks, and some analytical tasks.Graphic organizers are provided. Pre-assessments are used to determine levels of assignments.


Strategies for assignments

Consider using:

Tiered lessons Mini lessons Graphic organizers Anchor tasks Thinking maps Jigsaws Literature circles Choice boards Tic-tac-toe choices KWL charts

Differentiate the amount of work required by:

Number and difficulty of problems

Length and type of writing Pages of reading and type of

reading Type of questions Demonstrated need for

practice Choice of products Complexity of tasks

Remember - Just more or less of the same work is not adequate differentiation!


AP classes and other honors classes at the middle and high school levels also have students with very different abilities, skills, interests, and needs, and consequently need to be differentiated-- just in different ways than in an elementary class. While covering the required content, the depth and breadth of the content, instructional strategies, and student products should all be differentiated to provide the most appropriately challenging experience for all of the students in the class.

That’s just for elementary classes, right? AP classes don’t need to be differentiated, because the students are all advanced.


Strategies for assignments

Most Difficult First:

Do consider giving your advanced students the 20% of the problems on your assignment that are the most difficult first. If they get the problems correct at 80% or higher, let them move on without having to do the rest of the problems. This strategy not only motivates the students to do well on harder problems, but it saves them the frustration of having to complete repetitive work that they have already mastered.

Don’t require students to always achieve 100% mastery before accelerating them or allowing them to move ahead. It is unrealistic – we all make occasional mistakes!!

Some teachers would argue with this… what do YOU think?


Independent Work


Master(Ideal)


Students have opportunities to do original research and writing, structured by the needs and interests of the students; have differentiated assignments; and have choices of topics and products

Independent projects are assigned but students have minimal choices in topics or products; rubrics are used for evaluating products for evidence of understanding

Topics and products for independent projects are assigned by teacher; evaluation rubrics focus on “neatness” rather than understanding (everyone does diorama/poster on desert habitat)


Strategies for independent work assignments

Consider using: Learning centers Learning contracts Mini lessons Task cards Independent study/research contracts Menus of choices (on a cube, in a recipe box, in file folders) Technology-based presentations Online lessons Clear rubric for evaluation of independent projects


Accommodations for Special Needs


There are no options here. This is an absolute requirement by law.

Accommodations or modifications determined by the division’s special education IEP or 504 team are incorporated into the instructional plan. Gifted services are a part of IEP, 504, and other team meetings as needed. All resource teachers, including gifted teachers, are kept in the informational loop for special needs students.


Acceleration


“When the student is so advanced that you can no longer accelerate the content, then it only makes sense to accelerate the student.”

Acceleration can mean moving a group of students through the curriculum at a faster pace, thus making time for additional enrichment or advanced learning opportunities, or it can mean moving a student to a different group, class, or grade level.

If whole grade acceleration for a student is a possibility, consider using something like the IOWA Acceleration Scale, which helps teachers and administrators objectively evaluate all of the factors that need to be considered in making this decision for an advanced student.


Helpful forms


Sample forms that might be useful to you (can be obtained from the internet, professional teacher resources, your gifted coordinator, or colleagues): Student learning profile form Learning plan/grid Progress chart for each student Project/product evaluation rubrics Independent learning contracts


Summary

We have looked at a number of concepts and strategies for differentiating the instructional process in a classroom, including instructional delivery, development of student skills, lesson structure, questioning strategies, use of technology, assignments, independent work, and acceleration.

Your turn

1. What other instructional strategies have you already used to differentiate for your students? Were they successful? Why or why not?

2. What assistance would help you be able to differentiate more effectively?

3. Do you remember a time when one of your teachers differentiated an assignment for you? How did you feel about that experience?

Understanding Differentiation of Products

Effective differentiation of products includes consideration of options for: Projects Choices Problem solving


Projects


Master(Ideal)


Real world audience and applications; demonstrates application of understanding; cross-disciplinary; students are involved in goal-setting for products; products may be open-ended or original

Assignments are tiered by student skill levels; assessment is through rubrics; students have some choices and options for products

Projects demonstrate basic understanding of content and subject; Student has minimal choices; assignments may have some differences in levels of complexity


Projects

The key to differentiated projects is really to go beyond the basic poster, diorama, or timeline.

