The how's and what's and why's of differentiation in the GT classroom. This is the presentation that accompanies the initial introduction to Differentiation for GT teachers. The accompanying handout can be found at http://bit.ly/handout-diff.

27. Image courtesty of Snomanradio at Flickr

42. Keep in
mind the
social and
emotional
needs of
these kids
as well.

49. Punnett Square
define what it is
what it isn’t extra info

52. Power of Icons

59. Dive in!

60. 60

62. 62

76. • http://bit.ly/Vpy0nX show this video

87. Nobody
asks
bakers
why they
made
cakes in
tiers.

88. What’s the difference between
tiering and compacting?
TIER:
same
curriculum,
but different
place,
materials,
and/or
complexity
COMPACT:
different
curriculum,
replacing
already-
learned
material

89. 6 Steps to tiered
instruction

90. Select the activity, the
concept, or the skill
Step 1

91. Decide what you will
differentiate for
(readiness? interest level?)
Step 2

92. Determine the
complexity of the activity
(use Tomlinson chart)
Step 3

93. Design the lesson with
the most highly able
student in mind
Step 4

94. Clone the activity along
the ladder no more
than twice
(use possibilities chart)
Step 5

95. Match the student to the
right rung of the ladder
(they may move to
different rungs for
different lessons)
Step 6

96. There are 8
options for
differentiating
the tiers.

97. 1. What’s the group size?
alone
pairs
small groups
whole group

98. 2. Teacher support?
independent
teacher-assisted
teacher-directed

99. 3. complexity?
abstract
concrete

100. 4. Quantity of resources?
very few,
chosen
multiple, self-
discovered

101. 5. Resource complexity?
tech
above
grade level
at grade level

102. 6. Is the process complex?
quick pacing & lots of steps
over a long period of time
typical pacing,
but lots of steps
typical
pacing
few steps, but
quick pacing
few
steps

103. 7. Thinking level?
synthesis or
evaluation
analysis or
application
knowledge or
comprehension

104. 8. The product?needs
advanced
skills
open-ended,
but on-level
simple,
straightforward, on
level

105. You don’t
need to tier
all of these things.
They’re options.

106. Questions?

107. compacting

108. Why do it?
Because when I posted this…

109. Students posted things like this

111. And the data backs her up.

114. 8 Simple Rules for Compacting
1. Determine
the learning
objectives

115. 8 Simple Rules for Compacting
2. Figure out
how to pretest
one or more of
those objectives

116. 8 Simple Rules for Compacting
3. Decide who
to pretest (it
can be
everyone)

117. 8 Simple Rules for Compacting
4. Conduct the
pretest

118. 8 Simple Rules for Compacting
5. Eliminate the
redundancies
for students
who have
mastered it

119. 8 Simple Rules for Compacting
6. Streamline
instruction for
those who
haven’t
mastered but
move quickly

120. 8 Simple Rules for Compacting
7. Enrich or
accelerate the
students in
steps 5 & 6

121. 8 Simple Rules for Compacting
8. Keep really
good records of
what you did
and why

122. But how do you do step 7?

125. Be guided by
INTERESTS,
not just abilities

126. Decide what to do
about grades
Keep the record a
record of their work at
their actual grade level.
Make sure it’s a lure,
not a shove. Don’t
force; invite.
Share your
rationale with all
students.
Explain the how’s
and why’s to
parents.

127. Document
objective/
content/
assignment
procedure
for pre-
assessment
acceleration
or
enrichment

128. byrdseed.com/differentiator/

129. There are no
shortcuts to
anywhere worth
going.

136. Adapted from Willa A. Foster

137. Adapted from Willa A. Foster

142. Dear Dirk…

157. Project
Palooza!

174. You made it.
Congratulations.
Now go forth &
differentiate!