Tabl Differentiated Instructional Strategies Sorateey Deseription of Sateay Why Appropriate for Stadeats Who Are Twice Exceptional? TFiesibie Seis Suidenis ae matched wo Sis work by wre of | Exenpis tens om basic ls Grouping sadness, aot withthe assumption that all aced tbe | wor in areas where they demonstrate a seane spelling ras, compotion rill, wating high level of performance (100 perceat sssizment, ec: Movement anoag s700ps is ‘stot required) ‘common, based onthe readiness on 2 given still nd srowth in that sill CCanallow a chance for independent ‘work a the tuent sown pace Compacting “BhICEsep proces that (1) assesses whata sudeat | [iminates boredom fom uaneceSSany ‘knows abou material tobe studied and what the | dill and practice stadent stil needs fo master. (2) plans for learning ‘whats not known, and (3) plans fr feed-up ime to | Satsies student's desire to Jeam more spend in emtiched ox accelerated stud aout atopic than schoo! often allows. Encourages independence ‘Buys time for ational enrichment, scceleration and remedsen. ‘Mest DificallFist | Shodenis can danonstate mastery ofa concept by | Honors the tude s mastery ofa ‘completing the five most dificult problems wits 85 | concept percent accuracy. Students who demonstrate mastery ‘donot ned to practice aay more. Eliminates unnecessary dal and practice Reduces homework load for stadents ‘who con demonstrate mastery Independent A process trough which student and teacher identity | Builds oa stadeat interests and Proects. Group | problemsor epics of sntrestto the student Both | encourages anependence avestgaions | stuentand teacher plana method of investigating ‘he probiem or pic and identifying the fype of | ‘Teacher provides gnidance and product the student wil develop. The product should. | structure to supplement the students Sikess the problema and demonstrate the student's | capacity toplan ‘bility to apply shall and knowledge to the problem. ortapie Uses preset imelines to zap procrastination and logs to document Ibe process anclied. ‘Teachers and students estblish criteria er success Trsblear based | The stent is placed ta te acive ole Ofvaising | Uses vaned Teaming steagiha, ows Learning problems asa professional wont ruse ofa range of esonres and proviles good oppor for Dalancing stent choice with teacher coaching Agents “A petsomlized st of wake tata paricula WaGeat | Teacher mover among DaiiGwal ‘aust complete ina specifies ime stents, coaching 2nd monitoring thes Undetstandiag and proses. ‘Learning Centers, | Cesar are Hable enough fo Adare Venable ‘Matenals and aces ads 8 Wide Ineres Centers | leaming needs Interest centers ae designed to range of reading levels eaming motivate stent exploration ofa epic Leaming | profiles and student interests ‘eaters are a collection of sctiviies designed 10 teach, reinforce, or extend a shall or concept Activities wary fom simple to complex, Concrete to abstract, strctired fo open- ended. ‘Chaice Beats, | Students ase a work scecioa foara cemain vow & | Well- sued to dalng wihweadien, Tic-tacsioe ‘columm. Teachers can target work toward student needs while giving students choice interests and leaming style preferences among students‘Strategy ‘Description of Strategy Why Appropriate for Students Who Are Twice Exceptional? Portfolios ‘A collection of student work that can be a powerfal _| Portfolios are motivating because of ‘way of reflecting on student growth over time. their emphasis on student choice and their focus on readiness, interests and Jeaming profile. ‘Assessment “Assessment is ongoing and diagnostic. I provides the | Assessment is used to formally record ‘teacher with day-to-day data on students’ readiness, | student growth. interests and leaming profiles. Assessment has more to do with helping students grow than with ‘Various means of assessment are used cataloging their mistakes. so that all students can fully display their skill and understanding Adapted from The Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson. Source: Colorado Departmeat of Education. These strategies are aso cited throughout this document to illustrate their application|