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Differentiating for Students in Gifted Cluster Groups

Differentiating for Students in Gifted Cluster Groups. Perry Middle School October 28, 2009. http://perrydifferentiation.pbworks.com. KUD. K now Definitions of depth and complexity Ways to modify outcomes U nderstand Gifted students crave and benefit from greater depth and complexity

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Differentiating for Students in Gifted Cluster Groups

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  1. Differentiating for Students in Gifted Cluster Groups Perry Middle School October 28, 2009 http://perrydifferentiation.pbworks.com

  2. KUD Know • Definitions of depth and complexity • Ways to modify outcomes Understand • Gifted students crave and benefit from greater depth and complexity Do • Analyze outcomes to determine differences • Develop a set of differentiated outcomes for gifted

  3. What will I be able to tell parents about how the TAG cluster is different?

  4. How is Cluster Different? • More problem solving • Higher level critical thinking questions • More freedom in projects • Work is based on student interests • Better in-depth discussion and debate • Pacing among students in that class (and different from other classes) • More abstract thought and creative thinking • More opportunities for depth and breadth • Students enter with more background knowledge, so entry point is further along • Choice and creativity in projects (open-endedness) • Different questioning techniques in discussion and on tests – more HOTS • Expectations are different • Different or modified assignment for cluster and for enrichment class • Classroom climate is different

  5. Needs • Use team time better • Shift thinking to higher level kids – in addition to struggling • Support, resources, and materials • Day-to-day assignments and deciding what to differentiate • What are the choices and ideas – is there a list of ideas? • Strategies for tiering • Remember that this isn’t more work – regular assignment plus tag assignment • Empower and entrust classroom teacher – remember that not everything has to be differentiated right away. Build on it • Figure out the grading – will the computer grade book allow clarity? • How to keep kids motivated • Ways to help kids develop independent learning skills • Group (cooperative) skills for kids

  6. Sharing Work With a partner • Share a differentiated lesson/unit • Discuss • Considerations/Pre-assessment • Ways you differentiated • Student responses • Success against criteria • Areas to improve against criteria Large group share

  7. Learner Outcomes • Delineate student expectations and behaviors • Guide the assessment process • Guide selection of key activities, materials, and strategies • Focus on outcomes or products rather than process

  8. Learner Outcomes Should be… …appropriately challenging …linked to specific areas of study within the general education curriculum …substantive and worthy of substantial instructional time and student independent time …assessable through authentic approaches

  9. Characteristics of Learner Outcomes for GT • Form pairs or triads • Analyze examples in handout • Determine similarities and differences between general and GT outcomes

  10. Another Perspective • http://www.byrdseed.com • http://www.byrdseed.com/differentiator

  11. Developing Learner Outcomes for GT • For a unit you are currently or will soon be teaching, identify two to three typical outcomes you have for students. • Adjust those outcomes for gifted cluster students. • Analyze how the outcomes support the KUD for the unit. • What unit activities will support attainment of the GT outcomes? Do they need to be adjusted?

  12. Try It Out • Teach the lesson/unit • Reflect on it • Bring it to PD on January 27

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