CONSIDER THE STRATEGIES

Choose five strategies from Advancing Differentiation and five strategies from Cobb County
Advanced Learning Strategies.
1. State the name of the strategy.
2. Provide a procedural description of each strategy. This should be the nuts and bolts of the
strategy.
3. In the My Classroom space, describe how you might use the strategy as part of one of
your own lessons for gifted/advanced learners. The following should be included in
your description:
a. In what grade level and content could the strategy be used?
b. How would students be grouped? Why would you group them this way? How will
this grouping arrangement benefit gifted/advanced learners? (Consider students
learning styles, interests, and/or readiness.)
c. How might you implement the strategy? Describe how the strategy aligns with your
content.
d. How are you specifically going to differentiate for your gifted and high achievers?
e. How will the effectiveness of the strategy be assessed? (A rubric, checklist, or
rating scale should be used for assessment.)
4. In the I Wonder category, discuss any doubts or concerns you have about the strategy
as well as anything you dont understand.

1. Strategy One from Advancing Differentiation:

Name of Strategy #1: Compare and Contrast Graphic Organizer
Page: 130
Citation: Cash, R.M. (2011). Advancing Differentiation: Thinking and
Learning for the 21st Century. Minneapolis, MN: Free Spirit Pub.

2. Description of Strategy: plot out significant similarities and differences and

interpret what is meant by the similarities and differences
3. In My Classroom: I would use this to have students explain their understanding
of the similarities and differences between shapes such as the types of
quadrilaterals (square vs rectangle for example).
a. This can be used in any high school Geometry class.
b. I can have students pick two shapes compare, then have students get into
groups of 2 to 4 with peers who choose the same two quadrilaterals to
compare. I chose this so that students with similar interest can work
together. It may help advance students when they come together to share
information think outside the box and see others point of view.
c. After students learn the properties of quadrilaterals, they will pick two
shapes from a list: square, rhombus, rectangle, trapezoid, kite, parallelogram,
etc. I will then have them first compile the list of similarities and differences.
I would them have them form their groups by pairing them up based on their
choices, my goal will be to put students who choose the same two
quadrilaterals together, and have them expound on their list based on their
conversation with their peers.
d. Gifted and high achievers can be asked to use real world examples instead of
mere shapes. For example they can investigate the difference between a
table that has a trapezoidal shaped surface versus a rectangular shaped table.
e. Students can be given a list of criteria to meet on the assignment.
4. I Wonder: I wonder if students will be creative enough to develop their own real
world examples. They may need guidance creating two to compare.
Strategy Two From Advancing Differentiation:
1. Name of Strategy #2: Advanced Venn Diagram
Page: 131
Citation: Cash, R.M. (2011). Advancing Differentiation: Thinking and Learning for
the 21st Century.
Minneapolis, MN: Free Spirit Pub.
2. Description of Strategy: Students can use the diagram to compare and contrast.
3. In My Classroom: Students can conduct a survey, then use the information
collected during their collection of data to create a graphic organizer that displays
their results.
a. This can be used in any high school class that has a statistics unit.
b. Students can be form their own groups and work together to collect data. I
think it is important for students to choose their own groups so they can
choose to work with someone who has similar interests to them. I think this
will help advance students because they have the ability to use their
imagination and creativity freely.
c. I will likely show students some data collection and examples of how to make
a Venn diagram from the information gathered. This aligns with the statistics
unit of mathematics.
d. High achievers can be required or given the option to create a minimum of
three categories to compare, thus making an advanced Venn diagram.
e. Students will use a checklist to ensure they have addressed all areas.
4. I Wonder: I think students may need a lot of guidance and will definitely need
me to check their diagrams for accuracy.

Strategy Three from Advancing Differentiation:

1. Name of Strategy #3: I chart
Page: 48
Citation: Cash, R.M. (2011). Advancing Differentiation: Thinking and
Learning for the 21st Century.
Minneapolis, MN: Free Spirit Pub.
2. Description of Strategy: Under the brain break category. Students
write about a topic they have learned about answering questions: I
think, I discovered, I think, I questioned, I believe, I plan, I connected, I
learned.
3. In My Classroom: I can use this at the conclusion of a lesson with two
purposes: two have students evaluate that they got from a lesson and I
can also use it to measure what students know as well.
a. This can be used at all levels any topic.
b. Students can first work alone then combine this with a second
strategy, Think Pair Share, where students continue by sharing
their thoughts with their peers. I would have then share with their
peers so they can get a sense of what it is like to share ideas with
each other thus developing their workforce skills. I feel this may
help gifted students become better writers of generalized
statements as well as improve their communication.
c. This strategy can be used at the conclusion of a lesson or unit of
study. It can also be sure to summarize what students have
learned during a unit. It can be used as a formative assessment
to assist the teacher in providing an environment that is
interesting, enjoyable yet choice-filled.
d. I can provide a checklist of minimum requirements, such as a
 sentence minimum to challenge students to create several ideas
related to the topic.
e. I can give the students a rating scale to evaluate the
completeness or thoroughness of the I chart.
4. I Wonder: I wonder if students with writing deficiencies will be less
likely to enjoy or learn from the I chart.

Strategy Four from Advancing Differentiation:

1. Name of Strategy #4: Think Pair Share
Page: 65
Citation: Cash, R.M. (2011). Advancing Differentiation: Thinking and
Learning for the 21st Century.
Minneapolis, MN: Free Spirit Pub.
2. Description of Strategy: Students get together in pairs to discuss an
idea or concept.
3. In My Classroom: This concept can be used as frequently as daily to
have students discuss any math concept or summarize a finding or
lesson.
a. This can be used at any level of math.
b. Flexible grouping can be used.
c. I see many ways that this strategy can be implemented. One
example is to have students work together to discuss their
findings on a particular problem or concept. As the description
suggests, a teacher my pose a profound question such as: how can
sine waves be used to model real world situations? Students will
then discuss their ideas with another class member.
d. For gifted learners I may provide a checklist or ideas to discuss.
e. I will use the checklist to assess the students understanding and
thoroughness of their discussion.
4. I wonder: I wonder if students who are uncomfortable with speaking
publically or sharing their ideas will find it difficult to be thorough.

Strategy Five from Advancing Differentiation:

1. Name of Strategy #5: Spider diagram
Page: 129
Citation: Cash, R.M. (2011). Advancing Differentiation: Thinking and
Learning for the 21st Century.
Minneapolis, MN: Free Spirit Pub.
2. Description of Strategy: Students use this strategy to substantiate
and validate information.
3. In My Classroom: This strategy can be used to describe the methods
used to solve triangles.
a. This can either be used in a high school Geometry or
Trigonometry/Precalculus course.
b. Students will be grouped heterogeneously. I would group them
this way so that those who may have struggled with the concept
will likely gain knowledge and those who were strong on this topic
may strengthen their leadership skills.
c. I will give them the topic to discuss, solving right triangles. I may
then, using whole class instruction, give them one feature and
 have them give me the facts. Students will then work with their
groups to create the other features and facts.
d. I can have my gifted/high achievers write a summary providing
results as to how they chose the pertinent information needed for
their spider diagram.
e. I will provide a rating scale determine their understanding.
4. I wonder: I wonder if all will participate and provide information to
the discussion or if one student will take the lead and attempt to
complete the assignment alone.

Strategy One from Cobb County Advanced Learning Strategies:

1. Name of Strategy #1: Categorizing
Page: 5
Citation: Cobb County Advanced Learning Strategies. (2015, June 21).
2. Description of Strategy: student use the strategy to categorize
information given a list or concepts.
3. In My Classroom: Students will use this strategy to categorize types
of quadrilaterals.
a. I would use this in my high school level geometry class.
b. Students would be grouped homogeneously or in pairs. The
benefit is to encourage equal contributions from each participant.
This can help gifted students feel safe in taking risks and sharing
ideas.
c. I would give the students a list of all the properties of
quadrilaterals discussed within the unit and students will have to
name the quadrilateral that fits each description.
d. Gifted or high achievers can summarize the information at the
end of the activity.
e. This strategy will be evaluated using a checklist.
4. I wonder: I wonder if this there is an effective way to determine if
the students truly understand the concepts covered in this activity.

