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Gifted Endorsement Course 2 (Implement the Strategies – Module 4)

This assignment requires you to implement new, rigorous strategies for advanced learners. Consider
ways to differentiate them for your more advanced learners. Upon review of current, available data on
your students, you will implement a strategy with a small group or even an individual student. During
this implementation, data should inform you of the next steps. Include how you could further
accelerate, extend or enrich instruction. When implementing a strategy with a whole group, you must
differentiate for rigor. Students excel and demonstrate a need for differentiation instruction even
within advanced classes. Although there are many ways to personalize instruction for different groups
of learners, this gifted endorsement course focuses on instruction and related differentiation and rigor
for gifted and advanced learners.

Directions:
From your “Consider the Strategies” assignment or the Strategy Choice document, choose one strategy
to develop and implement as a means to increase rigor through differentiation for your gifted and
advanced learners.
You will need to create a customized format of the strategy and rubric specific to your content.
Afterwards, describe your experiences on the Implementing Strategies chart. Review the rubric provided
for this assignment prior to beginning. Be sure to provide the required information and documents listed
below.

Things to Consider:
 Grouping does not have to be physical grouping or group work. Students can be grouped by
readiness yet work independently.
 If every student is completing the same task with the same directions and resources,
differentiated instruction is not present. Good differentiation means different work not more
work.
 Withholding resources from advanced students is not an effective means of differentiation.
 The effectiveness of each strategy must be assessed using a rubric, checklist, rating scale, etc.,
evaluated, and data organized into a table or graph.
 Use the strategies listed on the Strategy Choice Document. If you choose a strategy from the
book or Cobb County Advanced Learning Strategies other than those listed, you must get prior
approval from your instructor.
 All resources should be cited.

Ideas for Increasing Rigor and Differentiation:

 Leveled texts (Lexile levels)
 Tiered assignments
 Tasks reflecting different DOK or Bloom’s levels
 More self-direction and voice for gifted and advanced learners

Resources on Rigor:
 What Rigor Looks Like in the Classroom – Brief Introduction
 Everything you Need to Know about Depth and Complexity Icons– Byrdseed
 The Shift from Engaging Students to Empowering Learners – John Spencer
 Math Class Needs a Makeover – Dan Meyer

Strategy #3
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1a. Name of Strategy: What would happen if?

Page: pg. 199, 208
1b. Did you work with someone to develop the lesson plan? (Remember, you must each implement this
strategy using your data and students.) ☐ Yes ☐ No
If yes, with whom did you work? Please list.
2. Differentiation of (check one): Content Process Product
3. Differentiation based on (check one): Interest Readiness
4. Grouping: Individual Small Group Whole Group
5. Describe how you used the strategy as part of one of your own lessons in the boxes below. The boxes will
expand as you type.
5a. State the standard(s) being addressed. Write out the standard(s).
S3L2. Obtain, evaluate, and communicate information about the effects of pollution (air, land, and water)
and humans on the environment.
a. Ask questions to collect information and create records of sources and effects of pollution on the
plants and animals.
b. Explore, research, and communicate solutions, such as conservation of resources and recycling of
materials, to protect plant & animals.
5b. Main Question and Questions to consider when composing your response:
i. How did you group students, and why?
- Students were grouped based upon a formative assessment about pollution based off of
teacher observations. This lesson started out as a whole group lesson, and then they broke
into differentiated groups. The group we are focusing on for this assignment is a group of
students that are gifted and high achieving. These students mastered the formative
assessment that was given to the students.
ii. Which students completed this more rigorous assignment/task?
- The group we are focusing on for this assignment is a group of students that are gifted and
high achieving. These students mastered the formative assessment that was given to the
students. Students were grouped in differentiated groups. The higher the group, the higher-
level thinking questions the students were given.
iii. Why did you choose to assign this group of students the more rigorous task?
- These students were chosen because they met mastery on the formative assessment that
was given to them. They have also succeeded in out small group conversations about
pollution. These students were ready for a high-level blooms question.
iv. What data was utilized to inform this grouping?
- Formative assessment data was considered in combination with teacher observation. These
questions were given to students that were ready to apply what they have learned to
something new and open ended.
v. How were students grouped, tiered, or leveled?
- Students were grouped using both formative assessment data and teacher observation
regarding student readiness.
vi. How did gifted and advanced learners benefit from this grouping?
- Gifted and advanced learners benefit from this grouping because they are able to work with
each other and collaborate. This allows them to see the different ways other students would
answer the questions that were posed to them. The "What Would Happen If?" strategy
encourages students to think critically about cause-and-effect relationships. Gifted students,
who often excel in critical thinking, can deepen their understanding of complex concepts
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related to pollution and its effects.

5c. How did you implement the strategy? Provide a bulleted list of steps anyone teaching this lesson could
follow.
- Objective: Students will explore the effects of pollution on the environment using the "What
Would Happen If?" strategy, focusing on critical thinking and problem-solving skills.
- Materials Needed:
o Chart paper
o Markers
o Pictures or props representing pollution (e.g., plastic bottles, trash, smoke)
o Pictures of clean and polluted environments

Introduction
o Begin by discussing what pollution is and why it is harmful to the environment.
Introduce the "What Would Happen If?" strategy by explaining that students will
imagine different scenarios related to pollution and discuss what would happen in each
scenario. This is something that will need to be modeled by the teacher if the strategy
has not already been used within the classroom. Lead a class discussion about the
scenarios and their possible outcomes. Encourage students to think about ways to
prevent pollution and protect the environment. Show pictures of clean and polluted
environments to help reinforce the concept of pollution and its effects. Discuss types of
pollution (air, land, water) and their impacts on plants and animals. Explain the concept
of conservation and recycling as solutions to protect the environment. Address the
misconception that pollution only affects humans directly.

Small Group Activity

o Divide students into small groups and give each group a scenario related to pollution
(e.g., "What would happen if all the trees in the world were cut down?" or "What
would happen if everyone used cars instead of walking or biking?"). Then you will
have students discuss their scenarios and come up with possible outcomes.
Encourage them to think about how pollution affects plants, animals, and the
environment. After discussing their scenarios, have each group share their ideas with
the class.

Closing
o Recap the lesson by highlighting the importance of taking care of the environment
and reducing pollution. Encourage students to think about ways they can help
protect the environment in their everyday lives.

5d. Rigor and Differentiation

i. What makes this strategy, lesson, or task rigorous?
- The "What Would Happen If?" strategy is rigorous because it requires students to think
critically, make predictions, and consider the consequences of different actions or scenarios.
This strategy prompts students to apply their knowledge and understanding of a topic to new
and hypothetical situations, challenging them to think beyond basic facts and concepts. By
asking students to predict outcomes and explain their reasoning, the strategy encourages
deeper thinking and analysis. The open-ended nature of the strategy allows for multiple
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perspectives and interpretations, fostering creativity and flexibility in students' thinking.

ii. What makes it appropriate for your gifted and advanced learners?
- The "What Would Happen If?" strategy is particularly appropriate for gifted learners due to its
ability to engage their advanced thinking skills and cater to their need for intellectual
challenge. The strategy encourages gifted learners to think creatively and consider multiple
perspectives. It allows them to explore hypothetical scenarios and think about cause-and-
effect relationships in a way that stimulates their curiosity and imagination. The "What Would
Happen If?" strategy is well-suited to gifted learners as it provides them with a challenging and
intellectually stimulating way to explore and understand complex concepts.
5e. Grouping Reflection: If implemented whole group, how did you differentiate use of this strategy for
more advanced learners? If implemented small group or with an individual student, how would you
differentiate for more advanced learners in the future?
- This was differentiated for the different groups based on the questions that were given to
the students to think about and answer. My gifted and high achieving students were given
higher order thinking questions. Where as my students who still need help with mastering
the content were just asked to apply their knowledge about pollution to their questions.
5g. How was the effectiveness of the strategy assessed? (A rubric, checklist, or rating scale should be used
for assessment.) Attach the assessment as a supporting document. Organize data concerning the
effectiveness of the strategy (from the rubric, checklist, etc.) into a table or graph. The significance of the
data should be explained.
- The effectiveness of the strategy was assessed using an 9-point rubric based upon the two
questions that students were asked to answer. Each response was graded from a 3 point
rubric, so 9-points in total.

6. Reflection: Evaluate the strategy/lesson/task.

i. How was it successful?

- This was successful because it encouraged the students to think critically and consider the
consequences of their actions. I feel that this also caused students to use their creativity and
imagination thinking about the different scenarios. This strategy was successful because it
encouraged active participation and engagement. Students were more likely to be invested
in the discussion that they were having because they are asked to think about real-world
implications of their ideas.

ii. What challenges or obstacles did you or your students encounter?

