Meeting the Needs of Gifted and Highly Capable
Students through Differentiated Instruction
Prepared by:
Marilyn Bellis
&
Jenna Harmstead
August 2003
TABLE OF CONTENTS
Introduction ..................................................................................................................................... 3
High Achievers vs. Gifted Learners................................................................................................ 4
What is Differentiation? .................................................................................................................. 5
Assessing Students’ Learning Styles and Preferences .................................................................... 6
Using Flexible Groups to Meet the Needs of Gifted and Highly Capable Students ....................... 7
Model Unit Using Differentiated Instruction .................................................................................. 9
Strategies for Managing Flexible Instructional Groups and Tiered Assignments ........................ 25
Glossary ........................................................................................................................................ 28
Appendix ....................................................................................................................................... 30
A High Achiever vs. A Gifted Learner ..................................................................................... 31
Comparing Classrooms: Traditional vs. Differentiated ........................................................... 32
Student Learning Profile ........................................................................................................... 33
Interest Inventory ...................................................................................................................... 35
Multiple Intelligences Checklist ............................................................................................... 38
Answer Key for Multiple Intelligences Checklist .................................................................... 40
Integration Matrix Form ........................................................................................................... 42
The Content Catalysts, Processes, and Products Toolkit .......................................................... 44
Projects, Presentations, Performances (Grades 3-5) ................................................................. 45
Projects, Presentations, Performances (Grades 6 and up)......................................................... 47
Bloom’s Taxonomy--Knowledge ............................................................................................. 49
Bloom’s Taxonomy--Comprehension ...................................................................................... 50
Bloom’s Taxonomy--Application ............................................................................................. 51
Bloom’s Taxonomy--Analysis .................................................................................................. 52
Bloom’s Taxonomy--Synthesis ................................................................................................ 53
Bloom’s Taxonomy--Evaluation .............................................................................................. 54
Bloom’s Taxonomy Learning Wheel........................................................................................ 55
Lesson Plan Form ..................................................................................................................... 56
Spin-off Investigation Form ...................................................................................................... 57
Student-Directed Spin-off ......................................................................................................... 58
Compacting Form and Project Description............................................................................... 61
Conference Log ......................................................................................................................... 62
Sample: Compacting Form and Project Description ............................................................... 63
Individual Productivity Evaluation Form ................................................................................. 64
Sources Consulted ......................................................................................................................... 65
2
Introduction
On April 5, 2000, the State Board of Education adopted N.J.A.C. 6A: 8, Standards and
Assessment for Student Achievement, which includes expanded requirements for gifted and
talented programs. In that regulation gifted and talented students are defined as:
Those exceptionally able students who possess or demonstrate high levels of ability, in one or
more content areas, when compared to their chronological peers in the local district and who
require modification of their educational program if they are to achieve in accordance with their
capabilities (Gifted and Talented Requirements, 2003, para. 2).
To meet the needs of these exceptional students, N.J.A.C. 6A:8 requires that all public
school districts develop, document, and adopt a gifted and talented program. Since the
regulations do not include state mandated criteria for these programs, every school district has
the freedom to customize their initiative provided that: (1) the program is “developmentally
appropriate, non-discriminatory, and related to the programs and services offered” in the
district’s adopted, standards-based curriculum; and (2) the district designed program must
include instructional modifications that meet the needs of gifted students. Modifications include:
altering curricular content; altering the learning process; allowing students to choose how they
demonstrate their level of understanding through various products; or, altering the learning
environment.
The Holmdel Board of Education has chosen to meet the State Board of Education’s
G & T regulations by applying differentiated instructional practices in the regular classroom,
rather than revising the previously adopted G & T curriculum. The purpose of this document,
therefore, is to provide general education classroom teachers at Indian Hill School with a userfriendly manual that will help them implement the district’s response to N.J.A.C 6A:8.
3
High Achievers vs. Gifted Learners
Gifted students are not necessarily the highest achievers in a class, nor are all high
achievers necessarily gifted students. Therefore, any program designed to meet the needs of
gifted students must first recognize the differences between high achievers and gifted learners.
For example, while a high achiever knows the answers, is attentive, has good ideas, and commits
time and effort to learning, a gifted student is inquisitive, is intellectually engaged, has original
ideas, and needs less time to excel. (See the Appendix for a more detailed comparison.)
Traditionally, schools have addressed the learning needs of their gifted students by using one
or more the following practices:

ability grouping;

acceleration of grade placement;

enrichment, honor, or advanced placement classes;

alternative schools;

cluster grouping through a pull-out program;

competitions;

concurrent or dual enrollment in contiguous schools;

convocations, seminars, and workshops;

curriculum adjustment; and,

independent study programs.
Most recently, schools are turning to differentiated instructional practices in order to meet the
needs of their gifted learners. The primary advantage this instructional format has over the
alternatives listed above is that it enables classroom teachers to simultaneously meet the needs of
all of their other students as well. That is why the Holmdel Public School District has chosen to
design their gifted and talented initiative based on differentiated instruction.
4
What is Differentiation?
“At its most basic level, differentiating instruction means ‘shaking up’ what goes on in the
classroom so that students have multiple options for taking in information, making sense of
ideas, and expressing what they learn. In order words, a differentiated classroom provides
different avenues to acquiring content, to processing or making sense of ideas, and to developing
products” (Tomlinson, 1995, p. 3). More specifically differentiated instruction:

provides MULTIPLE approaches to content, process, and product;

is STUDENT CENTERED; and,

is a BLEND of whole-class, group, and individual instruction.
According to Diane Heacox (2002), classroom practices that support differentiated
instruction include:
 Using both curriculum guides and students’ learning needs to design instruction.
 Grouping students for instruction based on their learning needs.
 Varying the pace of instruction based on students’ learning needs.
 Providing students with choices based on their interests.
 Varying instructional strategies (e.g., lectures; manipulatives; role plays; simulations;
readings).
 Using mini-assessments to guide instruction (e.g., testing out of work; compacting work
via acceleration, elimination or replacement).
 Encouraging critical/creative thinking and the production of new ideas, thoughts, and
perspectives through enrichment activities.
 Reteaching by using a different instructional method than what was first used.
 Providing a variety of ways to demonstrate mastery.
Most teachers already use many of these strategies in their classrooms to some degree,
suggesting that differentiated instructional practices are not entirely novel. What makes this
initiative new is the concerted effort to apply these strategies with greater consistency.
5
Assessing Students’ Learning Styles and Preferences
Differentiated instructional practices maximize students’ academic success by
recognizing the array of unique qualities housed within a classroom of learners. Therefore, the
first thing teachers need to do is assess student differences. Assessment tools include Student
Learning Profiles, Student Interest Inventories, and Multiple Intelligences Checklists. (Samples
of each of these inventories can be found in the Appendix of this document.) The information
obtained from these assessment tools enables classroom teachers to create flexible instructional
groups—the hallmark of a differentiated classroom (Tomlinson, C. A., 1999).
6
Using Flexible Groups to Meet the Needs of Gifted and Highly Capable
Students
Flexible groups are not the same as the more commonly used groups, namely
ability/aptitude groups or cooperative groups. The chart below articulates the differences among
the three.