Projects should have a real-world or cross-disciplinary connection whenever possible. Try a public service announcement for____; a web page of authoritative resources for____; publishing a story or article; a multimedia report including animations, edited photos and theme music; writing a costume drama; or a cross-disciplinary timeline relating discoveries in science to political activities and changes in artistic portrayals in the middle ages.

Give students choices so that they can use their strengths in music or photography, or their interest in animals or outer space, or their knowledge of languages or mathematics or robotics, to demonstrate understanding of content in creative and intriguing ways. Then publish their work! (The ultimate motivator is public recognition for great work.)

How do you grade such diverse projects? Use rubrics based on understanding of the content and clarity of concepts presented.

And that brings us to…


Student Choices


Master(Ideal)

Professional NOT Acceptable(Yikes!)

Students have multiple choices for process and product; content varied by areas of student strengths or interests; product is graded on application and understanding; use of rubrics for evaluation

Students have authentic choices for process and product to demonstrate understanding; creativity is encouraged

No options (everyone does a poster on cells or diorama on desert habitat); graded on presentation or neatness or following directions exactly rather than on demonstration of understanding of content; all projects look exactly alike


Problem Solving


Master(Ideal)


Unpredictable outcomes (open-ended); abstract; multi-disciplinary; real-world applications; student-generated problems; variations in process accepted; includes research

May include Odyssey of the Mind creative problems; may be related to current world/local issues or related to practical life skills; generally thought-provoking; will probably have multiple solutions

Occasional opportunities for problem-solving and experimentation using teacher-generated problems; NOT limited to concrete problems or “correct” answers and results


Checklist for Projects and Products

Does the final product include evidence of critical (analytical or evaluative) thinking?

Does it give the student a chance to demonstrate deep understanding of a concept?

Is there a cross-disciplinary connection? Does it involve creative thinking or originality? Does it involve research or independent learning? Does it involve real-world problem solving? Are there multiple possible solutions? Do the students have choices? How is it differentiated for different skill levels? Is there a clear rubric for evaluating the project? How can the projects be shared?


Summary

We’ve given you lots of ideas here about differentiation of projects and products, about including problem solving activities, and about giving students choices.

Your turn

Sometimes teachers say they cannot do these kinds of activities because it takes so much time, and sometimes teachers say they cannot do this because they can only teach what is on the SOL exams. What is your response to those concerns?

Understanding Differentiation of Assessments

Effective differentiation includes an understanding of how to use options in: Pre-assessments Content knowledge assessments Reporting of outcomes


Pre-Assessment


Master(Ideal)


Pre-assessment data is used to modify, compact, or extend the unit. Curriculum provides pre-assessments for each unit of study, with alternate lessons for students who demonstrate prior knowledge (already know it) and students who have insufficient prior knowledge (haven’t learned prerequisite skills)

Pre-assessments are used frequently for data collection and to determine levels of instruction for advanced learners as well as for students who may need remediation, so that pacing and content of instruction can be adjusted as needed

Pre-assessments are used but the data are only used to modify instruction for students who are in need of intervention or remediation; pre-assessments are used at beginning of each major unit of instruction


Pre-assessments can include: Flow charts KWL charts Venn diagrams Concept maps Drawing or labeling diagrams or pictures Experimental design Short answers; true-false responses Brief essays or other written responses Multiple choice quizlets Entrance/exit “tickets” Responses to discussions

• Pre-tests should not be more comprehensive than post-tests• Motivation is key – use “Here is what you will learn in the next six

weeks” rather than “Here is a test I know you will fail.”


Content Knowledge Assessments

Master(Ideal)


Assessments should be varied: rubric-based; opportunities for self-assessment and reflection; essays; open-ended responses; justify reasoning and process used; assesses application of skills; “why do you think…”, student choice of products to demonstrate understanding.Progress is monitored with above-level testing as needed to determine growth.