Strategy Two from Cobb County Advanced Learning Strategies:

1. Name of Strategy #2: advanced graphic organizer task #3
Page:11
Citation: Cobb County Advanced Learning Strategies. (2015, June 21).
2. Description of Strategy: Students use the model to organize
information about a particular concept.
3. In My Classroom: Student will use this to give a definition, picture,
facts and myths about a specific concept.
a. This can be used at any grade level in high school math.
b. I would have students work on this assignment individually. I will
possibly have the students work in pair to discuss their findings
and possibly expound on the topic. By working alone, students
can use autonomy and personalize the information for themselves.
c. Student can for example be given a mathematical term to define.
They will then give a definition either verbatim from text or using
their own words, then provide pictures, examples and
misinformation regarding the concept.
d. Gifted students can be given a list of criteria to meet or be
 allowed to think freely and provide the information that they
themselves create on their own.
e. I feel a rating scale will provide the best method of assessing the
information in this assignment.
4. I wonder: I wonder if students with writing deficiencies will feel
uncomfortable working alone to create ideas on this assignment.

Strategy Three from Cobb County Advanced Learning Strategies:

1. Name of Strategy #3: One minute quick write
Page: 20, 22
Citation: Cobb County Advanced Learning Strategies. (2015, June 21).
2. Description of Strategy: Students are given a topic, and then they are
given a minute to write as many ideas as they can on the topic.
3. In My Classroom: I would either use it to have a student research a
topic then provide information of their findings to the class. Or I would
use it to have students summarize a unit or concept.
a. This can be used in any high school level math class at the
beginning or conclusion of a unit.
b. I would have students work individually, then present the
information to the class using whole group discussion. I feel this
will help students become comfortable with publc speaking skills.
Also this assignment allows the student to be creative and make
their own generalizations.
c. One example would be to give a topic that introduces a unit. I
can then have the students research the concept on their own or
use the notes covered in class. After they complete the one
minute quick write they will share their findings with the class.
d. Gifted students can be given a deeper topic to expound on.
e. I would use a rating scale to measure the students understanding
of the topic.
4. I wonder: I wonder if the class presentations will become redundant if
they are all presenting on the same topic.

Strategy Four from Cobb County Advanced Learning Strategies:

1. Name of Strategy #4: Ready to order
Page: 26-27
Citation: Cobb County Advanced Learning Strategies. (2015, June 21).
2. Description of Strategy: Students order ideas to show their
understanding of the concepts covered.
3. In My Classroom: I would use this to have students show the
sequential steps of solving a problem.
a. I can use this in any high school level math class where there are
problems involving sequential steps.
b. Students can work alone then I can use the think-pair-share
strategy to have them share their ideas or check each others
work. I would allow students to choose their own person to work
with so they will feel comfortable expressing their results.
c. I would implement the strategy on problem solving. Students will
be given a problem to solve. They will then list each step and
justify the reasoning for their steps. Problem solving skills are
essential for all math classes.
d. I feel this will help students strengthen their conceptual
 knowledge.
e. I would use a checklist to determine a students understanding of
problem solving.
4. I wonder: I wonder if this is too easy or simple to utilize as it mostly
seems to address procedural knowledge.

Strategy Five from Cobb County Advanced Learning Strategies:

1. Name of Strategy #5: Move on
Page: 18
Citation: Cobb County Advanced Learning Strategies. (2015, June 21).
2. Description of Strategy: Student are given a preassessment. If the
student performs well, the student can opt out of completing the topic
by topic lessons and discussion and instead complete and enrichment
activity.
3. In My Classroom: I would use this in any class to eliminate the
possibility of losing the interest of a student who has already mastered
the content of the unit.
a. This can be used in any high school level math class.
b. Students can be grouped by ability. All student who receive 90%
or above in one group and students who receive between 85-89%
in another group while those who perform below 85% will
participate in teacher directed instruction. As afore mentioned,
this will allow students to move at their own pace as well as use
their own higher ordered thinking skills.
c. I would give a preassessment to determine each students
knowledge of the topics that will be covered in an upcoming unit.
If a student masters the standards they will be allowed to
complete an alternate enrichment activity that will enhance their
understanding of the material and/or help them to express their
deep understanding of the standards.
d. I will differentiate by allowing students to use autonomy on the
assignment.
e. I will give the students a rubric that will be used to rate their
understanding of the material.
4. I wonder: I wonder if some important skills may be over looked as I
am only looking for 85% mastery. What if the missing 15% does not get
covered?