Flexible Groups
Ability/Aptitude Groups
Cooperative Groups
Determined by teacher perceptions
or evidence of learning needs.
Determined largely by scores on
standardized tests of intelligence or
aptitude.
Determined by the teacher or by
student choice.
Based on specific learning needs,
strengths, or preferences.
Based on general performance or
achievement.
Usually random as to student ability
or learning preferences.
Fluid group membership.
Rigid group membership.
Fluid group membership.
Groups work on different activities
based on needs, strengths, or
preferences.
Groups all tend to work on the same
or similar activities.
Each group works on the same task
or on one facet of the same task.
Students are grouped and regrouped
as appropriate for particular
activities.
Students may or may not be
regrouped within the classroom
based on instructional needs.
Students may be purposely mixed as
to learning needs and academic
strengths to provide peer instruction
or leadership within groups.
Occurs as needed.
Occurs daily.
Occurs when a task seems
appropriate.
Grouping based on individual
students’ skills proficiency, content
mastery, learning preferences or
interests.
Source: (Heacox, 2002, p. 136)
Grouping based on perceptions
about innate ability.
Grouping for the purpose of
developing collaborative skills.
As previously stated, flexible groups are the hallmark of a differentiated classroom.
However, there is no prescribed pattern for when teachers should create flexible groups, or what
kind(s) of groups (e.g., challenge; interest; learning style) should be created during a unit. Those
decisions are made by the classroom teacher based on student needs. Consequently, a teacher
might actually begin a new unit by differentiating instruction through flexible groups. However,
it is just as likely for a teacher to implement flexible groups at various points within the unit.
This could occur immediately after completing the unit’s introductory lesson(s). It could also
occur during a re-teaching, skill reinforcement, or a knowledge and skill application lesson. And
finally, flexible groups could just as easily be used during a review lesson. The results of pretesting and periodic mini-assessments, coupled with the information teachers have about their
students’ learning styles, would determine when differentiated instruction through flexible
groups should be used, as well as the criteria for creating those groups.
7
Consequently, based on pre-testing and mini-assessments, gifted and highly capable
students could exit out of selected activities, and in some cases even loop out of all of the
activities within a unit of study. An exit point is any point during instruction when a student’s
work can be differentiated, or when students can be grouped for differentiated work. This can be
achieved through tiered assignments, which are made available to students through project
menus or in challenge centers. (Refer to the Glossary and the Appendix of this document for
additional information on project menus and challenge centers.)
A student who loops out of a unit’s lessons does so by demonstrating mastery of most, or
even all of the unit’s content, skills and essential understandings prior to instruction, which
necessitates an alternative learning opportunity. These opportunities can range from highly
structured teacher-designed pathway plans to highly flexible, student-designed spin-off
investigations related to the unit of study with deliberate provisions for student choice.
Examples would include a choice among listed assignments, or choices in content, process, or
product representations within one assignment. And finally, for those unique cases where a
gifted student completely loops out of the unit, curriculum compacting should be offered. (Refer
to the Glossary and the Appendix of this document for additional information on pathway plans,
spin-offs, and curriculum compacting.)
The diagram below illustrates the relationship between students’ needs and each of the
differentiated instructional formats mentioned above (i.e., project menus, challenge centers,
pathway plans, spin-offs, and curriculum compacting).
Unit of Study
Content, Skills, and Essential Understanding
(Potential Exit Points for Gifted and Highly Capable
Students is determined by pre-testing.)
Students of all Abilities
High Achievers and/or
Students of all Abilities……High Achievers and/or Gifted Students……...Gifted Students
Delivery Modes via Flexible Groups (Based on Student Needs)
Teacher led instruction
Tiered Assignments:
Project Menus
Challenge Centers
(It is not necessary to include both
delivery modes in one unit.)
Types of Flexible Groups:
Ability
Interest
MI/Learning Style
Level of skill proficiency
Random assignment
Instructional Looping:
Pathway Plans
Teacher directed Spin-off
Student directed Spin-off
Curriculum Compacting
Assignments can be differentiated/tiered by:
Challenge/Complexity; Resources; Process;
Outcome/Product
8
Model Unit Using Differentiated Instruction
A format that is particularly helpful to teachers when they design differentiated
instructional units is the Integration Matrix form (Heacox, 2002, p. 82). This form enables a
teacher to plot all of the activities that students actually do based on both Bloom’s taxonomy and
Gardner’s theory of multiple intelligences.
Once the matrix is completed, a teacher can easily examine the overall level of challenge
and/or lack of challenge contained in the unit. At this point, teachers can either create new
activities, or redesign or modify existing activities at the analysis, evaluation, and synthesis
levels for gifted and highly capable students.
Additionally, teachers can also examine their completed Integration Matrix to see if their
unit contains a reasonable number of opportunities for tiered assignments, as well as a reasonable
array of opportunities to meet the needs of different learning styles. (Refer to the Appendix for
additional information on how to construct activities using Bloom’s taxonomy of cognitive
abilities and suggestions of process and product ideas that complement the learning styles
identified by Gardner’s theory of multiple intelligences.)
The following serves as a model of a differentiated instructional unit designed to meet the
needs of gifted and highly capable third grade students in a regular classroom.
Model Unit
Subject: 3rd Grade Social Studies
Unit/Theme: Map Skills
Unit Questions:
1. How is a map like a picture?
2. How are maps useful?
3. How is direction relative?
4. How can one’s location in the world be described?
NJ CCCS
6.5.A.1;
6.5.A.2;
6.5.A.3; and,
6.5.B.2.
1.
2.
3.
4.
5.
6.
7.
Unit Topics
Maps as pictures
Floor plans
Parts of a map (i.e., title; key;
compass rose)
Street maps
Direction (cardinal and
intermediate)
World map
Hemisphere maps
Unit Skills (Proficiencies)
SWBAT
1. Identify attributes of maps
2. Discriminate among different
types of maps and identify
their unique uses
3. Interpret map directions and
relative map directions
9
Integration Matrix--(Please note that it is not necessary to fill in every block in the matrix in order for a unit to be considered
educationally sound or instructionally complete.)
Unit/Theme: Map Skills
Bloom’s
Taxonomy
Knowledge:
Recall facts and
information
(Know it)
Tell, list, define, label,
recite, memorize, repeat,
find, name, record, fill in,
recall, relate
Comprehension:
Show your
understanding
(Understand it)
Locate, explain, summarize,
identify, describe, report,
discuss, review, paraphrase,
restate, retell, show, outline,
rewrite
Gardner’s MI
Follow oral directions using
Mapquest.com to plot the
route from a classmate’s
home to HIS.
Verbal/Linguistic
Poetry, debate,
storytelling, essay,
checklist, journal
Visual/Spatial
Drawing, model,
poster, photograph,
storyboard,
illustration, board
game
Logical or
Mathematical
Diagram, outline,
timeline, chart,
critique, graph
Draw a maze that has a
beginning and end point.
Find the parts of a map by
completing “Parts of a
Map” WS.
Label cardinal directions
on a world map.
Label continents and
oceans by completing
“Land and Water”, “Puzzle
Planet”& Globe Puzzle”
worksheets.
Identify continents and
oceans by completing “Lets
Travel the Earth” WS. *
Label objects on a floor plan
by completing “A Picture
From Above” WS.
Create a world map poster
that displays major oceans,
continents, the equator, a
compass rose and a title.
(pathway plan )
Application:
Use what you have
learned
(Use it)
Analysis:
Examine critically
Demonstrate, construct,
record, use, diagram,
revise, reformat,
illustrate, interpret,
dramatize, practice,
organize, translate,
manipulate, convert,
adapt, research,
calculate, operate,
model, order, display,
implement, sequence,
integrate, incorporate
Research a 14th or 15th
century explorer, and
then illustrate the route
they traveled, stating in a
caption the direction of
their trip(s) on a world
map. (pathway plan)
Demonstrate
understanding of map
usage by completing
“Delivery Dilemma” WS.
Complete “World Map”
WS.
Compare, contrast,
classify, critique,
categorize, solve, deduce,
examine, differentiate,
appraise, distinguish,
experiment, question,
investigate, categorize,
infer
(Examine it)
Evaluation:
Determine worth
or value based on
criteria
(Judge it)
Judge, predict, verify,
assess, justify, rate,
prioritize, determine,
select, decide, value,
choose, forecast, estimate
Synthesis:
Put together in a
new or different
way
(Create it)
Compose, hypothesize,
design, formulate,
create, invent, develop,
refine, produce,
transform
Observe a classroom floor
plan and infer the reasons
for its layout.
Compose a riddle where
the solution is a location
on a world map by
applying map concepts
and vocabulary.
Investigate the cardinal
and intermediate
directions of the school
playground using a
compass. Apply this
information by drawing a
map of the playground
and then creating a WS
for classmates to work on
(Ex: The swings are ___
of the slide. Answer-SW)
Create a map of an
imaginary town and then
produce three problem
solving cards using
cardinal and intermediate
directions that can be
solved by reading the
map.
Diagram an ideal floor
plan of the classroom,
create a model of your
dream bedroom, or use
technology to create a
visitor’s map of a
hypothetical zoo.
10
Make a compass.
Naturalist
Classification,
collection, solution to
problem, display,
observation, forecast,
investigation,
simulation, exhibit,
identification
Musical
Song, rap, lyrics,
composition,
jingle/slogan, melody
Sing continents and ocean
song.
Bodily/Kinesthetic
Role play, skit,
pantomime, dance,
invention, lab,
improvisation,
prototype
Intrapersonal
Journal, log, goal
statement, belief
statement, selfassessment, editorial
Interpersonal
Discussion,
roundtable, service
learning, conversation,
group activity, position
statement, interview
Produce a “My Place in
the World” book.
Working with a partner,
generate directions from
either your home to HIS
or your home to your
partner’s home using
Mapquest.com
Source for Integration Matrix form: Heacox, D. (2002) Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades
3-12. Virginia: Association for Supervision and Curriculum Development.
11
Lesson Plans for Differentiating Instruction in Map Skills
Social Studies, Third Grade (3 week unit)
Lesson #1: 1 class period
Objective: SWBAT define a map, describe how maps can be used, and explain how a map is
like a maze.
Whole Class Components
Differentiated Components
Materials: None for this lesson.
Materials:
 Index Cards
 Transparency of Definition of a Map
 Maze Transparency
 Maze Worksheets
 Oak Tag Paper
 Markers and/or Crayons
Method: Pose the following question to
Method: None for this lesson.
students: What is a map? Invite students to
write a definition on their index card based on
what they know about what maps are and how
they are used. Have students form progressive
groups to narrow and refine their definition.
Record definitions of three final groups on the
board. Vote on best definition and compare to
dictionary definition (transparency). Discuss
uses for maps, recording student responses on a
word web graphic organizer. Display maze
transparency and ask students if this is a map.
What characteristics are similar? What is
different? Guide students to realize that, like a
map, a maze allows a person to get from one
point to another. Distribute maze WS for
students to complete independently. Students
may then design their own maze on oak tag
paper to be compiled into a “Class Maze Book.”
* If students finish early, they may complete a
cool down activity (see attached list). To bring
closure to the lesson, have students turn to a
partner and tell how a maze is like a map. Invite
students to record answers on reverse side of
index card and turn in.
HW: Finish maze
12
Lesson #2: 2 class periods
Objective: SWBAT use a floor plan to locate objects in a room and design their own floor
plan.
Whole Class Components
Differentiated Components
Materials:
Materials:
 Classroom Floor Plan
 Poster Paper
 A Picture from Above Worksheet
 Modeling Clay
 Laptop Computers
 Various Art Supplies
Method: Share with students the four types of
Method: Following whole class instruction,
maps they will be learning about in this unit
present students with options for designing
(floor plan, street map, world map, and
their own floor plans. Based on students’
hemisphere map). Have students recall the
learning preferences, allow students to
definition of a map from yesterday’s lesson
choose one of the following assignments to
(record on board). Display classroom floor plan demonstrate their understanding of a floor
and discuss why it is a helpful tool. As a whole plan:
class, brainstorm other places students might
1. Re-design our classroom. Alone, or in a
use or see a floor plan. With a partner, have
team of up to four people, create a posterstudents identify two characteristics of a floor
size floor plan showing each area of the
plan that make it a map. Share in a whole
room and the placement of specific
group. Distribute A Picture from Above WS and
objects. Be ready to present your floor
invite students to complete independently after
plan to the whole class and defend your
guided instruction.
reasons for doing what you did.
2. Using modeling clay, create a floor plan
of your current bedroom. Or, using the
same materials, design the bedroom you
always wanted to have.
3. Pretend you are looking down at a zoo
from a place high in the sky. Using Kid
Pix and a wireless laptop computer,
create a floor plan showing where each of
the animal exhibits are located. Include a
map key for any symbols you have used.
HW: Map skills vocabulary WS
13
Lesson #3: 1 class period
Objective: SWBAT identify the elements of a map, locate places on a street map, and identify
the four main cardinal directions and four intermediate directions using a compass rose.
Whole Class Components
Differentiated Components
Materials:
Materials:
 Holmdel Street Map
 Which Way Do You Go WS
 Push Pins
 Challenge Centers
 Index Cards
 Yarn
 Parts of a Map WS
 Compass Rose Cut & Paste WS
Method: Display an enlarged street map of
Method: *Students who were able to
Holmdel. Ask students to read some of the
successfully draw and label their compass
street names they see. Using a word web
rose with 100% accuracy will move on to an
created on the board or overhead, list the
application assignment that better suits their
various titles that streets can have (i.e. road,
learning needs. Distribute Which Way Do
lane, interstate, avenue, etc.). Locate Indian Hill You Go? WS and invite students to complete
School on the map and mark with a push pin.
independently. Students may then attend a
Model extension activity to be completed during challenge center created for this unit:
free time (students will locate their home on the 1. Making a Compass (independent) –
map, mark with a push pin and connect with
Using a magnet, needle, and water,
yarn to an index card listing their name and
students will follow a work card to make
directions to Indian Hill School). Distribute
their own compass. Students will be able
Parts of a Map WS and complete as a whole
to self-assess accuracy using a real
class. Identify the compass rose on the map and
compass and comparing results.
ask how many students have ever seen or used a 2. Playground Problem Maker (pairs) –
compass rose before. *Allow students to exit
Students will use a compass to find the
out of lesson by drawing and labeling the 8
cardinal and intermediate directions of
directions on their own compass rose. For
the school playground, draw a map, and
students who need further instruction, discuss
make up a worksheet for classmates to
the term compass rose and identify the four
solve (ex. The swing set is __SW__ of
cardinal directions and the four intermediate
the slide, etc.).
directions on the map WS and Holmdel street
3. Imaginary Town (independent, pairs, or
map. Have students Complete Compass Rose
small group) – Students will create a
Cut & Paste WS.
street map of an imaginary town showing
all of the elements of a map we have
discussed so far (title, key, compass rose,
etc.). They will then create three problem
cards giving directions from one point on
their map to another.