- Some challenges that the students had was coming up with 6 different answers to the open-
ended question. They felt the need to repeat some of the answers that they already had, just
with different wording. They also struggled with elaborating on the answers that they had. I
think that in having the students research the topics, this could give the students that
deeper understanding of the answers that they are giving.

iii. What might you do differently the next time you implement it? Support your response with specific
evidence.

- Next time that I implement this strategy, I think that it would be beneficial to allow the
students to do some type of their own research on the content being presented. I think that
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the student did very well with this topic, and it really deepened their understanding about
the importance of pollution and the ability that they must take steps in preventing it.
7. Cite Resources

Cash, R. M., & Heacox, D. (2017). Advancing Differentiation Thinking and Learning for the 21st
Century. Free Spirit Publishing.

Attached materials (Highlight all you have uploaded.)

 Pre-Assessment or Rationale for using this strategy for the specific student(s)
 Strategy organizer/directions (given to students)
 Additional resources to clarify the assignment
 Rubric, checklist, or rating scale used to evaluate the effectiveness of the strategy
 Student Samples (two or more)

Implementing the Strategies Rubric

Meets Progressing Developing Does not Meet

Differentiation 6 pts.
Clearly describes all
elements of
implementation with
effective differentiation.
Rigor 12 pts.
Selects a rigorous strategy
that is highly tailored and
appropriate to the needs
of advanced learners.
Requires the learner to do
all the following:
 think critically
 make meaning for
themselves
 organize the
information
 form a process from
individual skills
 apply what they
learned in new and
novel situations.
Rubric/ Checklist/ 5 pts.
Rating Scale Learning objectives are
clearly stated,
measurable, and aligned
with the needs
of gifted/advanced
learners.
4 pts. 3 pts. 0 pts.
Describes elements of Attempts to differentiate Lacks differentiation.
implementation with instruction but activities
some challenging and may not fully meet the
enriching activities for needs of advanced
advanced learners. learners.
10 pts. 7 pts. 3 pts.
Selects a rigorous strategy
Selects a strategy that Selects a strategy that
that is appropriate and may lack rigor and may lacks rigor and is not
tailored to the needs of not be fully tailored to the tailored to the needs of
advanced learners. needs of advanced advanced learners.
Requires the student to learners. Requires students to do
do at least four of the Requires the student to two or fewer of the
following: do at least three of the following:
 think critically following:  think critically
 make meaning for  think critically  make meaning for
themselves  make meaning for themselves
 organize the themselves  organize the
information  organize the information
 form a process from information  form a process from
individual skills  form a process from individual skills
 apply what they individual skills  apply what they
learned in new and  apply what they learned in new and
novel situations. learned in new and novel situations.
novel situations.
4 pts. 2 pts. 1 pt.
Learning objectives are Learning objectives are Learning objectives are
mostly clear, measurable, somewhat clear, unclear, not measurable,
and aligned with the measurable, and aligned or not aligned with the
needs of gifted/advanced with the needs of needs of gifted/advanced
learners. gifted/advanced learners. learners.
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Data-Informed 10 pts. 8 pts. 6 pts. 3 pts.

Decision Making Uses relevant and current
data to inform next steps
in instruction and explains
adjustments to meet the
needs of advanced
learners.
Provides comprehensive
and insightful
documentation including
graph/table.
Reflection 10 pts.
Provides a strong specific
evidence-based reflection
and includes specific
detailing positive results
with the implementation.
Uses data to inform next Provides limited Does not provide
steps in instruction and documentation and the sufficient documentation
makes some adjustments graph/table is and is missing the
to meet the needs of incomplete. graph/table.
advanced learners.
Provides documentation,
including a graph/table.
8 pts. 6 pt. 3 pts.
Provides a general Provides a limited Lacks support or lacking
evidence-based reflection reflection and/or limited evidence.
addressing general evidence
results.

Evidence 7 pts. . 0 pt.

Includes all required Does not include all
elements: required elements
 Clearly describes all
stages of
implementation
 Step-by-step
directions provided
to student/s
 Two or more work
samples.
*Note: If the lesson is not implemented, no credit will be received for this assignment, and it must be
resubmitted