DIFFERENTIATION FOR
ALL STUDENTS VS. DIFFERENTIATION
e ~ roo
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 000
FOR GIFTED LEARNERS
~ 0 0 0 0 0 0 0 0 0 0 000
000
n
0
e ~ ~ e
• ~ -
For All Students
For Gifted Learners
Applies state academic standards or provincial goals
Extends academic standards or goals into "next levels"
of the curriculum area
Incorporates advanced, in-depth, and complex content
Provides activities that reflect rigor and variety
and processes
Provides cognitively complex learning
Provides modeling, guided practice, and scaffolding
as appropriate
Engages students in choices based on interest in
Provides students opportunities
topic, process, or product
may be outside the school curriculum
Uses appropriate pacing; may remediate or
Accelerates learning as appropriate to the student's
accelerate
talents
Provides opportunities
to pursue interests that
Plans for associations with expert-level mentors to
for collaboration with like
readiness, interest, or learning preference peers
extend learning
Adjusts instruction in response to ongoing learning
Individualizes learning plans and experiences based on
progress
interests, need, and readiness
Selects, adapts, and plans for differences in
Selects, adapts, and/or creates materials and activities
readiness, interests, and learning preference
that respond to exceptional gifts and talents
Incorporates appropriate technologies to lead to
Uses technology to extend content, process, or product
mastery or enrichment
differentiation
-
Provides descriptive feedback on learning progress
Provides "expert" feedback on authentic tasks
Increases independence,
Increases skills for autonomous
self-management
responsibility, and
~
learning to reach high
levels of independence
Uses assessment tools to identifY and plan for learn-
Uses assessment tools to identifY mastery and then
ing preferences, readiness, and interests
eliminates, replaces, or extends learning tasks
Uses multiple assessment methods to monitor
Uses assessment data to identifY exceptional learning
learning progress
needs and prescribe appropriate academic interventions
From Making Differentiation a Habit: How to Ensure Success in Academically Divme Classrooms by Diane Heacox, Ed.D., copyright @ 2009. Free Spirit Publishing Inc.,
Minneapolis, MN; www.freespiril.com.This
page may be photocopied for use within an individual school Ot diSllicl. For all othet uses, call 800-735-7323.
137