WCPSS AG Program 2009

A Planning Model for Academic Diversity & Talent Development

From a workshop with Carol Ann Tomlinson: Leadership for Differentiating Secondary Schools and Classrooms, October 2003

Considerations:
• Flexible Grouping
• Active Orientation
• Escalating Expectations
Toolbox for Planning Rigorous Instruction

• Continual Assessment and Adaptation

Content Process Product

Concept and generalization based Concept and generalization driven Concept/Issue centered
High relevance Focused Skills of planning taught
Coherent High level Skills of production taught
Transferable Purposeful Requires application of all key skills and understanding
Powerful Balancing critical and creative thought Uses skills of the discipline
Authentic Promoting cognition and metacognition Real problems/audiences
Multiple modes of expression

Differentiation Through Differentiation Through Differentiation Through

Multiple texts and supplementary print Tiered assignments Tiered product assignments
resources Learning centers Independent study
Varied computer programs Triarchic model assignments Community-based products
Varied audio-visuals Multiple intelligence assignments Negotiated criteria
Section 3: Differentiation - 5

Varied support mechanisms Graphic organizers Graduated rubrics

Varied time allotments Simulation Triarchic-based orientations
Interest centers Learning logs Multiple intelligence-based orientations
Contracts Concept attainment Complex instruction
Compacting Concept development Group investigation
Triarchic-based orientation Synectics etc.
Complex instruction Complex instruction
Group investigation Group investigation
etc. etc.