Differentiation Review or Let’s Banish the “B” Words In Instruction Woodlawn Middle: Dec. 2011.

Differentiation Reviewor Let’s Banish the “B” Words

In Instruction

Woodlawn Middle: Dec. 2011

Dr. Carol TomlinsonRenown expert on differentiation

http://www.youtube.com/watch?v=01798frimeQ&feature=related

Susan Winebrenner, M.S.

A gifted and talented student is defined as “performing or showing the potential to perform at remarkably high levels ofaccomplishment when compared with other students of a similar age, experience, or environment.”

Characterized by performance-based instruction and assessment, the Gifted and Talented Education curricula offer strategies for:• Developing critical and creative thinking (allows for student interests)

• Using technology as a teaching and learning tool (allows travel anywhere)

• Implementing education which is multicultural (allows cultural relevance)

• Differentiating content instruction to meet the learning needs of all students (allows teachers to further direct specific learning)

https://intranet.bcps.org/offices/gt/pdf/handbooks/HandbookOfProcedures.pdf

As defined by BCPS---Office of Gifted Instruction

Gifted Curricula — Already differentiated from Standard----

1. Truly Gifted in that content or generally gifted2. Highly able or High achiever

3. Creative thinker4. Hard working Standard student

We’re usually differentiating at two or more levels anyway

Standard Curricula

1. Low, average student2. Hard working student

Or Highly able or High achiever student3. Gifted student

From Howard Gardner’sMultiple Intelligences Outline Intelligences to Address

+ Naturalistic Intelligence

The Interest Survey

Use inconjunctionwith assessments

http://printables.scholastic.com/printables/detail/?id=31714

So how do we differentiate? BCPS gives us a basis

Using curricula guides as our content basis, welearn about the student (interest survey), then allow:

• Student to create a report, based on interests

• Student to create a project, based on interests

• Student to research a person they’d like to learn about

----Teacher should be ready with 3-4 options from the product list AND a pass to the LMC. Let’s plan ahead of time.

----Teacher may use this strategy with students who have finished a lesson/unit early or with advanced learners.

• If the student is an advanced learner…

Product Options Chart(Or post to your “wiki”)

https://woodlawnmslibrary.pbworks.com/w/page/13039223/FrontPage

Bertie Kingore, Ed. D.Math & Sci. Task Boards

• If the student is an advanced learner…

The teacher should be prepared to addabstract thinking, complexity, & depth

to the project in order to further promote a “scholarly attitude.”

Dr. Donna FordRenown expert on gifted education

http://www.youtube.com/watch?v=adMFCNdbIsA

Works Cited

Winebrenner, Susan. Teaching Gifted Kids in the Regular Classroom. Revised. Minneapolis: Free Spirit Publishing, 2001. Print.

Kingore, Bertie. Differentiation: Simplified, Realistic, and Effective. Austin, TX: Professional Associates Publishing, 2008. Print.

Free Spirit Publishing, . "Susan Winebrenner, M.S.." Free Spirit Publishing. (2011): n. page. Web. 4 Dec. 2011. <http://www.freespirit.com/catalog/author_detail.cfm?AUTHOR_ID=26>.

Scholastic Printables, . "Interest Survey." Scholastic Printables. (2011): Web. 4 Dec. 2011. <http://printables.scholastic.com/printables/detail/?id=31714>.

Ford, Donna, Dr. Closing the Achievement Gap: Donna Ford. Interview. Web. <http://www.youtube.com/watch?v=adMFCNdbIsA>.

Tomlinson, Carol. "Carol Tomlinson on Differentiation: Responsive Teaching.". Ed. University of Virginia. Charlottesville, VA : Graceland University, 2011. Web. 5 Dec. 2011. <http://www.youtube.com/watch?v=01798frimeQ&feature=related>.