TIERED LESSONS

DIFFERENTIATED INSTRUCTION STRATEGIESEnrichment for Advanced LearnersCFHS Staff May 3, 2010

Karen Rumley District Coordinator of Gifted ServicesH.S. Gifted Intervention SpecialistPlan for todayEnriching ProjectsLessonsDay-to-day DifferentiationThinking aheadDifferentiation is a philosophy, not a strategy (Dr. Susan Rakow, Cleveland State University)

Why do/ would YOU differentiate for ANY of your Students?PLEASE take a MOMENTDiscuss at your table theENRICHMENT DIFFERENTIATION strategies you already use

Feel free to record-- Id love to collect a list of Best Practices to disseminate to you all!STEP ONE: PRE-ASSESSMENT!!!WHAT do YOU do?STEP ONE: PRE-ASSESSMENT!!!WHAT do they ALREADY know? (content, skills, etc.)WHAT can they LEARN MORE QUICKLY than classmates?WHAT background is needed to understand the lesson who has it & who does not?

Learning Styles/ PreferencesInterest InventoriesOther?STEP TWO: CLARIFY the GOAL!!!WHAT STANDARDS knowledge is to be demonstratedWHAT SKILLS are to be demonstrated?WHAT DISPOSITIONS are to be developed?

Begin with the end in mindPROJECTS:

WHAT do YOU do?PROJECT: MENUSAdd CHOICE and VARIETY to a lesson or projectVary TASK (verb ~ Blooms?)Vary PRODUCTVary METHOD (learning style?)

Consider designating one box Create your own project here -- Approve each self-designed learning activity before the student pursues it.

Develop multi-use rubrics

Consider allowing motivated students to combine or modify with your approvalassessment strategy?Enrich your PROJECT RUBRICS: Add a stretch column?Categories that extend from what is expected Require the attempt of X number of stretches? Option to stretch? SAFE stretching WOW points? CREATE YOUR OWN category?

LESSONS & ACTIVITIES WHAT do YOU do?TIERED LESSONS Alter the DEPTH of a lesson1. DetermineWHAT the OUTCOME of the Lesson is to beSkill-basedContent-basedPerformance-based

WHAT BACKGROUND some students may need to reach outcome

WHAT EXTENSION some students may pursue if they have mastered outcomeREADY-TO-GOREADY-TO-GO-FURTHERNOT-YET-READY

WHOLE GROUPIntroductionInstruction (can some kids skip this?)DIFFERENTIATED OUTCOMES (examples)Vary depthAdjust abstraction or complexity or sophisticationAdjust paceMore or less familiar contentMore or less advanced resourcesMore or less scaffoldingAmount of feedback/ monitoringProvide/ let students infer related strategiesProvide more/ fewer examplesRequire more/ less evidenceRequire more/ less independence/ collaboration

EXAMPLES:Class/ TopicNot-Quite-ReadyReady to GoReady to go FurtherScience- Solar SystemTASK & PRODUCTWrite and perform a song showing information about all 8 planetsDesign a classrm chart showing the similarities, differences, & relationships bw the planetsCreate a scale model of the solar system for a display in the schoolWorld History- Communism & Russian RevolutionBLOOMsDescribe the principles of Bolshevik Communism Analyze why Communism would appeal to the urban workers of 1917 RussiaEvaluate how Communism affected the lives of Russian urban workers by 1930Math- Number SenseSKILLDescribe the steps to solving a proportionSolve a proportionDesign a problem using proportionIf Assigning Tier, PREASSESS to determine appropriate placement

Or, allow student to CHOOSE TierVariationsSTUDENTS AWARE?STUDENTS NOT AWARE?Groups do different activitiesIndividuals do different activitiesIndividuals choose to work at preferred activity/ level? Assigned?CONSIDER:Graded Assessment?Long-term/ Short term?Resources?Sharing outcomes/ products?AssessmentsAccurate completion of what is assigned earns points?Progressive completion of tiers earns additional points?Students complete TWO levels out of 3 points (demonstrate mastery of middle/ on target earns points) Great idea for tests/ quizzes!!Wow Points on a rubric- encourage StretchEncourage SAFE stretching

DAY-to-DAY DifferentiationWHAT do YOU do?DAY-to-DAY DifferentiationFlexible GroupsTasksConversation topicsBe the Expert activitiesQuestion BoardsExcused from or Do the last/ hardestCURRICULUM COMPACTING

Eliminates REPETITIONIdentify content or skills focused on in a unit Pretest to see what the student already knowsProvide alternate tasks to extend learning and eliminate repetitionAlternate ActivitiesTeacher selected activities Student selected activitiesA combination of the aboveTic-Tac-Toe menu of activitiesSame content or skill at a more complex levelSpecific independent study23INDEPENDENT STUDY& LEARNING CENTERSAllow for CHOICE, EXTENSION, REMEDIATION, and PERSONAL INTERESTSave your SanitySTART SIMPLE,SMALL, SLOW!SUPER RESOURCE!!!!!ODE JAVITS PROJECT: I Get GT-EdMoodle- Based Resources for Gifted Practitioners! Teacher Module: http://javits.etech.ohio.gov/user/view.php?id=5053&course=2 Register to Log in for first time.Resources:Teaching Gifted Kids in the Regular Classroom... by Susan Winebrenner

So Each May Learn: Integrating Learning Styles And Multiple Intelligences by Harvey Silver and Richard Strong

What To Do When Gifted Kids Dont Have all the Answersby James R. Delisle

THANK YOU!!!What NEW IDEAS did you get???What QUESTIONS do YOU have???PLEASE SHARE Best Practices with me to share with all of you!

Please feel free to contact me!!Karen Rumley District Gifted Coordinator, HS Gifted Intervention Specialist cf_rumley@cfalls.org