Differentiation in Your Classroom Created by Amanda Arthur and Dale Casper Gifted Intervention Specialists Huron City Schools
Dec 25, 2015
Differentiation in Your Classroom
Differentiation in Your Classroom
Created by Amanda Arthur and Dale CasperGifted Intervention Specialists
Huron City Schools
Created by Amanda Arthur and Dale CasperGifted Intervention Specialists
Huron City Schools
Definition of Gifted and Talented Students Children and youth who give evidence of
high performance capability in areas such as intellectual, creative, artistic, leadership and/or specific academics who require services not ordinarily provided by schools to develop such capabilities (Davis and Rimm).
Characteristics of Gifted and Near Gifted Positive Behaviors Inquisitive Rapid learning Superior reasoning Task oriented Witty Independent Abstract thinking
Negative Behaviors• Underachievement• Depression• Perfectionism• Interpersonal
difficulties• Frustration• Poor self image
Almost Gifted…
90-94%tile in the nation (95%tile=gifted) High Ability High Functioning High Performing Require alternate assignments
Howard Gardner & Multiple Intelligences
• Logical/Mathematical “number/reasoning smart”
• Visual/Spatial “picture smart”• Body/Kinesthetic “body smart”• Musical/Rhythmic Intelligence “music smart”• Interpersonal “people smart”• Intrapersonal “self smart”• Verbal/Linguistic “word smart”• Naturalist “nature smart”
Differentiation Independent studies (advanced concepts) Alternate spelling lists (menus, extension
activities) Choices (ex. contracts, menus, tic tac toe boards) Product lists (ex. 101 Ways to Share a Book) Flexibility (grouping, assignments) Presentation of alternate assignments Detailed rubrics
Differentiating ReadingWhole-Group Instruction
• All read the same book• Whole-class learning• Students read different
books but do the same learning tasks.
• Skill work by direct instruction
• Theme-based literature circles; teacher-directed learning
• Standards and regular curriculum are taught directly to students.
Differentiation for Gifted and Almost Gifted
• Different books/same theme• Study guide with or without
Extension Menu.• Read self-selected book
different learning tasks.• Compacting and contracts for
selective skill work and faster pacing.
• Self-selected literature with study guide and Extension or reading activities menu.
• Direct instruction only on content not mastered
• Students take instruction only on content they have not
“Jumping at several small opportunities may get us there more quickly than
waiting for one big one to come along.” -Hugh Allen
“Jumping at several small opportunities may get us there more quickly than
waiting for one big one to come along.” -Hugh Allen
Teaching for UnderstandingThinking Routines
Thinking is a learning activity.Thinking Routines cannot be rushed; time must be allotted for thought processing.
Teaching for Understanding Performances of Understanding
The student can: Explain and give examples Use and apply flexibly Ask probing questions Compare and contrast Generalize Examine differing points of view Recognize a performance that shows Understanding Show confidence to teach to others
Teaching for Understanding Bloom’s Taxonomy of Thinking Skills
Knowledge: Recall of data (facts, definitions, numbers, letters, etc.). Comprehension: Understand the meaning, translation, interpolation,
and interpretation of instructions and problems. State a problem in one's own words.
Application: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations.
Analysis: Separate material or concepts into component parts so that its organization or structure may be understood. Distinguish between facts and inferences.
Synthesis: Build a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.
Evaluation: Make reasonable judgments about the value of ideas or materials.
Teaching for Understanding Thinking Routines – Six Key Practices:
Describe what is there –What do you see and notice?
Build explanations – What’s really going on? Capture the heart – What’s at the core or
center of this? Make connections – How does this fit in? Reason with evidence – Why do you say
that? Consider differing viewpoints – What’s
another angle
Teaching for Understanding Core Thinking Routines:
See – Think – Wonder What Makes You Say That? Think – Puzzle – Explore Think – Pair – Share Circle of Viewpoints I used to Think… Now I Think….
Teaching for Understanding
See – Think – Wonder
Teaching for Understanding
Assessment As A Moment of Learning Rubrics
Items for evaluation must be grounded in the discipline.
Descriptors must be instructional by using concrete terms.
Emphasize creative and critical thinking.
Teaching for Understanding Assessment As A Moment of Learning
RubricsA rubric is a scoring tool that lists
the criteria for a piece of work, or "what counts"
(for example, purpose, organization, details, voice, and mechanics are often what count in a piece of writing);
it also articulates gradations of quality for each criterion, from excellent to poor.
Teaching for Understanding Assessment As A Moment of Learning
Rubrics are powerful tools for both teaching and assessment. Rubrics can improve student performance, as well as monitor it.
Rubrics help students become more thoughtful judges of the quality of their own and others' work.
Rubrics reduce the amount of time teachers spend evaluating student work.
Rubrics are readily adaptable, plus easy to use and to explain.
Teaching for Understanding Assessment As A Moment of Learning
Making Rubrics is Simple
1. List criteria for a piece of work, or "what counts"
2. Articulate gradations of quality: Describe the best and worst levels of quality, then fill in the middle levels based on your knowledge of common problems and the discussion of not-so-good work.
Teaching for Understanding Assessment As A Moment of Learning
Making Rubrics is Simple
List 4 gradations of quality
Brainstorm gradations of quality as: "Yes" "Yes, but…" "No, but…" and "No."
Link to Paragraph Rubric
“There is nothing more unequal than the equal treatment of unequal
people.” Thomas Jefferson
“There is nothing more unequal than the equal treatment of unequal
people.” Thomas Jefferson