Students are given some choices of multiple ways of demonstrating understanding of content; may include short essays, creating diagrams that explain concepts, multi-media presentations, publications; test questions include application of skills as well as knowledge of facts; some questions require creative thinking; both formative and summative assessments are used; includes opportunities for self-assessment

Multiple types of assessments may be used; some evidence of critical analysis and application of skills as well as factual recall on tests; frequent informal assessments used to monitor progress


Reporting of Outcomes


Master(Ideal)


Monitored and assessed student outcomes based on individual student’s assessed needs are reported to parents; includes assessment of each gifted student’s intellectual and academic growth; includes multiple sources of information; rubrics may be used as a supplementary measure in reporting or assessment

Multiple sources of information may include rubrics, student products or culminating projects, portfolios, self-evaluations, learning logs, and other authentic assessments in addition to report cards

Division-specified report cards with comments; several sources of information in addition to grades are used to document growth; supplemental information is general but not specific for each student


Summary

Pre-assessments are critical, content assessments should include higher level thinking, and outcomes should be reported in multiple ways.

Your turn

1. Who says assessments can’t be fun? Instead of having assessments be a necessary torment, how can you make them more appealing?

2. How can the assessments be a real part of the learning experience, rather than an over-and-done assignment?

Understanding Differentiation of Learning Environment

An effectively differentiated

classroom includes adjustments in: Flexible grouping Schedules Behavioral expectations Student support


Flexible grouping


According to Carol Ann Tomlinson, the teacher deliberately places students in groups or teams based on the students’

readiness (skill levels in reading, math or writing), interests, or learning profile (learning style)

Students may work with one group for one activity, and a different group for another activity. For some assignments, the student may be given the option to work alone instead of in a group, or may choose team members. Groups may be small or large. The key is flexibility.


Flexible grouping

What does it look like? Do you think this murmuration of starlings is an example of flexible grouping? Why?


Flexible Grouping


Master(Ideal)


Students are grouped in various flexible groups according to skill levels (readiness), interests, or learning styles; groups may be multi-grade level; membership of group is deliberately planned for each specific learning task; students may have the option of working alone if they prefer for some tasks

Groups have appropriately differentiated tasks and students are usually grouped by skill level in a particular task; groups are monitored to avoid one student shouldering the work of the whole group; gifted students may be clustered in same group if at same level for that assignment

Students may be in small groups with different tasks, but groups are arbitrary, not flexible or not planned according to skill levels or interests; putting one gifted student in each group as the “leader” is not acceptable


Schedules


Master(Ideal)


Instructional time is provided during the school day and week for students to work with age-level peers, work with intellectual and academic peers, and work independently

Master schedules are designed to facilitate movement as needed for above or below grade level instruction in content areas (second grader can move to fourth grade reading class); teachers have opportunities for vertical teaming to support cross-grade instruction

Advanced students may have some opportunities to work together with other students at same level of achievement, but such opportunities are inconsistent or infrequent because of schedule conflicts


Behavioral Expectations


Master(Ideal)


Students are active participants with constant opportunities for questioning, students may need to have time for divergent or seemingly off-task trains of thought; students given flexibility for perseverance on some topics; opportunities for student movement (changing groups, changing activities)

Teacher is frequently “guide on the side” rather than “sage on the stage;” some flexibility is allowed for pursuing topics of more interest in depth; students are usually active participants; active questioning is evident; students may have choices for planning time or activities

Focus is primarily teacher to student; some opportunities for student generated questions; little opportunity for students to pursue topics of interest in more depth; students may have some opportunity to move actively (kinesthetic learning) and/or generate discussions


Student Support


Master(Ideal)


A variety of supports are provided for struggling students as well as advanced students who may have “gaps,” and for advanced students who need additional challenges (may include mentors, advanced online mini-lessons, partnerships with colleges, etc.)

Teacher provides consistent differentiation and support for struggling and advanced students, with documentation through parent contact logs, tutoring logs, certificates of completion of mini-courses, etc. Peer tutoring may occur after/before class hours. Authentic enrichment is provided for students who demonstrate prior knowledge.

Tutoring or additional instruction is provided by teachers for struggling students in remediation/intervention; enrichment time occurs but is primarily worksheets or “more of the same.”


Student Support

What should it NOT look like?

Not Acceptable(Yikes!)

Advanced students are required to spend class time tutoring struggling students, which does not facilitate knowledge gain or skills growth for the advanced students. Enrichment is primarily playing games or doing “fun sheets,” and is not tied to advanced content knowledge. Gifted students are expected to always know the material and are not given additional support when needed.