HW: Compass Rose WS, Street Map WS
HW: Around Town WS
14
Lesson #4: 1 class period
Objective: SWBAT demonstrate their level of understanding of a floor plan and a street map
by completing a medial assessment.
Whole Class Components
Differentiated Components
Materials: None for this lesson.
Materials:
 Delivery Dilemma WS
 Teacher-Created Quiz
 Challenge Centers
Method: Review the two types of maps learned Method: None for this lesson.
thus far (floor plan and street map) by creating a
Venn diagram on the board. Discuss the parts
of a map and how maps are helpful to us.
Display examples of various maps and discuss
characteristics of each. Allow students to
complete Delivery Dilemma WS and correct as
a whole class (using transparency). Distribute
medial quiz to assess skills and concepts taught
thus far. When done, students may attend
challenge centers created for this unit.
HW: No assignment for this evening.
HW: No assignment for this evening.
Lesson #5: 1 class period
Objective: SWBAT demonstrate prior knowledge of the world’s oceans and continents. Those
scoring 90% or higher will apply their knowledge to locate places on a world map, while the
others will identify and locate major oceans and continents through labeling.
Whole Class Components
Differentiated Components
Materials:
Materials:
 World Map Pre-Assessment
 Let’s Travel the Earth WS
 World Map Transparency
 Pathway Plan (See attached Pathway
Plan model on page 21.)
 Land and Water WS
 Continents & Oceans Song Sheet
 Audio Cassette of C&O Song
Method: Distribute world map pre-assessment Method: *Students already possessing
and allow students to work independently to
mastery of the continents and oceans will be
identify and label the four oceans and seven
able to use a world map to locate places and
continents. Correct as a whole class, using
objects given a specific set of directions
overhead transparency. *Students
(Let’s Travel the Earth WS). When done,
demonstrating mastery will move on to a
students may begin pathway plan enabling
differentiated activity. Students needing further them to research and plot a 14th or 15th
instruction and practice will stay in the whole
century explorer’s route on a map.
group and complete Land and Water WS. Bring
class together as a whole to conclude lesson
with Continents & Oceans Song.
HW: Study Continents and Oceans
HW: Review Continents and Oceans
15
Lesson #6: 1 class period
Objective: SWBAT use a world map to follow directions and locate places and objects.
Whole Class Components
Differentiated Components
Materials:
Materials:
 Continents & Oceans Song
 Pathway Plan
 World Map Transparency
 Let’s Travel the Earth WS
 Completed World Maps
Method: Begin by singing Continents &
Method: Students will continue working on
Oceans Song as a whole class. *Allow students pathway plan.
that tested out of yesterday’s lesson to continue
working on the pathway plan. Review the
names, location, and correct spelling of the four
oceans and seven continents by allowing student
volunteers to come up to the overhead to fill in
answers. Remind students that they will have to
be able to recognize the shape and location of
each continent for their test. Have students
complete Let’s Travel the Earth WS using
completed world map WS as a model.
HW: Study the continents and oceans
HW: Review continents and oceans.
16
Lesson #7: 1 class period
Objective: SWBAT explain that the equator is an imaginary line that divides the Earth into two
hemispheres.
Whole Class Components
Differentiated Components
Materials:
Materials:
 Orange
 Model of an appropriate continents
and oceans riddle
 Toothpicks
 Work Card for continents and oceans
 Vocabulary Packet
riddle activity
 Continents & Oceans Quiz
 Index Cards
 Answer Key Transparency
 The Puzzle Planet WS
 Globe Puzzle WS
Method: Motivate student learning by
Method: *Students exiting out of the whole
demonstrating the concept of the Earth’s
group lesson will work collaboratively to
hemispheres by drawing an equator with a black develop riddles about the seven continents
marker on an orange and then cutting it in half.
and/or four oceans. (Example: I am a large
With a toothpick, have students identify the
land mass. I am located in the southern
North and South Poles. Review important
hemisphere below the equator. I am
vocabulary terms and define on chart paper.
completely surrounded by water. Who am
Students will then be able to take a practice
I?)
continents and oceans test. *Students achieving
a 90% or better (along with those students who
already achieved this grade on the previous preassessment) will exit out of the remainder of the
lesson to create map-related riddles. Correct
assessment as a whole class using overhead
transparency and world map answer keys.
Students will then be able to complete skill
review worksheets to reinforce map skill
concepts. The whole class will come together at
the end of the period to share continent and
oceans riddles.
HW: Bring in a photograph of your house. (To be used in lesson 10)
17
Lesson #8: 2 class periods
Objective: SWBAT create a world map including a map key, title, four oceans, seven
continents, northern and southern hemisphere, equator, and compass rose.
Whole Class Components
Differentiated Components
Materials:
Materials:
 Extra Large Construction Paper
 Modified Directions for Project
 Continent Cut-Outs
 Modified Rubric
 Hemisphere Labels
 Model of Completed Project
 Evaluation Rubric
 Markers, Crayons, Scissors
Method: As a whole class, discuss the
Method: Students having demonstrated
elements found on a map. Explain map
mastery of continents and oceans will also
project, including evaluation rubric. Allow
complete world map project, but will take it
students to work independently on projects.
one-step further by charting their explorer’s
journey on their map. These students will
also be required to write a summary of their
explorer’s journey using directional language
(i.e. He sailed northwest toward the continent
of North America, etc.). Changes in
evaluation rubric will be noted.
HW:
HW:
Lesson #9: 1 class period
Objective: SWBAT obtain written directions and a computer generated street map illustrating
the route from their home to another student’s home.
Whole Class Components
Differentiated Components
Materials:
Materials:
 Wireless Laptop Computer Lab
 Challenge Tasks
 Task Sheet
Method: Review appropriate laptop use and
Method: Students finishing required
log on procedures. While working in pairs,
assignment will be able to complete various
obtain driving directions and a computer
challenge tasks:
generated map from each other’s homes using:
 What is the most direct route?
www.mapquest.com. *If students finish
 What is the fastest route?
assigned task early, they may work on
 Compare and contrast both routes.
Challenge Center tasks. Bring class together as
 What is the difference in miles?
a whole for debriefing. Allow volunteers to
 Find driving directions from your
read their directions aloud to class while
home to school. Compare the route
students try to follow oral directions by
generated by the computer to the
marking the route on individual Holmdel maps.
actual route you take to school.
Teacher may also follow directions using
overhead transparency. Have students compare
maps in small groups.
HW: Distribute map skills study guide and announce date of test.
