Gifted Endorsement Course 2

Implement the Strategies

Module 4
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: Application of Different Symbol Systems
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 Application of Different Symbol Systems Strategy was used in my 5th grade Advanced Content ELA Class. I
used it with my second segment of the day.
b. Students were grouped in flexible groups that they chose consisting of both males and females and mixed
abilities.
c. In preparation for the Milestones, we have been trying to find innovative and engaging ideas to help
students review major concepts in a all subject areas. While I do not teach math, I have been integrating
math with language arts through problem solving. Capitalizing on students love for Emojis and the fact that I
needed to review operations with whole numbers, I tasked students with creating a symbol system for
numbers and mathematical symbols. As a whole group, we researched the foundations of Emojis and
discussed Emojis that were found on both Android and ios operating systems. After looking at the vast
 amount of emojis available, I challenged students to use a mixture of created Emojis with some original ones
that they created to first develop symbol system and then second to write both a multiplication and divisions
problem. Before splitting into groups to complete the task, I reviewed a rubric with them that would be their
driving force for completing their work.
d. The whole process of symbolic writing is a big differentiation strategy from what would be typically used in
traditional math class. Students were able to use their own creativity at their level to complete the task.
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 share their problems with a group mate to assure that they
were solvable.

5. What I Think Now: The Application of Different Symbol Systems assignment was a great way to capture the true creativity
of the gifted and high achieving students in my class. The level of student engagement and creativity throughout this task
was amazing. Student really got into creating their own unique Emojis as well as using standard ones that are already found
on their devices. Keeping students engaged while reviewing for Milestones is sometimes trifling. The students really loved
the opportunity to be creative and I felt that this activity also was a valid tool to help the students review at the same time.

6. Data:
The strategy was used in my second
segment AC ELA class.
Student Performance on Writing with
Total Number of Students: 21 AC and/or
Symbols Target students.

0 3
Meets Three students did not complete the
2 assignment in class as they were really deep
Progressing
into the artistic elements of the project and
Does Not Meet
asked for more time to complete the task.
16 Incomplete Assignment

8. Attached materials:
Work Samples:
Student Rubric:
Strategy from Cobb County Advanced Learning Strategies:
1. Name of Strategy: View Point Matrix
Page: Strategy #10
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 Deforestation Opinion Writing Task
b. This strategy was used with a two small groups of gifted students (14) in my Advanced Content ELA
class. I used this strategy in preparation for an Opinion Writing Exercise so that students could see
varying viewpoints for the same global issues. The group of students who used this strategy are
writers who need to work on organization and I thought this would be helpful for them.
c. While in class, I worked with both of these groups in the small group area of the classroom during
writing time. As a group we activated prior knowledge of deforestation, looked at presented facts
and evidence, and discussed as a group our feelings on the topic. I posed a question, “Should Kids be
Worried about the Effects of Deforestation,” and asked students to take a stance. Students then cut
out the facts they were given and sorted them into perspectives about the topic. Students then
choose three of the facts that best supported their stance. As a group, we reviewed the writing
process and expectations of an opinion paper. Students then used their information to construct a 5
paragraph essay defending their opinion.
d. This is a group within my AC class that based on Write Score assessments and classroom
observation, need a little more work in the area of organization within their writing. I specifically
pulled them from the larger group and gave them this strategy with hopes of improving their overall
writing score on the Milestones assessment in April.
e. In order for the students to understand the task, I provided them with both a detailed explanation of
the task, a packet containing a four square grid, and facts that students did not have to research.
f. I evaluated the effectiveness of the strategy by using an Opinion Writing Rubric for the 5h grade
curriculum.

5. What I Think Now: Opinion writing is something students enjoy as they all like to share their opinions. They
struggle however with supporting their opinions with fact based evidence. Students also struggle with organizing
their opinions and sometimes get very scattered in their writing. Allowing students to see different perspectives and
really sort them out was beneficial for helping students actually organize their writing. The students valued the
opportunity to see both perspectives. Overall, I feel the strategy is worthwhile and will use again.
6. Data:

SCORES ON OPINION
WRITING
20
10
0
Meets Progressing Does Not Incomplete
Meet Assignment

7. Attached materials:

Classroom Instruction and Rubric:

Student Work Samples: