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Differentiating for Students in Gifted Cluster Groups

Differentiating for Students in Gifted Cluster Groups. Perry Middle School February 10, 2010. http://perrydifferentiation.pbworks.com. Sharing. Form cross-grade, content-alike groups Share something you differentiated for cluster students. Discuss:

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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 February 10, 2010 http://perrydifferentiation.pbworks.com

  2. Sharing • Form cross-grade, content-alike groups • Share something you differentiated for cluster students. • Discuss: • In what ways is this significantly different from what other students are doing? • How did students respond? • How could the activity/lesson be improved to better meet the needs of gifted students?

  3. Where do we go from here?

  4. THE BURNING QUESTION Are the gifted children in your classroom challenged… …or just busy?

  5. “This is Boring!” Boring A “I already know that; could you give me an opportunity to show you?” Boring B “At the present time I do not know enough about the topic to be interested in it.”

  6. Remove the Ceiling

  7. Think Ink Pair Share What are the characteristics – general and content-specific – of learning experiences that engage, motivate, excite, and challenge gifted middle school students? In what ways are these characteristics similar to and different from those for average students?

  8. The Five Cs • 5 factors distinguishing boring from learning experiences: Caring Teachers Choice Challenge • Control Complexity

  9. Pacing

  10. Depth

  11. Abstraction

  12. Higher Order Thinking

  13. 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

  14. Suggestions for Grade Level Team Time • Study group The Cluster Grouping Handbook • Explore Bloom’s Revised Taxonomy • Work together to develop higher level outcomes and tasks for cluster kids • Identify interdisciplinary concepts and generalizations • Develop interdisciplinary replacement activities • Develop archetypal replacement activities • Surf the Web for content-specific gifted resources, strategies, and activities • Share and discuss ways you’ve differentiated for cluster kids. Get feedback and suggestions from team.

  15. Suggestions for Using Team Time • Choose a strategy; e.g., curriculum compacting or tiered assignments; study it, try it out, report back to the team. • Designate X meetings per month to focus on cluster kids. Look at data, examine student work, plan together.

  16. Suggestions for Vertical Teams • Review curriculum to eliminate overlap and repetition • Plan for subject acceleration

  17. Home Play • For April 14 • Bring 3 units/lessons/activities you have differentiated for cluster students • A reflection discussing • your learning and experiences this year regarding differentiation for cluster students • how your efforts to differentiate for cluster students have evolved over the course of the year

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