18
Lesson #10: 2 class periods
Objective: Students will be able to listen to a teacher read aloud and create their own books
entitled My Place in the World.
Whole Class Components
Differentiated Components
Materials: None for this lesson.
Materials:
 There’s No Place Like Space, T. Rabe
 Reproduced Page Sheets
 Construction Paper
 Various Art Supplies
 Teacher-Created Model
 Photo of House
 Digital Student Photos
Method: Gather students together on carpet to Method: None for this lesson.
share There’s No Place Like Space by Tish
Rabe. Discuss the main character’s journey as
he learns about where he lives in relation to the
world around him. Introduce book project and
display model. Students will then be able to
create their own books entitled My Place in the
World featuring the following pages:
 Planet (Earth)
 Hemisphere (Northern)
 Continent (North America)
 State (New Jersey)
 County (Monmouth)
 City/Town (Holmdel)
 Street (will vary)
 House (students will display photo)
 All About the Author
Review for map skills test by playing map
skills Jeopardy as a whole class.
HW: Study for Test, Review Sheet
Lesson #11: 1 class period
Objective: Students will be able to demonstrate level of proficiency in unit.
Whole Class Components
Differentiated Components
Materials: None for this lesson.
Materials:
 Teacher-Created Map Skills Test
 Challenge Centers
Method: Review unit vocabulary and
Method: None for this lesson.
important concepts prior to distributing tests.
Students will then be able to take teachercreated map skills assessment. When done,
students may finish any incomplete work from
the unit or work at unit challenge centers set up
throughout the room.
19
Unit: Map Skills
Unit Warm-Ups and/or Cool Downs
1. There are many different words that can be used in place of the word street. List of as
many of these words as you can and then write how they can be shortened or abbreviated.
2. Observe the shapes of the continent puzzle pieces bound together on a binder ring. Name
each one silently, and then flip the puzzle piece to see if you were correct. The answers
are printed on the reverse side.
3. Create a word map for each of the vocabulary words assigned for this unit.
4. Examine a sampling of different types of maps. Create an appropriate title for each one.
Your title should clearly identify what kind of map it is.
5. Locate your home on the enlarged Holmdel map posted in the classroom. Mark location
with a push pin and connect with yarn to an index card listing your name and directions
to Indian Hill School.
6. Look at the highlighted city and country found on a sampling of newspaper articles and
then locate where in the world the events discussed in the article took place.
7. Give oral instructions to a blindfolded student using cardinal and intermediate directions
to direct them to a predetermined destination in the classroom.
20
Unit: Map Skills
Pathway Plan
Content
(
(
(
(
(
(
(
(
)
)
)
)
)
)
)
)
continents
major oceans
compass rose
map legends
map symbols
equator
northern hemisphere
southern hemisphere
Skills
(
(
(
(
)
)
)
)
applying cardinal directions
applying intermediate directions
interpreting hemispheric location
interpreting map symbols
Required Activity
1. Complete the worksheet Let’s Travel the Earth.
Choice Activity
1. Choose one of the following explorers who navigated the world sometime between the
late 1400’s and the early 1600’s:
(
(
(
(
(
(
(
)
)
)
)
)
)
)
Bartolomeu Dias (1486-1488)
Vasco da Gama (1497-1498)
Pedro Alvares Cabral (1500)
Christopher Columbus (1492-1504)
Vasco Nuñez de Balboa (1513)
Juan Ponce de León (1508-1509)
Ferdinand Magellan (1519-1522)
(
(
(
(
(
(
)
)
)
)
)
)
Francisco Coronado (1540-1542)
Hernando De Soto (q516-1520)
Juan Cabrillo (1542-1543)
John Cabot (1497-1501?)
Henry Hudson (1610-1611)
Other _____________________
(with teacher approval)
You are to use library books, magazines, encyclopedias, or the internet in order to find the
following information about your explorer: (1) the country where he was born; (2) the country
he departed from to begin his voyage; (3) what he explored and its location; and, (4) a map of the
route(s) he took. Use the attached Fact Finding Worksheet to record your research information.
In a few days, you will use your Fact Finding Worksheet to complete a final map project.
21
Unit: Map Skills
Pathway Plan
Fact Finding Worksheet
1. Name of the Explorer: __________________________________________
2. In what country was he born? ____________________________________
3. On what continent is this country located? ___________________________
4. In what hemisphere is this country located? __________________________
5. From what country did he depart to begin his voyage? _________________
6. On what continent is this country located? ___________________________
7. In what hemisphere is this country located? __________________________
8. What is the present day name of the location he explored? ______________
9. On which continent did his exploration take place? ____________________
10.In what direction or directions did he travel to reach his destination?
_____________________________________________________________
11.Write the title of the books you used to find information about your explorer.
12.Write the internet address of the websites you explored to find information
about your explorer.
13.Attach a copy of a picture or a map you found that charts his voyage.
22
Unit: Map Skills
Project Menu
1. Examine old world maps from different periods of history. Think about what the people
living at those times understood about the world and then complete the following
statement for each map you examine:
People living in ___________________________________ must have believed that _________
(time or historical period)
______________________________________________________________________________
because their maps had __________________________________________________________
_____________________________________________________________________________.
2. Look at three different maps in a world atlas. Identify three things that are on all three
maps that help you read and understand the map.
3. Sort a deck of cards that have the name of every continent on it and how large it is in total
square miles from the biggest to the smallest. Then sort a second deck of cards that have
the name of every continent on it and the total number of people who live there from the
most populated to the least populated. Write a sentence or two that explains the reason
why the biggest continent does not have the most people.
4. Mapmakers or cartographers are both scientists and artists. Design a compass rose for a
world map that is accurate and very artistic/creative.
5. There’s no such thing as a perfectly accurate map! Read pages 10 and 11 in Maps by
Kids Discover. Then create a four frame comic strip that explains why this statement is
true using humor.
6. Create an acrostic using the names of every continent.
7. Measure the shortest route from home to school using “Be a Map Master” found on page
19 of Maps by Kids Discover.
8. Draw a map that would help a new student reach a predetermined location in Indian Hill
School, such as the main office, the media center, the nurse’s office, or the cafetorium.
9. Plan the itinerary for a class trip to a zoo using one of the zoo maps generated by a
classmate.
23
Spin-off Investigation Form
Unit: Map Skills_________________
Name: _____________________________
General topic: Maps in Our World __________________________________________________________
NJ CCCS: 6.5.A.1; 6.5.A.2; 6.5.A.3; 6.5.B.2.__________________________________________
What is your specific topic? (Select one)
( ) 1. continental drift and Pangea
( ) 2. oceans
( ) 3. landforms
( ) 4. cartography
( ) 5. Other: __________________________________________________________ (Requires teacher approval)
What content or key ideas will you include? (Select at least two)
( ) 1. maps as pictures
( ) 2. physical features in the world (i.e., continents and oceans)
( ) 3. change
( ) 4. Other: ________________________________________________________ (Requires teacher approval)
How will you share your work? (Select one of the following project ideas)
( ) 1. Powerpoint slide show
( ) 2. videotaped presentation
( ) 3. building and orally presenting a model
( ) 4. making a poster
( ) 5. Other: ___________________________________________ (Requires teacher approval)
Grading Rubric:
Criteria
Exemplary
(4)
Admirable
(3)
Apprentice
(2)
Content Accuracy
Information is completely
accurate. All criteria are
met.
Writing Mechanics
Capitalization,
punctuation, and grammar
are completely accurate.
Information is almost
completely accurate.
All but one of the
criteria are met.
Capitalization,
punctuation, and
grammar are almost
completely accurate.
What is presented is
mostly accurate, but
criteria are not
satisfactorily met.
Capitalization,
punctuation, and
grammar are
predominantly
accurate.
Neatness
Final project is noticeably
attractive and neat,
demonstrating a concern
for overall presentation.
Final product is
attractive and neat,
demonstrating
moderate concern for
overall presentation.
Creativity
Uses a unique approach to
complete the product.
Modifies a
model/sample to
produce a different
product.
Final product shows
some consideration
for neatness,
demonstrating
marginal interest in
overall presentation.
Few modifications or
originality are present
in the finished
product.
Novice
(1)
Inaccuracies are
present.
Capitalization,
punctuation, and
grammar contain
many errors which
interfere with the
message being
communicated.
Little attention is
given to producing an
attractive product.
Little creative energy
or thought is present
in the finished
product.
24
Strategies for Managing Flexible Instructional Groups and Tiered
Assignments
1. Decide on grouping arrangement based on: learning objectives; teacher’s and
students’ability to manage; availability of materials; and room constraints/logistics.
2. Make tiered activities ‘invisible’ by: making all activities equally inviting, active, and
engaging; fair in terms of work expectations, such that the work is different rather than just
more/less; and, by ensuring that all activities are based on the key concepts, skills, and
understandings pertinent to the unit.
3. When giving directions or instructing a particular group of students in the class, assign the
remaining group of students meaningful tasks as ‘warm-ups’ that they can manage
independently.
4. Anticipate the student who finishes before the rest by preparing meaningful tasks as ‘cooldowns’ that they can manage independently, or have them select an additional item to work
on from the unit’s project menu. (See Glossary for additional information on cool-downs,
warm-ups and project menus.)
5. Create tasks that students can manage independently by reviewing and posting clearly
written directions for students. This can be done by preparing work cards for each task. (See
Glossary for additional information on work cards.)
6. Provide checklists or rubrics that convey expectations about the quality of students’ work.
7. Establish and post behavior guidelines/expectations for students while they work on tiered
assignments (e.g., noise level; when and how to get teacher guidance).
8. Establish a formal process for students to assess their productivity.
9. Begin and end each session formally. You could begin each session by having students
individually complete a work plan for the session. You could end each session by having
students individually complete a productivity evaluation form. Another way to end a work
session is to have students report on their progress, establish how much more time they will
need to complete their assigned task, and/or have students post ‘Help Wanted’ requests for
the next session to which resident peer experts (on spelling, proofreading, etc.,) can respond.
More specific guidelines for particular components of differentiated instructional
practices (i.e., tiered assignments; challenge centers; flexible groups; and curriculum
compacting) can be found in the following chart.
25
Strategy
Description of
Strategy
Rationale for Use
Tiered
Assignments
In a heterogeneous
classroom, a teacher uses
varied levels of activities to
ensure that students explore
ideas at a level that builds on
their prior knowledge and
prompts continued growth.
Student groups use varied
approaches to explore
essential ideas.
Blends assessment and instruction.
Allows students to begin learning where
they are.
Allows students to work with
appropriately challenging tasks.
Allows for reinforcement or extension of
concepts based on student readiness.
Allows modification of working
conditions based on learning style.
Avoids work that is too hard/easy.
Promotes success and is therefore
motivating.
Challenge
Centers
Learning centers/stations
where teachers have adjusted
tasks and materials to suit the
readiness levels or learning
styles of different students.
Flexible
Groups
Students are part of many
different groups—and work
alone—based on the match of
the task to student readiness,
interest, or learning style.
Teachers may create skillsbased or interest-based
groups that are heterogeneous
or homogeneous in readiness
level. Sometimes students
select work groups, and
sometimes teachers select
them. Sometimes student
group assignments are
purposeful and sometimes
random.
Allows matching of task and learner’s
skills level.
Encourages continuous development of
student skills.
Allows matching of task and
student’slearning style.
Enables students to work at appropriate
pace.
Allows teacher to break class into
practice and direct instruction groups at a
given time.
Helps develop student independence.
Allows both for quick mastery of
information/ideas and additional
exploration by students needing more
time for mastery.
Allows both collaborative and
independent work.
Gives students and teachers a voice in
work arrangements.
Allows students to work with a wide
variety of peers.
Encourages teachers to ‘try out’ students
in a variety of work settings.
Keeps students from being ‘pegged’ as
advanced or struggling.
Keeps students from being cast as those
in need of help and those who are
helpers.
Guidelines for Use
Be sure the task is focused on a
key concept or generalization
essential to the study.
Use a variety of resource
materials at differing levels of
complexity and associated with
different learning modes.
Adjust the task by complexity,
abstractness, number of steps,
concreteness, and independence
to ensure appropriate challenge.
Be certain there are clear criteria
for quality and success.
Match task to learner readiness,
interest, and/or learning style.
Avoid having all learners do all
work at all centers.
Teach students to record their
own progress at centers.
Monitor what students do and
what they understand at centers.
Have clear directions and clear
criteria for success at centers.
Ensure that all students have
opportunities to work both with
students most like themselves in
readiness and/or interest, and with
students dissimilar from
themselves in readiness and/or
interest.
Teacher assigns work groups
when task is designed to match
individual readiness/interest
based on pre-assessment or
teacher knowledge.
When appropriate, teacher assigns
work groups to ensure that
students work with a variety of
classmates.
Students select groups when task
is well-suited for peer selection.
Alternate purposeful assignment
to groups with teacher/student
selection.
Ensure that all students learn to
work cooperatively,
collaboratively, and
independently.
Be sure there are clear guidelines
for group functioning that are
taught in advance of group work
and consistently reinforced.
26
Strategy
Curriculum
Compacting
Description of
Strategy
Rationale for Use
A 3-step process that: (1)
assesses what a student
knows about material to be
studied and what the student
still needs to master; (2) plans
for learning what is not
known and excuses student
from what is known; and (3)
plans for freed-up time to be
spent in enriched or
accelerated study.
Recognizes large reservoir of knowledge
in some learners.
Satisfies hunger to learn more about
more topics than school often allows.
Encourages independence.
Eliminates boredom and lethargy
resulting from unnecessary drill and
practice.
Guidelines for Use
Explain the process and its
benefits to students and parents.
Pre-assess learner’s knowledge
and document findings.
Allow student a lot of choice in
use of time ‘bought’ through
previous mastery.
Use written plans and timelines
for accelerated or enrichment
study.
Can use group compacting for
several students.
Source: Tomlinson, C. A. (1995). Appendix.