Would you argue that these activities are OK under some circumstances? Why or why not?


What stays the same in a differentiated class?

Learning goals All students should gain an understanding of the core concepts. The instructional process used to help students gain that understanding is differentiated, but the goals themselves are neither simplified nor are they used as a ceiling.

Meaningful, thoughtful assignmentsIt is definitely “not fair” if only the advanced students get fun projects while everyone else gets worksheets. All students should have respectful, interesting work, and support as needed.


Summary

Flexible grouping and flexible scheduling are both important pieces of the differentiated educational experience. Behavioral expectations and student support may look very different in a differentiated classroom than in a one-size-fits-all classroom; both are part of a student-centered environment rather than a teacher-centered environment.

Your turn

1. What do you see as the biggest barriers to implementing flexible grouping in your grade level or school? How might you overcome those barriers?

2. What is your biggest success story in differentiation? Why do you think that was so successful?

Summary

The teacher’s responsibility in providing appropriately differentiated instruction includes:

1. Providing differentiated learning opportunities on a daily basis (classwork, homework, independent work)

2. Organizing the classroom for maximum learning (flexible grouping, schedule adjustments, etc.)

3. Meeting with students for direct instruction and providing feedback on independent work and assessments

4. Sharing resources, lessons, strategies, and assessment data with other teachers on the team

5. Communicating with specialists (ELL, Special Education, Gifted) to support students’ learning

Summary

We hope you now feel more

confident

thanoverwhelmed

But here are a few more pointers, just in case!

Summary

Still just learning to fly with differentiation strategies?

Here are some random hints from your colleagues who have “been there”: Don’t bankrupt your planning time. Work more efficiently, not longer. Be a kid watcher – see your student as individuals rather than a

“class” or large group. Respond to what you see. Use timelines to help you and your students stay on track. Establish clear criteria for success for your students and for you. Use process logs or expert journals to document your progress. Don’t resort to peer tutoring. It is neither helpful nor fair for the tutor,

who should be using the time to expand his or her own learning. Think different work, not more work, for the advanced student.

Resources

Professional standards for teachers of the gifted:http://www.nagc.org/index2.aspx?id=978

Great website for all things gifted, including teacher resources:http://www.hoagiesgifted.org/

Carol Ann Tomlinson books: How to Differentiate Instruction in Mixed Ability Classrooms The Differentiated Classroom Differentiation for Gifted and Talented Students

ASCD Educational Leadership: For Each to Excel http://www.ascd.org/publications/educational-leadership/feb12/vol69/num05/toc.aspx

Interesting discussion: http://www.readingrockets.org/article/263/ Flexible grouping: Winebrenner and Brulles, The Cluster Grouping Handbook Great ideas for elementary, middle and high school differentiation (scroll through

document to access each level): http://foi.deewr.gov.au/documents/gifted-and-talented-education-professional-development-package-teachers-module-5

Lots of links to podcasts, sites and more: http://daretodifferentiate.wikispaces.com/Background+information+on+differentiation

http://www.nagc.org/index2.aspx?id=978

http://www.nagc.org/index2.aspx?id=978

http://www.hoagiesgifted.org/

http://www.hoagiesgifted.org/

http://www.ascd.org/publications/educational-leadership/feb12/vol69/num05/toc.aspx

http://www.ascd.org/publications/educational-leadership/feb12/vol69/num05/toc.aspx

http://www.readingrockets.org/article/263/

http://www.readingrockets.org/article/263/

http://foi.deewr.gov.au/documents/gifted-and-talented-education-professional-development-package-teachers-module-5



http://daretodifferentiate.wikispaces.com/Background+information+on+differentiation



Reflection Questions 1. What are the five main

components of classroom differentiation?

2. The teacher’s responsibility in providing appropriately differentiated instruction includes what five tasks?

3. What will you consider trying in your classroom?

4. Have your ideas about differentiation changed? Explain why or why not.

5. Overall, how would you rate your current skills and expertise in differentiation? What information or assistance do you still need?

Post-Assessment

What are three things you learned about differentiation?

What are two ways you can connect this information to your existing instructional ideas and strategies?

What is one burning question or need that you have?

Dif f erent i a t ion Component 5 of the Competencies Collaboration SEVA Council of Gifted...

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