Resource: Differentiation for Gifted Learners
Acceleration-
  • Use the Common Core Standards to guide acceleration
  • Reading across three grade level standards, teachers see what would be the next level of learning

Accelerate- Looping
  • Use pre-assessments to pace the sequence of CCSS
  • Loop out of particular lessons when demonstrating mastery - short term with instruction decisions made day-to-day
  • Engage in a more complex application of the material or in enrichment extensions, or more in-depth tasks.
  • Not busy work
  • Moves student in and out of instruction
  • Tips for Looping
  • replace direct instruction and the daily work or assignment
  • provide next level instruction, not more of the same
  • reflect more in-depth or complex learning experiences
  • be engaging and interesting
  • be written specifically enough so students can proceed independently
  • offer some short tasks that can be done in a class period as well as tasks that may require a couple of class periods to complete
  • allow for quick reviews by the teacher

Accelerate - Compacting
  • Student tests out of a significant number of learning goals in a unit
  • Provides a continuous block of independent work time

Accelerate - Combine
  • Combine less complex standards to create a more complex standard for gifted learners
  • Example: Combine standard in current grade with a standard above grade level

Accelerate - Add Depth and Complexity
  • Consider the standard; then design more depth and complexity into the tasks
  • Use the CCS to Increase Depth by .....
  • developing the specialized vocabulary of a field beyond simple academic terms
  • determining essential attributes
  • forming hypotheses
  • proving or defending through evidence
  • identifying recurring events, activities, or actions
  • generating predictions
  • examining differing ideas, viewpoints, or perspectives
  • creating innovations based on data
  • creating structures, hierarchies, or order
  • determining stated or unstated assumptions
  • determining effects or consequences of actions
  • developing theories or principles
  • creating connections or establishing interrelationships
  • Example: CCSS ELA Literacy RL 4.2 "Determine a theme of a story, drama, or poem from details in the text; summarize the text" and use the depth menu item of "providing evidence to support the theme of good and evil in Sleeping Beauty or Snow White.