27
Glossary
challenge centers - learning centers containing tiered assignments differentiated by level of
complexity.
cool downs- short, routine activities that can be completed independently (e.g., journaling; free
reading; sketch books; note taking; mapping of required reading; logic problem; daily oral
language) that are to be completed by students who have already finished their required tiered
assignments while other students continue to need more time.
curriculum compacting - a process where a student’s prior knowledge is assessed, a customized
plan is developed that: (1) addresses what the student does not know; (2) excuses the student
from what is already known; and (3) enables the student to spend time exploring areas of interest
or accelerated study.
differentiated instruction - providing different ways for students to acquire content, process
information and ideas, and demonstrate their understanding.
exit point - anywhere during instruction when a student’s work can be differentiated, or when
students can be grouped for differentiated work.
flexible group - students temporarily grouped according to their learning needs, strengths, and
preferences.
gifted learner – a student who has intense interests and a remarkable memory, is able to think
abstractly, is very verbal, and is curious. A gifted learner is not necessarily a high achieving
student.
high achiever – a student who is academically motivated and consequently performs well in
school. A high achiever is not necessarily a gifted learner.
pathway plans - a learning plan that keeps track of a student’s skill development extending the
unit by providing a choice of tiered, alternative activities for those demonstrating previously
attained proficiencies.
project menus - a numbered list of tiered assignments based on challenge that allow students to
choose what they’d like to work on. Some activities are more basic while other are more
advanced. Menu activities should enable students to present their learning in a variety of ways.
spin-off - projects based on student interests that are completed either independently, with a
partner, or in a small group. They are based on a general topic, which is usually related to a
specific unit or to a particular part of the curriculum. From there, the teacher may decide to
structure the content, process, or product the student is to work on, or allow the student to make
those decisions with teacher approval.
28
tiered assignments - varied levels of assignments that ensure students are challenged at a level
that builds on their prior knowledge and prompts continued growth.
warm ups - short, routine activities that can be completed independently (e.g., journaling; free
reading; sketch books; note taking; mapping of required reading; logic problem; daily oral
language) that are assigned to a group of students at the beginning of a lesson, allowing the
teacher to review instructions for tiered assignments that will be completed by another group of
students.
work cards – detailed written instructions/directions for a given assignment that are often
prepared by a teacher for challenge center activities or activities on project menus.
29
Appendix
30
A High Achiever vs. A Gifted Learner
A High Achiever
Knows the answers
Is interested
Is attentive
Has good ideas
Works hard
Commits time and effort to learning
Answers questions
Absorbs information
Copies and responds accurately
Is a top student
Needs 6 to 8 repetitions for mastery
Understands ideas
Grasps meaning
Completes assignments
Is a technician
Is a good memorizer
Is receptive
Listens with interest
Prefers sequential presentation of information
Is pleased with his or her own learning
A Gifted Learner
Asks the questions
Is highly curious
Is intellectually engaged
Has original ideas
Performs with ease
May need less time to excel
Responds with detail and unique perspectives
Manipulates information
Creates new and original products
Is beyond her or his age peers
Needs 1 to 2 repetitions for mastery
Constructs abstractions
Draws inferences
Initiates projects
Is an innovator
Is insightful; makes connections with ease
Is intense
Shows strong feelings, opinions, perspectives
Thrives on complexity
Is highly self-critical
Based on a concept from “The Gifted and Talented Child” by Janice Szabos, Maryland Council for Gifted &
Talented, Inc., as reprinted in Heacox, D. (2002), p. 136.
31
Comparing Classrooms: Traditional vs. Differentiated
Traditional Classrooms
Covering the curriculum is my first priority and directs
my teaching.
Learning goals remain the same for all students.
I emphasize mastery of content and skills.
Students use the same informational resources (e.g.,
books; articles; Web sites).
I primarily use whole-class instruction.
I tend to group students heterogeneously.
All students move through the curriculum together and
at the same pace.
All students complete the same activities.
I tend to use similar instructional strategies day to day.
All students complete all activities.
All students are involved in all instructional activities.
My enrichment work provides more content or more
application of skills.
In reteaching, I provide more practice using a similar
instructional method.
My reteaching activities typically involve lower-level
thinking—knowledge and comprehension—to reinforce
basic skills and content.
I assume that students have limited or no knowledge of
curriculum content.
I usually assess students’ learning at the end of an
instructional sequence.
I typically use the same assessment tool product, or
project for all students.
Source: Heacox, D. (2003), pp. 19-20.
Differentiated Classrooms
I base my teaching on students’ learning needs as well as
on the curriculum.
Learning goals are adjusted for students based on their
needs.
I emphasize critical and creative thinking and the
application of learning.
I match students to specific informational resources
based on their learning needs and abilities.
I use several instructional formats (e.g., whole class;
small groups; partners; individuals).
As appropriate, I group students for instruction based on
their learning needs.
The pace of instruction may vary, based on students’
learning needs.
As appropriate, I give students opportunities to choose
activities based on their interests.
I use a variety of instructional strategies (e.g., lectures,
manipulatives; role plays; simulations; readings).
Students complete different activities based on their
needs or learning preferences.
I use methods of testing out of work and for compacting
(speeding up, eliminating, replacing) work, as
appropriate.
My enrichment work demands critical and/or creative
thinking and the production of new ideas, thoughts, and
perspectives.
In reteaching, I use a different instructional method from
the one I used to teach the material the first time.
My reteaching activities demand higher-level thinking
while reinforcing basic skills and content.
Before beginning a unit, I use pre-assessment strategies
to determine what students already know.
I use ongoing assessment to check students’ learning
throughout an instructional sequence.
I allow for learner differences by providing a variety of
ways to show learning.
32
Student Learning Profile
Name: ___________________________________________________
ACHIEVEMENT TEST
Name of test: _____________________________________________
Year
National Percentile Score
Local Percentile Score
Math (overall)
____________________ (subtest)
____________________ (subtest)
Science
Social Studies
Language Arts (overall)
____________________ (subtest)
____________________ (subtest)
Reading (overall)
____________________ (subtest)
____________________ (subtest)
APTITUDE AND/OR INTELLIGENCE TEST
Name of test:______________________________________________
Year
National Percentile Score
Local Percentile Score
Verbal
Spatial
Quantitative
Continued 
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3-12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied for
individual, classroom, or small group work only.
33
34
Interest Inventory
35
36
37
Multiple Intelligences Checklist
38
39
Answer Key for Multiple Intelligences Checklist
40
41
Integration Matrix Form
Unit/Theme:
Bloom’s Taxonomy
Knowledge:
Recall facts and
information (Know
it)
Tell, list, define, label,
recite, memorize,
repeat, find, name,
record, fill in, recall,
relate
Gardner’s MI
Comprehension:
Show your
understanding
(Understand it)
Locate, explain,
summarize, identify,
describe, report,
discuss, review,
paraphrase, restate,
retell, show, outline,
rewrite
Application: Use
what you have
learned (Use it)
Analysis: Examine
critically
(Examine it)
Evaluation:
Determine worth
or value based on
criteria (Judge it)
Demonstrate, construct,
record, use, diagram,
revise, reformat,
illustrate, interpret,
dramatize, practice,
organize, translate,
manipulate, convert,
adapt, research,
calculate, operate, model,
order, display,
implement, sequence,
integrate, incorporate
Compare, contrast,
classify, critique,
categorize, solve,
deduce, examine,
differentiate, appraise,
distinguish, experiment,
question, investigate,
categorize, infer
Judge, predict, verify,
assess, justify, rate,
prioritize, determine,
select, decide, value,
choose, forecast, estimate
Synthesis:
Put together in a
new or different way
(Create it)
Compose, hypothesize,
design, formulate, create,
invent, develop, refine,
produce, transform
Verbal/Linguistic
Poetry, debate,
storytelling, essay,
checklist, journal
Visual/Spatial
Drawing, model, poster,
photograph, storyboard,
illustration, board game
Logical/Mathematical
Diagram, outline, timeline,
chart, critique, graph
42
Naturalist
Classification, collection,
solution to problem,
display, observation,
forecast, investigation,
simulation, exhibit,
identification
Musical
Song, rap, lyrics,
composition, jingle/slogan,
melody
Bodily/Kinesthetic
Role play, skit, pantomime,
dance, invention, lab,
improvisation, prototype
Intrapersonal
Journal, log, goal
statement, belief statement,
self-assessment, editorial
Interpersonal
Discussion, roundtable,
service learning,
conversation, group
activity, position statement,
interview
Source: Heacox, D. (2002) Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3-12. Virginia: Association
for Supervision and Curriculum Development.
Note: This form is available in an electronic format for personal use.
43
The Content Catalysts, Processes, and Products Toolkit
44
Projects, Presentations, Performances (Grades 3-5)
45
46
Projects, Presentations, Performances (Grades 3-5)
47
48
Bloom’s Taxonomy--Knowledge
49
Bloom’s Taxonomy--Comprehension
50
Bloom’s Taxonomy--Application
51
Bloom’s Taxonomy--Analysis
52
Bloom’s Taxonomy--Synthesis
53
Bloom’s Taxonomy--Evaluation
54
Bloom’s Taxonomy Learning Wheel
55
Lesson Plan Form
Lesson#__: ___ class period(s)
Objectives: SWBAT
Whole Class Components
Differentiated Components
Materials:
Materials:
Method:
Method:
Lesson #__: ___ class period(s)
Objectives: SWBAT
Whole Class Components
Differentiated Components
Materials:
Materials:
Method:
Method:
Note: This form is available in an electronic format for personal use.
56
Spin-off Investigation Form
Unit: ____________________________
Name: _____________________________
General topic: _________________________________________________________________
NJ CCCS: _____________________________________________________________________
What is your specific topic? (Select one)
( ) 1.
( ) 2.
( ) 3.
( ) 4. Other: ____________________________________________ (Requires teacher approval)
What content or key ideas will you include? (Select at least two)
( ) 1.
( ) 2.
( ) 3.
( ) 4.
( ) 5. Other: ___________________________________________ (Requires teacher approval)
How will you share your work? (Select one of the following project ideas)
( ) 1.
( ) 2.
( ) 3.
( ) 4. Other: ___________________________________________ (Requires teacher approval)
Grading Rubric:
Criteria
Exemplary
(4)
Admirable
(3)
Apprentice
(2)
Novice
(1)
Note: This form is available in an electronic format for personal use.
57
Student-Directed Spin-off
Unit: _________________________________
Name: _____________________________
I. EXPLORATION AND PLANNING
Goal: To select a specific topic to investigate.
Due Date for selecting a specific topic to investigate: ____________
General topic to be explored: _____________________________________________________
_____________________________________________________________________________
Resources Reviewed:
Books (List titles and author/authors)
Magazines or Newspapers (List titles, date of publication and page numbers)
Internet Sites (List complete address)
Other resources (interviews, videos, museum exhibits)
58
II. SPIN-OFF INVESTIGATION
Goal:
Due Date for completing investigation and associated project: ____________
The specific topic I will investigate is: ______________________________________________
The specific question I want to find an answer to while investigating my topic is: ____________
After completing my investigation I will show what I have learned by (describe your project):
III. EVALUATION AND SELF REFLECTION OF SPIN-OFF INVESTIGATION AND
PROJECT
Write four ‘I learned’ statements to describe something new you learned by doing your project.
1. I learned ________________________________________________________________
2. I learned ________________________________________________________________
3. I learned ________________________________________________________________
4. I learned ________________________________________________________________
What are two things about your project that you are particularly proud of?
1. ___________________________________________________________________________
2. ___________________________________________________________________________
Describe something you would improve or do differently if you had an opportunity to change
something about your project.
What was the most difficult part of this project?
59
What was the most enjoyable part of this project?
On a scale of 1 to 4 (4 is highest), how would you rate your project? 1 2 3
4
Why do you give it that rating?
Note: This form is available in an electronic format for personal use.
60
Compacting Form and Project Description
61
Conference Log
62
Sample: Compacting Form and Project Description
63
Individual Productivity Evaluation Form
Date: _______________
Using a scale of 1 to 5 with 5 being extremely productive, how would you evaluate your work
habits, ability to complete expected task(s), and overall progress on this unit project today?
Not Productive
1
2
Moderately Productive
3
4
Extremely Productive
5
Date: _______________
Using a scale of 1 to 5 with 5 being extremely productive, how would you evaluate your work
habits, ability to complete expected task(s), and overall progress on this unit project today?
Not Productive
1
2
Moderately Productive
3
4
Extremely Productive
5
Date: _______________
Using a scale of 1 to 5 with 5 being extremely productive, how would you evaluate your work
habits, ability to complete expected task(s), and overall progress on this unit project today?
Not Productive
1
2
Moderately Productive
3
4
Extremely Productive
5
Date: _______________
Using a scale of 1 to 5 with 5 being extremely productive, how would you evaluate your work
habits, ability to complete expected task(s), and overall progress on this unit project today?
Not Productive
1
2
Moderately Productive
3
4
Extremely Productive
5
Date: _______________
Using a scale of 1 to 5 with 5 being extremely productive, how would you evaluate your work
habits, ability to complete expected task(s), and overall progress on this unit project today?
Not Productive
1
2
Moderately Productive
3
4
Extremely Productive
5
Date: _______________
Using a scale of 1 to 5 with 5 being extremely productive, how would you evaluate your work
habits, ability to complete expected task(s), and overall progress on this unit project today?
Not Productive
1
2
Moderately Productive
3
4
Extremely Productive
5
Date: _______________
Using a scale of 1 to 5 with 5 being extremely productive, how would you evaluate your work
habits, ability to complete expected task(s), and overall progress on this unit project today?
Not Productive
1
2
Moderately Productive
3
4
Extremely Productive
5
Note: This form is available in an electronic format for personal use.
64
Sources Consulted
Gifted and Talented Requirements. (n.d.). Retrieved August 8, 2003 from
http://www.state.nj.us/njded/stass/g_and_t_req.htm
Heacox, D. (2002). Differentiating instruction in the regular classroom: how to reach and
teach all learners, grades 3-12. Minneapolis: Free Spirit Publishing Inc.
Taylor, R. (2002) Current, best instructional strategies for your gifted and highly capable
students: resource handbook. Washington: Bureau of Education and Research.
Tomlinson, C. A. (1995). How to differentiate instruction in mixed-ability classrooms.
Virginia: Association for Supervision and Curriculum Development.
Tomlinson, C. A. (1999). The differentiated classroom: responding to the needs of all learners.
Virginia: Association for Supervision and Curriculum Development.
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