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Teacher trained in gifted education

Learning with other students with advanced potential

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Elements of Differentiated Content

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Big PictureBig Ideas

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Definition of Curriculum

Curriculum: A set of planned experiences for a targeted audience

(VanTassel-Baska & Stambaugh, 2006)

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Elements of Differentiated Instruction

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Tips for Questioning

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Elements of Differentiated Assessment

Remember

Understand

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Example: The Grapes of Wrath by John Steinbeck

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Elements: The Grapes of Wrath

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Questions: The Grapes of Wrath

• What data or evidence from the novel would suggest that kindness may be more common among the poor than the rich?

• What inferences do you draw from the following statement by Ma? “Up ahead they’s a thousan’ lives we might live, but when it comes, it’ll on’y be one.”

• What are the consequences for individuals and society of the Great Depression?

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Bloom’s Questions: The Grapes of Wrath

• Who are the main characters?• What causes the journey to California in the first place? • Compare the move of the migrant workers out of Oklahoma

to the forced moves of Native American tribes. • Analyze the role of Rose of Sharon. What causes her to

behave as she does?• Synthesize the feelings that Casy has about being a preacher.• Evaluate the decision to move to California? Was it the right

one?• Create a new ending for The Grapes of Wrath and construct

the justification for it being a viable alternative.

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Problem-Based Learning (PBL): The Grapes of Wrath

You have been told to investigate the working and living conditions of migrant workers in California in the 1930s. Make recommendations for safeguards to be put in place to ensure that the children of these workers have an education and the families have sanitary living conditions and access to medical care.

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PBL Questions

• Given the facts of the novel, what do you know about the living conditions of migrant workers including the education of their children?

• What else do you need to know?• What sources would be useful to explore?• Are there parallel situations still in existence?

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Differentiation: At All Levels of Design!

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Differentiation for the Gifted

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Differentiation: Social Studies• Describe the American

Revolutionary War and the American Civil War. Include information about:– Causes– Main leaders– Outcomes

• Identify three similarities and three differences between the Revolutionary War and the Civil War. Explore topics in depth such as : weaponry, political positions of parties involved, strategies, and outcomes. You may select another topic with teacher approval.

Differentiation: Interdisciplinary

• Construct a bar graph showing the populations of: – Afghanistan (27,090,000)– China (1,325,000,000)– Egypt (72,500,000)– Finland (5,276,000)– Nigeria (162,083,000)– United States

(302,000,000)

• Find the population of China for the past 10 years.

• Enter this data into an Excel spreadsheet.

• Construct a graph using the Excel tools.

• If there is uneven growth, investigate possible causes.

• Is the trend line linear or exponential?

• Can you predict the population 10 years out?

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Differentiation: Interdisciplinary• Using resources found in the

library, find information on a famous inventor posted from the list on the board. Answer these questions :– What led to the

discovery?– Describe early attempts.– How well was this idea

accepted?– What was the outgrowth

of this invention?

• Select one of the following topics to research and construct a persuasive essay defending your position. Use multiple sources, including primary sources, to construct your position. – The rate of new discoveries

has slowed in recent years.– Most new ideas are developed

by large companies.– The most important new idea

was the Internet.

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Differentiation: Literature

• Describe the setting from the story.

• Describe the setting and why that is crucial to the author’s purpose. Cite specific examples from the story to illustrate your point(s).

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Differentiation Instruction or Assessment Activity

• With a colleague, take one of the following topics and give an example of a learning activity or assessment appropriate for grade level learners and what that same learning activity looks like for gifted learners:– Bridge to Terabithia– End of World War II– Using percents– Scientific method

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What Is the Big

Picture?

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K–8 Curriculum MapSubject/Grade K 1 2 3 4 5 6 7 8

Reading/language arts

Social studies

Math

Science

Affective/career

Research

Self-regulation

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A Good Activity Occasionally

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A Planned Set of Experiences

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RAGE

Core curriculum designed at the district level for learners with

advanced potential

Vertical articulation K–12

Just Say “No” toRandom Acts of Gifted Education