Name:

Cobb County Schools

Gifted Endorsement Course 2
Module 5

IMPLEMENT THE STRATEGIES

From your Consider the Strategies assignment, choose one strategy from Advancing
Differentiation and one strategy from Cobb County Advanced Learning Strategies.
Develop the strategy and use it in the course of your instruction.
On this document, write the name of the strategy.
In the My Classroom space, describe how you used the strategy as part of one of your
own lessons. The following should be included in your description:
a. In what grade level and content is the strategy being used?
b. How will students be grouped? Why would you group them this way?
c. How will you implement the strategy?
d. How will you differentiate for your gifted and high achievers? Be specific.
e. How will the effectiveness of the strategy be evaluated?
In the What I Think Now space, discuss what you think of the strategy based on your
experience. Was it successful? Did it go as planned? Did you have difficulties or
challenges? Will you try this strategy again? What would you do differently if you used
this strategy again?
For Materials Attached, list the organizer, rubric, checklist or other materials you gave to
students in addition to student samples. Attach these documents. Clearly label all
attachments. See the example provided.
EXAMPLE (From Cobb County Advanced Learning Strategies)
Name of Strategy: Error Analysis
Page: ###
Citation: Cobb County Advanced Learning Strategies. (2015, June 21). Retrieved
January 4, 2016.
In My Classroom:
a. I used this strategy in my 8th grade math class during our study of multi-step
equations.
b. Students were placed in small groups of two to four students according to
skill level. Student placement was based pre-test results. Students were
grouped in this manner so they could work at their own level to develop math
knowledge and confidence. Students who scored in the bottom half of the
class were given level 1, students in the top 10% of the class were given level
3, and the remainder of the class was given level 2. I felt this was the most
appropriately challenging level for each student.
c. I provided each group of students problems of progressive complexity based
on level of readiness. Each of the problems presented contained a mistake.
Students were asked to find the error in the multi-step equation, describe in
writing what the problem-solver did wrong, and then correct it. 50% of my
students worked at level 1, 40% at level 2, and 10% at level 3. Students
worked in teams of 2 to 4. Within the levels, students were free to choose
with whom to work.
d. I provided the groups of students made up of the gifted and/or high achievers
problems that were more complex than the problems provided to other
students.
e. The effectiveness of this strategy will be evaluated based on a rubric provided
as well as student performance on post-test compared to pre-test.

Name:
What I Think Now:
I was amazed at how well this strategy worked with my class. Students had heated
conversations about what should or shouldnt be done when solving equations.
Although I was very busy answering questions, it was no more than usual. I found
the activity quite easy to handle, because all students were engaged. Every group
of students worked at their own level, appropriately challenged. The only problem I
had was that of some groups finishing before others. Those who did finish early
moved on to independent work, but found it difficult to focus within the atmosphere
of sharing still going strong in some groups. I will definitely use this strategy
again. Next time, I will give each group a set of problems. Each set of problems
will contain correct as well as incorrect solutions. Ive learned from this experience
which groups need more/less time. I will adjust the number and complexity of the
equations accordingly.
Attached Materials:
Multi-Step Equations Problem Analysis (leveled)
Rubric for evaluating Multi-Step Equations Problem Analysis
Student Samples
Strategy from Advancing Differentiation:
Name of Strategy:
Page:
Citation:
In My Classroom:

What I Think Now:

Attached Materials:

Strategy from Cobb County Advanced Learning Strategies:

Name of Strategy:
Page:
Citation:
In My Classroom:

What I Think Now:

Attached Materials: