Grasping Differentiation for Advanced Students

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Published on February 15, 2014

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Grasping Differentiation for Advanced Students

Grasping Differentiation for Advanced Students Amanda Vickers – East Lincoln Middle School Erin Deans – West Lincoln Middle School Pam Harris – North Lincoln Middle School Rhoda Maynard-Yoder – Lincolnton Middle School

What We Know About Advanced Learners  http://www.ascd.org/publications/books/101043/chapters/The_Rationale_for_Differentiated_Instructi on_in_Mixed-Ability_Classrooms.aspx  Although they typically do well in school, they can be lazy thinkers.  The brain is a muscle that needs to challenged.  Grades become more important that ideas.  Having the highest grade is more valuable than making new discoveries and taking intellectual risks.  Perfectionism is bred within the praise for high grades.  Students don’t learn how to struggle, fail, and try again which can lead to under-achievement. Why do it if I know I can’t?  Although they may have high self-esteem, they may believe that they can complete the tasks to reach seemingly unattainable goals (not develop self-efficacy)  Their study and coping skills are underdeveloped.  When hard work is required, many become frustrated and resentful, and struggle with “uncertainty”

Common Reasons Why Teachers Don’t Differentiate  We tend to teach the way we were taught.  We tend to rely upon district prescribed materials.  We tend to use what has worked in the past and resist mandates that lead us out of our teaching comfort zone.  We are pressured to cover the content and follow pacing guides.  We don’t have time to effectively plan for differentiation.

Ways to Differentiate • Thinking Skill: The verb – what students will be doing • Content: The content – what students will be learning • Resource: The information – where students will get information • Product: The result – what students will create

Thinking Skill What Students Do

Differentiate Thinking Skill – What Will Your Students Do?  With Bloom’s Taxonomy and the Differentiator  Using chapter three in your social studies book, list three important events, people, inventions or discoveries from the Renaissance.  Very low thinking skill - listing http://byrdseed.com/differentiator/#

After Using the Differentiator.  Using chapter three in your textbook, write a persuasive essay judging the significance of the contributions of three important events, people, inventions or discoveries from the Renaissance period.  Thinking skill – judge  Content – significance and contribution  Resource – text book  Product – persuasive essay

Let’s Tier the Assignment  Using chapter three in your textbook, judge the significance of the contributions of three important events, people, inventions or discoveries from the Renaissance in a persuasive essay. (High)  …compare the significance of three people or discoveries from the Renaissance in an essay. (Low)  …defend the significance of three important events, people, inventions or discoveries from the Renaissance in a persuasive essay. (Middle)

Differentiate the Content  Using chapter three in your social studies book, list three inventions from the Renaissance period.     Content –inventions Thinking skill – list Resource – textbook Product - list  List three inventions from the Renaissance period that have changed over time and are still used today.  List three inventions from the Renaissance period that have contributed to other discoveries.

Differentiate Resources  Internet sources  Articles  Encyclopedias  Other textbooks  Maps  Art

Differentiate Product A great place to introduce choice  Using chapter three in your social studies book, list three events, people, inventions or discoveries from the Renaissance. Students may create a painting, an encyclopedia article, or a multi-media presentation.  Graphic presentations  Mixed-Media presentations  Written presentations  Construction presentations  Oral presentations  Survey & Graph presentations  Database presentations  Arts & Games presentations  Other types of presentations

When to Differentiate  Whole group – to add more rigor to classroom lesson  Flexible groups – to add levels of rigor to meet the needs of students  Individualized plans – to meet the needs of students with exceptionalities  Choice – give three options to students and allow them to selfdifferentiate

Science Content Specific Ideas

http://www.pealcenter.org/images/Hendrickson.Science_Think_Tac_Toe.pdf

Structured Creation http://www.byrdseed.com/creating-in-science/ 1. Motivate and Excite Students – Hint at Final Product 1. 2. You are going to create a planet! Model by creating your own planet as you go through lesson 2. Teach content, focusing on patterns 3. Scaffold your questions 1. 2. 3. 4. Is your planet an inner or outer planet? Which inner or outer planet is yours most similar to? What is the most significant difference (atmosphere, size, moons)? In what way does this difference most strongly affect your planet? 4. Continue asking questions that build on complexity and demand realistic explanation. 5. Allow for creativity if they can realistically explain the causes and effects for their ideas.

Extensions and Other Ideas  Research who discovered each of the planets. Create a scientist who discovered your planet.  Leave the solar system and examine:  Other types of terrestrial planets, including the “diamond planet!”  The five types of gas giants.  Rogue planets: planets without a star!  Super Earths: huge earth-like planets.

Dinosaurs http://2differentiate.pbworks.com/w/page/860120/Tiered%20Instructions Tricia Lazzaro  Task 1 – After researching and identifying various theories of dinosaur extinction, students will create their own theory and draw a picture or diagram illustrating that theory.  Task 2 - After researching and identifying various theories of dinosaur extinction, students will create a visual representation of their theory (diorama, timeline, or three dimensional model).  Task 3 - After researching and identifying various theories of dinosaur extinction, students will create a visual representation of their theory and defend their theory during a class debate.

