1. Dare to Differentiate!By: Sarah Roberts

2. Table of ContentsStrategies for Differentiation1. Acceleration & Curriculum Compacting2. IEPs for the Gifted3. Choice Menu Boards4. Centers5. Technology6. EnrichmentClick me! 3. Acceleration Grade skipping Telescoping students move quickly through the materials, so they completeseveral years of curriculum in less time; ex: grades 6, 7, 8, and 9 are completed inthree 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 AdvancedPlacement and International Baccalaureate programs Curriculum Compacting define the goals of a unit, determine and document whata student has already mastered, provide replacement for what the student hasalready mastered for a more challenging curriculum (See IEP on the next slide) Strategies: special classes, tutoring, independent study, online coursework orlearning programs, mentoring My strategy for younger grades: Teach the whole class at the beginning of thesubject and the gifted child at the end. Have the regular students do theirindependent work while the gifted child is learning, and have the gifted child dotheir 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. 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. Choice Menu Boards Tic-Tac-Toe (or Think-Tac-Toe)Animal Adaptation MenuGrade 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 BookCool Clicks! What does a caterpillar needClick on Option 3 in the Find a Cool Click video that in order to fit into itsAlphabet Organizer Box.you like and share 3 survival environment and survive inWrite the name of your animalfacts about your animal on the Costa Rican rainforest? and a way that they adapt to your MENU TRACKER card. Build a Caterpillar! Printtheir 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 SurviveEndangered Animals You! a Wildlife FilmDirector! How to penguin parents take Click on Radio Willow Web to care of their babies? Read this hear what 4th graders areYes, you can make a movie book, Penguin, Penguin andlearning about endangeredin minutes! Make a your draw a picture to show howanimals. Try your own podcast! very own penguins take care of each wildlife movie to share other. Staple your picture towith your friends! your MENU TRACKER card. Fast Facts! The Wild Classroom Cartoon Talk! Learn more about a NorthGo 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 youand print for our Class "Back adapt to their environment in can. Choose 2 animals and writeTalk" Wall! this encyclopedia calledhow they are alike and different. Glossopedia! Write your What would make it difficult for facts on your MENU TRACKERYOU to survive in the habitiat card. you chose? Record your notes in your MENU Tracker Card. 6. 2-5-8 Menu Board2-5-8 Gary Paulsen MenuName __________________________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 WritingqWrite 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 & ComprehensionrCreate a story map (plot graph) For Older Run.rWrite a one-page journal entry for a typical day in the life Gary Paulsen. Write from Paulsens point of view. Be sure and include details from the A Life in the Day.5 POINTS Application & AnalysisrPretend you are Gary Paulsen. Write five questions that someone interviewing you might ask. Be prepared to answer them about your (Paulsens) life.rCreate a collage on a 8 by 11 piece of paper to present the mood or tone of one of Paulsens stories. .qCreate a news report which covers the events in one of the Paulsen stories you read.qDesign a book jacket (see Book Jacket Instructions Handout for details) for one of Gary Paulsens stories.8 POINTS Synthesis & EvaluationrRead 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.rWrite a poem or song with at least 15 lines which represents one of Gary Paulsens stories.rDraw a cartoon with at least 8 cells which tells the continuation or the next day of one of Paulsens stories. All rights reserved by Cypress Fairbanks ISD, Houston, Texas 7. List Menu 8. Dinner Menu 9. Activities for Menu Boards 10. Evaluating Your Menu Board 11. Centers Task cards can have different levels of depth color code so students know whichcards to use during centers Separate centers set up for advanced or below basic learners that only thosestudents go to Provide project and center choices! 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 goodinformation from the internet in order to do online learning activities orresearch. http://www.achievement.org/autodoc/pagegen/atv/curriculum/ - Alibrary of unique videos that can bring the greatest achievers of our ageinto your classroom to help your students learn. Most videos are free todownload. 13. EnrichmentCenters or Activities forEarly FinishersIndependent StudyMore Creative orExtensive Activities 14. Enrichment My Contribution to DifferentiationDirections: Read the myth and complete at least one of therelated 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 spiderArachnechange your life? Select one of the poem types below and write a poem using the format. None of the poems need to rhyme. Also, dont forget a title!Arachne was a young girl who loved to weave both dayand night. She wove the finest wool and silk. People Haiku: A poem with three lines. The first line has 5 syllables (meaning beatscame from near and far to see her beautiful work. in a word; Example: spi-der has two syllables). The second line has 7They exclaimed, You must have been taught byAthena, the goddess of crafts! At first, Arachne said syllables and the last line has 5. Haiku poems are usually about nature orthat 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 Arachnes work to I wonder I want I crybe superior, Athena vowed to never use the loom again. However, if Athenaswork was better, then Arachne had to promise the same. I hear I pretendI sayThe day of the competition, Arachne wove a beautiful tapestry. It was thin I seeI touchI tryand 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 becomeenchanting 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 feelhuman to a spider. The first line is, Arachne, you are changing, changing.guilt. Arachne was ashamed of what she had done and suddenly realized sheAnd the last line is, You are a spider. In the middle, describe the changewould never weave again. Arachne didnt 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. Great Resources for You! http://daretodifferentiate.wikispaces.com - Asite that has tons of differentiationstrategies, templates, and examples! http://www.hoagiesgifted.org/differentiation.htm - Tons of reading materials ondifferentiation If you are interested in more menus, check outLaurie Westphals Differentiating Instructionwith Menus books. 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. Bibliography (2012). Dare to Differentiate Strategies. Retrieved March 13, 2012 fromhttp://daretodifferentiate.wikispaces.com/ Individual Educational Programming Guide: The Compactor. (1978) MansfieldCenter, CT: Creative Learning Press Inc. Individual Educational Programming Guide: Strength-A-Lyzer. (1978) MansfieldCenter, CT: Creative Learning Press Inc. Owocki, G. (2005) Time for literacy centers: How to organize and differentiateinstruction. Retrieved fromhttp://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 formodifying the curriculum for above average ability students. School WideEnichment Model, 8. Retrieved fromhttp://www.gifted.uconn.edu/sem/semart08.html Westphal, Laurie (Guest). (2010, March 6). Differentiating Instruction for GiftedStudents [Show 4]. Prufrock Press Podcast. Podcast retrieved fromhttp://resources.prufrock.com/GiftedEducationBlog/tabid/56/articleType/ArticleView/articleId/392/Default.aspx Westphal, L. (2007). Differentiating Instruction with Menus. Austin, TX: PrufrockPress Inc.