Area to Consider Modu What? This can be a So What?
(Why is this
le bulleted list. important?) Provide dee
meaningful, thoughtful
responses.
Inst Differentiation 3 Gifted students, Students should be
ruc though uniquely
tio different, as a group
n need a specific type of
differentiated rigor to
help them thrive.
Flipping the classroom
can be an effective
instructional strategy
for differentiating
instruction for gifted
and talented students.
Rigor 3 Teachers should ask Questions asked by tea
questions that promote
rigor.
Differentiation
continues to be
necessary for gifted
learners under the
encouraged to move th
at their own pace.
Information should not
repetitive but more
advanced for learners
move quickly through
curriculum. Content sh
be broad and thematic
Activities should be
intellectually demandin
Questioning should be
higher level and initiat
inquiry. Activities shou
encourage self-directe
learning.
Students learn the bas
information at home th
before the lesson is
presented. When they
to class they can exten
their knowledge on the
content that they have
already previewed. Te
sometimes do this thro
technology, using vide
assign to the class to w
and learn about conten
Students who are talen
enough to learn from t
videos may then advan
their learning in class a
they have been provid
the option to skip pass
teaching of information
already know or can le
more quickly alone tha
the pace of whole clas
instruction.
should promote studen
demonstrate understa
require students to ana
or evaluate, requires s
to predict, design or cr
and that asks students
 common core
Blooms/Depth of 3 Learning builds on itself Students learn knowled
Knowledge as we move from one
segment of Bloom's
Taxonomy and Depth of
Knowledge to the next.
Assessment 3 Teachers can use the
internet to create
student lessons that
promote collaboration,
increase
communication and
increase inquiry of
relevant topics.
Formative assessment
is an important part of
evaluation of students
learning.
Students thoughts the
day of an assessment
apply a skill or
understanding.
The standards were wr
with the notion that th
would have to be alter
both gifted and studen
with disabilities.
stages that build on
themselves. The lowe
level is recalling knowl
which is considered sim
and concrete and build
to creating which is
considered complex an
abstract. Depth of
knowledge should be u
to assess learning, and
evaluate alignment be
curriculum and instruc
ranges from level one,
is simple recall, to leve
where students are ex
to provide extended
reasoning.
With the correct amou
guidance, students can
a more meaningful
understanding of conc
when they are allowed
self-guided research co
with collaboration. Stu
have had conversation
have allowed them to
deeper into the. With
deeper investigations,
students have engage
other in meaningful
conversations which
demonstrates a higher
of understanding.
Students need constan
feedback throughout t
unit. Teachers also ne
monitor what students
already know verses w
they need to know prio
the summative assess
For this reason formati
 assessment should be
often and feedback sh
be a part of the proces
make it meaningful. It
important to realize th
summative assessmen
be used as a formative
is particularly true if at
end of the unit a stude
performs poorly on the
summative. This now
become useful informa
to the teacher as it pro
feedback on what the
student understands. T
teacher can then decid
reassessment, making
reassessment the new
formative assessment.
Students tend to panic
try to understand why
are being tested or the
meaning or reason for
testing. My interpretat
this picture is that it
suggests some might h
anxiety on test day as
students have
demonstrated. On the
of the unannounced qu
administered, students
questioning why we we
having a quiz and said
of the same comments
the one on this picture
we being quizzed so yo
see what we know? D
this quiz count as a gra
Will it affect my averag

Aff Social Needs 3 A students social Parents and teachers ar

ecti adjustment may alter likely to recommend a
ve the students student who is not socia
Ne consideration into a adjusted due to the
eds gifted program. evaluators view of the
student versus the stud
capabilities.
Emotional Needs 3 There is a relationship Students who are aware
between emotional their feelings are more
giftedness and to be able to differentia
emotional intelligence. their feelings and are m
likely to create better a
deeper relationships.
 Intellectual Needs 3 Creative people have a
(ie perfectionism, reputation for being
underachievement, mentally unstable.
etc) Structured inquiry
experiences can help
learners develop skills
for coping with
problems that have no
clear solutions, dealing
with challenges, and
adapting procedures to
the demands of
different situations.
You 3 Gifted students ability Gifted students who fe
r to work with others.
Ow
n students reported the
3 Risk taking to promote Students with a growth
a growth mindset.
The idea of a grim futur
perpetuated onto those
as artistic. Most things
do is judge and unfairly
compared to other
accomplishments. As a
result, many artistic pe
have inherited emotion
anxiety of how they wil
judged. Greeks in the p
believed that creative p
were different. Romans
a similar yet less bleak
Unrealistic expectation
those who are gifted or
perfectionist can lead to
stress, anxiety, depress
and suicide. These
expectations cause stud
to be overly critical. As
result they tend to focu
others perceptions of t
achievements which lea
high levels of anxiety a
depression. There is,
however, a healthy form
perfectionism that lead
students perseverance
achievement and high
standards.
their work was appreci
by teachers and fellow
strongest preference to
with others. Independ
learning activities are m
like what students are
accustomed to doing in
school and thus has be
more comfortable for t
mindset are more likel
view challenging work
opportunity to learn an
grow. Students must b
allowed to struggle an
make mistakes in orde
feel comfortable trying
different strategies wh
first ones tried don't w
Modified from the What? So What? Now What? Chart on page 177 in
Advancing Differentiation

Resources Used for Research: You must have a minimum of 2; however, you
should include any resources used on this chart by adding additional numbers
in the appropriate box(es). Type directly in each box.

Topic Resources UsedTitle and/or Link

Differentiation 1. Sandra Berger: Differentiating curriculum for gifted students
2. Del Siegle, PhD: Technology Differentiating Instruction by Flipping the
Classroom
Rigor 1. Rigor_Teacher_Questions_by_Quadrant
2. Kate Ash: Gifted Learners Poised to Join The Conversation
Blooms/Depth of 1. treeTopSecret presents Bloom's Taxonomy and Depth of Knowledge
Knowledge 2.
Assessment 1. Rick Wormeli: Formative and Summative Assessment
https://www.youtube.com/watch?
v=rJxFXjfB_B4&index=7&list=PLzFz35PAA7-
cxi75IW6y4UGeN0oCtn3Y81%26url%3D
2. Wondering + Online Inquiry = Learning
3. Assessment image from pinterst
Social Needs 1. Issues in the Social and Emotional Adjustment of Gifted Children
2.
Emotional Needs Emotional Intelligence and Giftedness
Issues in the Social and Emotional Adjustment of Gifted Children
Intellectual Needs 1. Elizabeth Gilbert: Your elusive creative genius
https://www.ted.com/talks/elizabeth_gilbert_on_genius
2. Wondering and online inquiry.
Own Topics 1. Do gifted students really prefer to work alone?
2. Even Genuises Works Hard