Math Content Specific Ideas

Box Office Totals http://www.byrdseed.com/math-project-box-office-totals/  Gather authentic data from Box Office Mojo.  Ask students what they think was the top grossing movie was from previous year and have them guess how much money it made.  Reveal the top ten movies and have students notice categories of movies (sequels, animated films, movies based on existing materials).  Challenge students to create other categories (movie studio, MPAA rating, number of effects shots, score composer, or budget)

Box Office Totals cont. http://www.byrdseed.com/math-project-box-office-totals/  Students become a movie executive who wants to maximize profits by analyzing trends.  Tier 1 –  Calculate percents or fractions of the total gross.  Tier 2 –  Which type of movie performs best on average?  Are there differences between means and medians? Why?  Possible Products     in-person pitch a filmed commercial a brochure to hand out graphs

Vacation Time http://2differentiate.pbworks.com/f/VacationMathTiered.JPG  Calculate the approximate cost of gas  Tier 1 – Given the cost of gas and mpg of car  Tier 2 – Given the mpg of car  Tier 3 – Asked to approximate cost and justify answer  A family plans to average 60 miles per hour and travel 6 hours per day stopping twice to eat for an hour each time.  Tier 1 – How long will it take to get to their destination? How many nights? If cost of hotel is $80/night – calculate the hotel cost for trip to destination.  Tier 2 – How long will it take? How many nights will they need to spend in hotels? Calculate hotel cost for trip to destination.  Tier 3 – How long? How many nights? Find hotels that include breakfast. Calculate the hotel costs for each stay.

Google Earth Ski Slopes http://2differentiate.pbworks.com/f/Google+Earth+Ski+Slopes.pdf Students will use Google Earth to obtain satellite images for a variety of ski slopes in North Carolina, Virginia, and West Virginia.  Students must then find the angle of elevation for two ski runs using right triangles, topographical measurements, an interactive ruler and trig functions.  Students will take a screen shot of the satellite image, type their findings (with pictures attached) on a Word document and use correct arithmetic to solve the angle of elevation.  Project Criteria:      Describe the project in sufficient detail Obtain a satellite image using Google earth of a ski resort Use the web based ruler function to find all measurements Use the "hand" function to find all elevations Using a digital camera, take a picture of your arithmetic then place the jpeg on your Word document

Social Studies Content Specific Ideas

The Great Depression http://2differentiate.pbworks.com/f/SocMSTieredByContent_Process_Product.pdf  Tier 1 – This photo was taken during the Great Depression. If we could hear the people talking about their life, what would they be saying?  Tier 2 – This photograph was taken during the Great Depression. From what you see in the photograph, explain how you think this room may be used by the family and why.  Tier 3 – Assess the Great Depression’s social and economic impact on this family from evidence in the photograph. Marcus Miller and family, Library of Congress, Prints & Photographs Division

CHINA Directions: You must choose 3 activities. Your choices must be selected using a Tic-Tac-Toe pattern. Recreate in 3D form a famous work of architecture or landform from your China. Compare and contrast this piece to one piece of modern day architecture or landform. Imagine that you are a citizen of China who awakens to discover that all water has evaporated. Explain in detail how this would alter your way of life. Also, do this for the town where you live. Create a timeline starting at China’s invasion of Tibet to the present day. Include 10 major events and be prepared to explain your choices. Assume the identity of Confucius. Create a journal entry reflecting the ideas, values, and components of daily life for him. As a mapmaker, you are commissioned to create a map of China including all natural land forms, a compass rose and a scale. Write a paragraph explain how geography affects the lives of people in China. You are a famous sculptor. Create a 3D representation of Shi Huangdhi’s terra cotta warriors. Include a museum exhibit card. As a reporter, write an article for your local newspaper summarizing Genghis Khan’s invasion of China. Include 2 political cartoons – one approving his take over and the other disapproving. You are an ancient scribe. Research and use Chinese ideograms to choose 6 that best describe you and your interests. Write each ideogram on a separate piece of paper using markers or paint to best recreate the calligraphy form. You’ve hired an interior decorator to use Feng Shui to redesign your room. Draw a before and after diagram of what your room looks like and explain why the interior decorator made the changes they did. http://www.livebinders.com/play/play?id=391322

Language Arts Content Specific Ideas

SCAMPER using Respondo!  Combine the setting of “Eleven” with that of “Thank You, Ma'am.” Explain how this would affect the conflict in “Thank You, Ma'am.”  Eliminate the conflict in Holes. Analyze how this would affect the characters.  Minimize the tone in “Harrison Bergeron”. Show how this would affect its plot.

Writing Biographies http://2differentiate.pbworks.com/f/Biography_Tiered.JPG  Tier 1 – Write a biography of your famous person. Use the timeline you created to help you organize your ideas. Remember to answer the following questions as you write:  When and were was this person born? Where did your person live while growing up? What was his or her childhood like? What did he or she do when he/she became an adult? Why is your person famous?  Tier 2 – Write a biography of your famous person. Use your timeline to help you organize your ideas. Remember to emphasize why your person is famous.  Tier 3 – Tell the reader about your famous person’s life through a series of letters written over his/her lifespan from that person to a friend.

Think Dots – Vocabulary Review http://curry.virginia.edu/uploads/resourceLibrary/nagc_cubing__think_dots.pdf Connect It An automobile manufacturer wants to use this word as the name for its newest car. They have asked you to design the car– if this word were a car, what would it look like? Draw a picture. Define It What is this word’s definition? Explain what this word means in your own words. Use It Create a concrete poem using this word as the poem’s subject Collage It Create a collage of words and images which represents this word. Evaluate It In your opinion, is this word a “good” word or a “bad” word? In other words, is this word useful? Does it do a job that no other word can do? Personify It Give this word a personality– what do you think this word would be like if it were a person? Find another word from our list that you think would either be this word’s perfect match or worst enemy, and explain your rationale.

Great Resources  http://ncaig.ncdpi.wikispaces.net/AIG+Booster+Shot+Series  www.birdseed.com  www.hoagiesgifted.org  www.2differentiate.pbworks.com  The Differentiator  Respondo!  Challenging Units for Gifted Students by Dr. Kenneth J. Smith and Susan Stonequist  (Two different books, one each for math and science)  Flip Book and Flip Book, Too by Dr. Sandra Kaplan

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