Section X Overheads for Presentations

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DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
Differentiated Curriculum:

CHALLENGINGHIGH-END LEARNERS:

ADDRESSINGOREGON

STANDARDSANDBENCHMARKS

SECTIONX

OVERHEADSFOR PRESENTATION

OREGONDEPARTMENTOFEDUCATION

OFFICEOFSPECIALEDUCATION

TALENTEDANDGIFTED

2003

Revised 2005 and 2009

DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
TableofContents
Overheads for Presentation
Title / PPage Number
Title Page: Challenging High End Learners: Addressing Oregon Standards and Benchmarks / 3
Viable Curriculum Development / 4
Strategies for Differentiated Curriculum / 5
Middle School Task Demand Sample / 18
Differentiation Features / 19
Differentiation Strategies from Oregon Workshop 2002 / 23
Template for Creating Differentiated Curriculum / 25
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DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
Differentiated Curriculum:

CHALLENGINGHIGH-ENDLEARNERS:

ADDRESSINGOREGON

STANDARDSAND BENCHMARKS

OREGONDEPARTMENTOFEDUCATION

OFFICEOFSPECIAL EDUCATION

TALENTEDAND GIFTED

2003

7
DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
Differentiated Curriculum:

VIABLECURRICULUMDEVELOPMENT

● Collaborative Effort byTeams of Educators

● CritiquedbyMultipleAudiences

● Revised Product

●AlignedtoStandards

~JoyceVanTassel-Baska

DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
STRATEGIESFOR DIFFERENTIATEDCURRICULUM
Curriculum options for gifted studentsshouldbepitched above theirtestedlevelof performanceinorderto promote growth in learning.
~JoyceVanTassel-Baska
DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
STRATEGIESFOR DIFFERENTIATEDCURRICULUM
Curriculumoptionsforgifted students should move them fromconcreteexperiencesto abstract conceptual ones.
~JoyceVanTassel-Baska
DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
STRATEGIESFOR DIFFERENTIATED CURRICULUM
Curriculum options for gifted studentsatalllevelsshould represent work beyond the standards both in level and scope.
~JoyceVanTassel-Baska
DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
STRATEGIESFOR DIFFERENTIATED CURRICULUM
Curriculum options for gifted students should be delivered by individualfacilitatorswhohave educationintheareasofstudy and/orhaveeducationin workingwithgiftedlearners.
~JoyceVanTassel-Baska
DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
STRATEGIESFOR DIFFERENTIATED CURRICULUM
Curriculum options for gifted students should be delineated insuchawaythatoutcome expectations and assessment approachesarecleartoboth parentsandstudents.
~JoyceVanTassel-Baska
DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
STRATEGIESFOR DIFFERENTIATED CURRICULUM
Curriculum options for gifted studentsshouldcombinerequired and optional opportunities.
~JoyceVanTassel-Baska
DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
STRATEGIESFOR DIFFERENTIATED CURRICULUM
Curriculum options for gifted students should require collaborative and individual workproducts.
~JoyceVanTassel-Baska
DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
STRATEGIESFOR DIFFERENTIATED CURRICULUM
Curriculum options should provide anintegratedframeworkfor understandingbyemphasizingthe keyideasandthemes,processes and skills that underlay all areas of study.
~JoyceVanTassel-Baska
DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
STRATEGIESFOR DIFFERENTIATED CURRICULUM
Curriculum options should stress critical and creative thinkingintandem.
~JoyceVanTassel-Baska
DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
STRATEGIESFOR DIFFERENTIATED CURRICULUM
Curriculum options for gifted studentsshouldofferopportunitiesforrelevantapplications and creativeresponses.
~JoyceVanTassel-Baska
DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
STRATEGIESFOR DIFFERENTIATED CURRICULUM
Curriculum options for gifted studentsshouldprovidedepth ofunderstandingofaparticular topicorconcept.
~JoyceVanTassel-Baska
DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
STRATEGIESFOR DIFFERENTIATED CURRICULUM
Curriculum options for gifted studentsshouldmovetoward providinggreatercomplexity and challenge.
~JoyceVanTassel-Baska
DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
STRATEGIESFOR DIFFERENTIATED CURRICULUM
Curriculum options for gifted studentsshouldreflectaworld view of areas to be studied.
~JoyceVanTassel-Baska
DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
STRATEGIESFOR DIFFERENTIATED CURRICULUM
MIDDLESCHOOLGIFTED
Createablueprintforahouse,usingyour understanding of scale. Construct a three dimensionalmodelfromyourblueprint. Preparearesearchpaperandpresentationto alocalrealestateagencyto“sell”your originaldesign,basedonthehistoryof architectureandhowyourdesignfitswithinit.
~JoyceVanTassel-Baska
DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
Strategies forDIFFERENTIATEDCURRICULUM
DIFFERENTIATION FEATURES
Acceleration – Students are:
  • Assigned fewer tasks to master standard of learning
  • Assessed earlier or prior to teaching
  • Clustered by higher order thinking
Complexity– Students:
  • Use multiple higher-level skills
  • Haveadditionalvariablestostudy
  • Use multiple resources

DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
STRATEGIESFOR DIFFERENTIATED CURRICULUM
Depth– Students:
  • Study a concept in multiple applications
  • Conduct original research
  • Develop a product
Challenge – Students:
  • Useadvancedresources
  • Use sophisticated content stimuli
  • Make cross-disciplinary applications
  • Make reasoning explicit

DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
STRATEGIESFOR DIFFERENTIATED CURRICULUM
Creativity– Students:
  • Design and/or construct a model based on principles or criteria
  • Provided alternatives for tasks, products, andassessments
  • Present oral and written communication to a real world audience

DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
STRATEGIESFOR DIFFERENTIATED CURRICULUM
1.DIAGNOSTICPRESCRIPTIVE
(PITCHEDABOVESTUDENTS’TESTEDLEVEL)
2.CONCRETETOABSTRACTCONCEPTUALLEVELS
3.MOVETOWARDSGREATERCOMPLEXITYANDCHALLENGE
4.REFLECTAWORLDVIEWOFAREASTOBESTUDIED.
5.DEPTHOFUNDERSTANDING—MULTIPLEAPPLICATIONS, CONCEPTS
6.RELEVANTAPPLICATIONANDCREATIVERESPONSES
  1. CREATIVEANDCRITICALTHINKING—ALWAYSBOTH,NOT EITHER/OR

DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
STRATEGIESFOR DIFFERENTIATED CURRICULUM
8.INTEGRATEDFRAMEWORKFORUNDERSTANDING “ELEMENTSOFREASONING”
9.COMBINEREQUIREDANDOPTIONALOPPORTUNITIES
10.COLLABORATIVEANDINDIVIDUALOPPORTUNITIES.
11.DELINEATEDOUTCOMEEXPECTATIONSANDASSESSMENT APPROACHESARECLEAR
12.CURRICULUMOPTIONSFORALLLEVELSSHOULDREPRESENTWORKBEYONDTHESTANDARDBOTHINLEVELAND SCOPE.
DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
STRATEGIESFOR DIFFERENTIATED CURRICULUM
CurrentGradeLevel: / TaskDemandcontinued: / Academic Standards
Content: / CommonCurriculumGoals:
AccelerationApproach: OrganizingOverarchingConcept:
OrganizingHigherOrder Skills: / ContentStandards:
DifferentiationFeatures: / Questions: / Benchmarks/GradeLevelStandards:
ArchetypalModel:
ImplementationTime:
Sample Task Activity / Assessment/Scoring Guide:
Resources: