(Rev.

SY21)

Gifted Endorsement Course 2

Implement the Strategies – Module 3
This assignment requires you to implement new, rigorous strategies for advanced learners,
considering ways to differentiate them for your more advanced students. Upon review of
available data, you may decide to implement a strategy with a small group or even an individual
student. During this implementation, data should inform next steps—including how you could
further accelerate, extend, or enrich instruction next time you utilize the strategy. When
implementing a strategy with a whole group, you must differentiate the instruction. Students
excel and demonstrate a need for differentiated 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 for advanced
learners.

Directions:
Choose one strategy from Advancing Differentiation and one strategy from Cobb County
Advanced Learning Strategies. Develop the strategies and use them within instruction as a
means of increasing rigor for gifted and advanced learners. Provide the required information
and documents.
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.
 Do not use any of the best practices listed at the bottom of the Recommended
Strategies page.
 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
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Resources on Rigor:
 What Rigor Looks Like in the Classroom – Brief Introduction: https://www.youtube.com/watch?
v=MY492T_CUdQ
 Culturally Responsive Leadership for Gifted Students
 Everything you Need to Know about Depth and Complexity Icons:
https://www.byrdseed.com/introducing-depth-and-complexity/
 10 Strategies to Add Rigor to any Lesson, Unit or Assessment: https://inservice.ascd.org/10-
strategies-to-add-rigor-to-any-lesson-unit-or-assessment/
 The Shift from Engaging Students to Empowering Learners – John Spencer:
https://www.youtube.com/watch?v=BYBJQ5rIFjA
 Math Class Needs a Makeover – Dan Meyer: https://www.youtube.com/watch?
v=NWUFjb8w9Ps&t=118s
 7 Big Ideas as You Shift Toward Online Teaching
http://www.spencerauthor.com/online-teaching/

Strategy from Advancing Differentiation

1. Name of Strategy: PNI
Page: 169
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).
ELAGSE5RI7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an
answer to a question quickly or to solve a problem efficiently.
5b. Main Question: How did you group students, and why? Questions to consider when composing
your response: Which students completed this more rigorous assignment/task? Why did you choose
to assign this group of students the more rigorous task? What data was utilized to inform this
grouping? How were students grouped, tiered, or leveled? How did gifted and advanced learners
benefit from this grouping? Students were grouped on interest groups based on topics that they are
working on in conjunction with an A-Z Annotated Picture Book for an ELA project. Student groups were
based on student choice topics that were previously chosen for their project. Students are conducting a
self-selected interest research project. The grouping benefitted the learners as they got to work together
and discuss their writing with students in the same interest groups.

5c. How did you implement the strategy? Provide a bulleted list of steps anyone teaching this
lesson could follow.

I have been integrating Civil Rights and Space Race into my literacy content block. We have been looking at the
bigger picture of how history impacts our future. I set up the activity as a closing activity for Black History Month.
a. I displayed the statement “Impact” on my interactive whiteboard. I had students brainstorm at tables what
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the statement meant.

b. I asked students to look at the word impact and think about positive impacts and negative impacts?
c. Then we discussed how history can positively and negatively impact our present and future.
d. We also talked about how the content we learned in class was not all that we should learn about these
events in history or these historical faces.
e. Students were given the opportunity to refer to their notes and to compare their notes to complete the
charts.
f. I also chose to use this strategy as a review for an assessment

5d. What makes this strategy, lesson, or task rigorous? What makes it appropriate for your gifted
and advanced learners?

5e. 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? To allow for differentiation for the gifted learners in the class, I
asked them to look deeper into their historical topic and to research interesting facts online that had not
been covered in class.
5f. Explain how you adapted this task for remote and F2F learners. If you have only remote or F2F
learners in your class, state that here. As with my previous lesson, students could use breakout
rooms in TEAMS on one device in each of the groups. This allowed me to monitor all discussions as
groups met physically and virtually in the same classroom using school technology.
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.
a. In order to evaluate the student performance a completion checklist rubric was used to guide
students through the process. Students were also asked to verbally share one of their interesting
facts or impacts with classmates.
The strategy was used
between my two Language
Arts Class with AC and gifted
students grouped in both
classes. Students were
evaluated based on using the
checklist.

Total Number of Students: 25

AC and/or Target students.

The 4 students (3 in one class

and one in 2nd set) who did not
complete the task are often
the students who rarely
complete their assignments in
a timely manner on a typical
daily assignment.
 (Rev. SY21)

Series 1 = completion %
Student Completion Of PNI Task Series 2 = Average score
100
6. 90Reflection: Evaluate the strategy/lesson/task. How was it successful? What challenges or obstacles did
80you or your students encounter? What might you do differently the next time you implement it?
70Support your response with specific evidence.
I love
60 the way that this task helped my students to synthesize information that had already been taught in class. Of
the50students that completed the task they were very excited to be allowed to go beyond what was presented in
class
40
and they got to express their own opinions and thoughts. I loved getting to see how the students were
thinking as they discussed the positive and negative impacts. The PNI strategy was a great way to see what
30
students were able to synthesize as a positive or negative impact. The students also loved the fact that they could
20
share something interesting that they had learned from their research.
10
0

7. Attached materials (Highlight all you have uploaded.)

 Pre-Assessment (optional)
 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 (two or more)
 (Rev. SY21)

Strategy from Cobb County Advanced Learning Strategy Implementation

1. Name of Strategy: Error Analysis
Page:
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).
MGSE5.MD.1 Convert among different-sized standard measurement units (mass, weight, length, time, etc.)
within a given measurement system (customary and metric) (e.g., convert 5cm to 0.05m), and use these
conversions in solving multi-step, real world problems. Represent and interpret data.
 (Rev. SY21)

5b. Main Question: How did you group students, and why? Questions to consider when composing
your response: Which students completed this more rigorous assignment/task? Why did you choose
to assign this group of students the more rigorous task? What data was utilized to inform this
grouping? How were students grouped, tiered, or leveled? How did gifted and advanced learners
benefit from this grouping?
Students were grouped by the center rotation work for the week. Students were grouped by
mathematics ability and understanding of converting measurements. Students who scored 60
percent or lower received a level 1 assignment. Students who were scored between 70 – 80
percent on the rotation work received a level 2 assignment. Students who scored between 90 –
100 percent received a level 3 assignment. I grouped students this way so they would be able to be
challenged at their level. Gifted and advanced learners benefitted from these grouping because
they were able to be challenged by thinking outside of their normal thinking and did not have to
receive a lot of work to feel challenged.

5c. How did you implement the strategy? Provide a bulleted list of steps anyone teaching this lesson
could follow.
a. I gave each student group problems of different complexity based on level of readiness.
b. I gave each group three problems that had mistakes in them.
c. Students were asked to find the mistake and explain what they did wrong.
d. Next the student had to show how to solve the problem correctly.

5d. What makes this strategy, lesson, or task rigorous? What makes it appropriate for your gifted
and advanced learners?
This task asks students to assess an answer and determine if the answer is correct and then
evaluate where the mistake was made. They must then correct the mistake to determine the
correct answer.

5e. 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?
My gifted and high achievers were differentiated by having harder problems and working alone.
My level 1 and 2 students were pulled to my table to complete the assignment.

5f. Explain how you adapted this task for remote and F2F learners. If you have only remote or F2F
learners in your class, state that here. Students were assigned different problems through CTLS.
Certain students were given certain assignments by limiting which students had access to which
assignment.
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 this strategy will be evaluated based on a rating scale.
83% of my students scored 80% or above on the rubric used to assess the effectiveness of this strategy; 04% scored
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between 70% and 79%; 13% scored below 70%. Overall this strategy is effective.

Students
80-100% 70-79% 50-69% Less than 50%

6. Reflection: Evaluate the strategy/lesson/task. How was it successful? What challenges or obstacles did
you or your students encounter? What might you do differently the next time you implement it?
Support your response with specific evidence.
This strategy was great. It was very successful and was eye opening. It surprised me at how many
students could pick it out the error and tell how to correct the strategy. It also shows you can really
explain math and who just knows an algorithm. I had no challenges in implementing this strategy. I will
certainly be using this strategy again. I would not change anything the next time I complete this strategy.

7. Attached materials (Highlight all you have uploaded.)

 Pre-Assessment (optional)
 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 (two or more)
(Rev. SY21)

Implementing the Strategies Rubric

Strategy from Advancing Differentiation

Meets Progressing Does not Meet
Implementation 5 pts. 3 pts. 1 pt.
Clearly describes all Describes elements of Does not describe one or
elements of implementation and more elements of
implementation with includes step by step implementation or does
(Rev. SY21)
differentiation. Includes
step by step directions.
Rigor 8 pts.
Requires the student to:
think critically; make
meaning for themselves;
organize the information;
form a process from
individual skills; and apply
what they have learned in
new and novel situations.
Adaptation 4 pts.
Adapts and implements
original
strategy/lesson/task and
appropriately cites
resources utilized during
development.
Effectiveness 4 pts.
Provides clear and
specific evidence to
support evaluation of the
effectiveness of
implementation.
Evidence 4 pts.
Includes all required
elements, including
directions provided to
student/s; rubric,
checklist, or rating scale;
data on effectiveness of
strategy, and two or
more work samples.
Implementing the Strategies Rubric
Strategy from CCSD Advanced Learning Strategies
Meets
Implementation 5 pts.
Clearly describes all
elements of
implementation with
directions.
5 pts.
Requires the student to
do at least three of the
following: think critically;
make meaning for
themselves; organize the
information; form a
process from individual
skills; and apply what
they have learned in new
and novel situations.
3 pts.
Adapts and implements
original
strategy/lesson/task and
partially cites resources
utilized during
development.
3 pts.
Provides evidence to
support evaluation of the
effectiveness of
implementation.
Progressing
3 pts.
Describes elements of
implementation and
includes step by step
not provide step by step
directions.
2 pts.
Requires students to do
two or fewer of the
following: think critically;
make meaning for
themselves; organize the
information; form a
process from individual
skills; and apply what
they have learned in new
and novel situations.
1 pt.
Adapts and implements
original
strategy/lesson/task but
not appropriate for
gifted/high-achieving
students. OR
Does not cite resources
utilized during
development.
1 pt.
Does not provide
evidence to support
evaluation of the
effectiveness of
implementation.
0 pt.
Does not include all
required elements,
including directions
provided to student/s;
rubric, checklist, or rating
scale; data on
effectiveness of strategy,
and two work samples.
Does not Meet
1 pt.
Does not describe one or
more elements of
implementation or does
(Rev. SY21)
differentiation. Includes
step by step directions.
Rigor 8 pts.
Requires the student to:
think critically; make
meaning for themselves;
organize the information;
form a process form
individual skills; and apply
what they have learned in
new and novel situations.
Adaptation 4 pts.
Adapts and implements
original
strategy/lesson/task and
appropriately cites
resources utilized during
development.
Effectiveness 4 pts.
Provides clear and
specific evidence to
support evaluation of the
effectiveness of
implementation.
Evidence 4 pts.
Includes all required
elements, including
directions provided to
student/s; rubric,
checklist, or rating scale;
data on effectiveness of
strategy, and two or
more work samples.
directions.
5 pts.
Requires the student to
do at least three of the
following: think critically;
make meaning for
themselves; organize the
information; form a
process from individual
skills; and apply what
they have learned in new
and novel situations.
3 pts.
Adapts and implements
original
strategy/lesson/task and
partially cites resources
utilized during
development.
3 pts.
Provides evidence to
support evaluation of the
effectiveness of
implementation.
not provide step by step
directions.
2 pts.
Requires students to do
two or fewer of the
following: think critically;
make meaning for
themselves; organize the
information; form a
process from individual
skills; and apply what
they have learned in new
and novel situations.
1 pt.
Adapts and implements
original
strategy/lesson/task but
not appropriate for
gifted/high-achieving
students. OR
Does not cite resources
utilized during
development.
1 pt.
Does not provide
evidence to support
evaluation of the
effectiveness of
implementation.
0 pt.
Does not include all
required elements,
including directions
provided to student/s;
rubric, checklist, or rating
scale; data on
effectiveness of strategy,
and two work samples.