Gifted Endorsement Course 2

Implement the Strategies

Module 3
From your “Consider the Strategies” assignment, or from the suggested list of strategies, choose one strategy from
Advancing Differentiation and one strategy from Cobb County Advanced Learning Strategies. Develop the strategies and
use them in the course of your instruction.
1. On this document, write the name of the strategy.
2. Check the appropriate box(es) indicating what you differentiated for gifted and advanced students with this
strategy.
3. Check the appropriate box(es) indicating what drove differentiation.
4. 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 was the strategy used?
b. How were students grouped? Why did you group them this way? How did this grouping arrangement
benefit gifted/advanced learners? (Consider students’ learning styles, interests, and/or readiness.)
c. How did you implement the strategy? Describe what you did in your classroom, step by step.
d. How did you specifically differentiate for your gifted and high achievers?
e. How was the effectiveness of the strategy assessed? (A rubric, checklist, or rating scale should be used
for assessment.)
5. 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?
6. Provide data that substantiates the effectiveness of this strategy. How did students perform based on the
rubric? Does the data indicate success?
7. For “Materials Attached,” Upload the following documents:
 Strategy organizer/directions (given to students)
 Additional resources to clarify assignment (optional)
 Rubric, checklist, or rating scale used to evaluate the effectiveness of the strategy
 Student Samples
 Strategy Data

Strategy from Advancing Differentiation:

1. Name of Strategy: PNI
Page: 169
Citation: Cash, R. M. (2017). Advancing differentiation: thinking and learning for the 21st century. Minneapolis, MN: Free
Spirit Publishing.
2. Differentiation of (check one): □ Content □ Process □ Product
3. Differentiation based on (check one): □ Interest □ Readiness □ Learning Style
4. In My Classroom:
a. The PNI Strategy was used in my 5th grade Advanced Content ELA Class
b. Students were grouped on interest groups based on topics that they are working on in conjunction with an
A-Z Annotated Picture Book for an ELA project. Student groups were based on student choice topics that
were previously chosen for their project. Students are conducting a self-selected interest research project.
The grouping benefitted the learners as they got to work together and discuss their writing with students in
the same interest groups.
c. In preparation for the Milestones, my I have been integrating Civil Rights and Space Race into my literacy
content black. We have been looking at he bigger picture of how history impacts our future. I set up the
activity as an closing activity on Wednesday, March 7, 2018. I displayed the statement “Impact” on my
interactive whiteboard. I had students brainstorm at tables what the statement meant. I asked students to
 look at the word impact and think about positive impacts and negative impacts? Then we discussed how
history can positively and negatively impact our history. We also talked about how the content in class was
not all that we should learn about these events in history or these historical faces.
d. To allow for differentiation for the gifted learners in the class, I asked them to look deeper into their
historical topic and to research interesting facts online that had not been covered in class. I also chose to use
this strategy as a review for an assessment that would be given in class on Friday.
e. In order to evaluate the student performance a completion checklist rubric was used to guide students
through the process. Students were also asked to verbally share one of their interesting facts or impacts
with classmates.

5. What I Think Now: I love the way that this task helped my students to synthesize information that had already been
taught in class. The PNI strategy was a great way for me to see what students were able to synthesize as a positive or
negative impact. The students also loved the fact that they could research something interesting that they had learned from
their research.

6. Data:
The strategy was used between two of my
Student Completion Of PNI Task Advanced Content Language Arts Class.
100 Students were evaluated based on using the
90
checklist.
80
70
60 Total Number of Students: 25 AC and/or
50 Target students.
40
30
20 The 4 students who did not complete the
10 task are often the students who rarely
0 complete their assignments in a timely
manner on a typical daily assignment, so it
was no surprise.

8. Attached materials:
Work Samples:
Student Checklist:
Student Directions from SmartBoard:

Strategy from Cobb County Advanced Learning Strategies:

1. Name of Strategy: Categorizing
Page: Strategy #2
Citation: Cobb County Advanced Learning Strategies, Cobb County School District
2. Differentiation of (check one): □ Content □ Process □ Product
3. Differentiation based on (check one): □ Interest □ Readiness □ Learning Style
4. In My Classroom:
a. I used this strategy for a vocabulary review from a novel study
b. This strategy was used with a small group of gifted students (12) in my Advanced Content ELA class.
It is a group that struggles with vocabulary and has made below 80% on their previous vocabulary
assessments. Students worked in three groups of 4 to work on this week’s vocabulary.
c. In my classroom, I pulled this particular group of individuals as a small group. I set up out group as I
would a regular small group reading conference. I asked the students how vocabulary study was
coming along. I told them about a new strategy that we would be using in class to help them work
on their vocabulary words for the week.
 d. This is a group within my AC class that is reading A Wrinkle in Time. I specifically pulled them from
the larger group and gave them this strategy with hopes of improving their vocabulary score on their
Wednesday Assessment.
e. In order for the students to understand the task, I provided students with a written description and
expectations on the board as a checklist.
f. I evaluated the effectiveness of the strategy by using a looking at the score on their vocabulary test
from the previous week not using a strategy to this week’s scores using a specific strategy.

5. What I Think Now: I know going forward that I will begin to implement this strategy across the curriculum. The
students were very engaged in the process. I did not anticipate how much think time would be required for this
activity and how much higher level thinking was incorporated. Some students really struggled with coming up with
the group labels for their words. They were able to put words together, cut had some challenges coming up with a
category. I am not sure if the caliber of the words were easier this week, but student vocabulary scores improved.
Students asked later in the week to use this strategy with their Social Studies words, so I will judge that as success if
students are asking to do more learning activities of this nature.
6. Data:

Vocabulary Score Comparission

100
90
80
70
60
50
40
30
20
10
0

Week A Score Week B Score

7. Attached materials: