Strategies
Teachers differentiate by providing several learning options, or different pathways to learning, which facilitates how students learn new information and makes sense of concepts through student skill strength. Differentiation provides appropriate levels of challenge for all students. Appropriate levels of challenge are different for all students. Some students fall behind those who are advanced and there are some students in the middle. For differentiation to work, teachers must get to know students and their individual interests (non-school). Then, the teacher must identify how instruction can be adapted to best facilitate that individual student. Differentiation focuses on individual process, growth and success. Differentiation occurs through content, process and product.
Content: differentiating what the students learn based on their varying ability levels.
Process: differentiating how students go about making sense of ideas and information by addressing learning styles.
Product: differentiating how students demonstrate what they have learned by providing student choice.
Example of tiered activities: click [HERE]
Content: differentiating what the students learn based on their varying ability levels.
Process: differentiating how students go about making sense of ideas and information by addressing learning styles.
Product: differentiating how students demonstrate what they have learned by providing student choice.
Example of tiered activities: click [HERE]
Curriculum Compacting
Curriculum compacting is an approach to differentiating instruction for students who have already mastered the material to be learned, This technique allows teachers to provide students with activities to learn new content, or higher level enrichment options. Prior to a new unit, interested students are invited to attend after school "testing out" session. Students are given a blended multiple-choice and short-answer formative assessment. Based on the results, students might be invited to complete a compacted curriculum assignment. Teacher would provide the parents and students with an agreement that outlines expectations and project guidelines as well as a rubric. At the end of the unit, students would be invited to present their independent project to their classmates. Independent projects for students who "tested out" would include: writing a research paper, and creating a website, escape room, or board game.
Example of a student created "Who Dun It?" project: who_stole_the_diamond_-1.pdf
Example of a student created tarsia puzzle: img_20190130_0002.pdf
Example of a student created "Who Dun It?" project: who_stole_the_diamond_-1.pdf
Example of a student created tarsia puzzle: img_20190130_0002.pdf
Lauri Westphal
Laurie Westphal is a published author who has worked as a science teacher as well as a gifted and talented coordinator. Her books provide resources for teachers to include differentiation and student-choice within the classroom.
The following books have been beneficial my my classroom and gaining ideas for differentiation:
Differentiating Instruction with Menus: Science (6-8) Link [HERE]
Differentiating Instruction with Menus for the Inclusive Classroom: Science (6-8) Link [HERE]
The following books have been beneficial my my classroom and gaining ideas for differentiation:
Differentiating Instruction with Menus: Science (6-8) Link [HERE]
Differentiating Instruction with Menus for the Inclusive Classroom: Science (6-8) Link [HERE]
Gifted and Talented Supplemental Certification
Nature and Needs of the Gifted for Secondary Teachers
Differentiating Curriculum for Gifted Learners for Secondary Teachers
Social and Emotional Needs of the Gifted for Secondary Teachers
Creativity and Productive Thinking for Gifted Learners for Secondary Teachers
Identification and Assessment of Gifted Learners for Secondary Teachers - Part I
Identification and Assessment of Gifted Learners in Katy ISD for Secondary Teachers - Part II
For a more extensive list and descriptions of GT trainings attended, please click [here]
Differentiating Curriculum for Gifted Learners for Secondary Teachers
Social and Emotional Needs of the Gifted for Secondary Teachers
Creativity and Productive Thinking for Gifted Learners for Secondary Teachers
Identification and Assessment of Gifted Learners for Secondary Teachers - Part I
Identification and Assessment of Gifted Learners in Katy ISD for Secondary Teachers - Part II
For a more extensive list and descriptions of GT trainings attended, please click [here]