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Gifted Endorsement Course 2 (Implement the Strategies – Module 5)

This assignment requires you to implement two new, rigorous strategies for advanced learners or one
new, rigorous strategy and one rigorous strategy that you would like to revise. 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 two
strategies 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 each strategy and include a rubric specific to your
content. Afterwards, describe your experiences on the Implementing Strategies chart. Review the
rubrics 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
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Strategy #4
1a. Name of Strategy: Ready to Order
Page: Cobb County Advanced Learning Strategies
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.
- I used this strategy during my Social Studies block while we were learning about explorers .

5a. State the standard(s) being addressed. Write out the standard(s).
SS3H2 Describe European exploration in North America.
- Describe the reasons for and obstacles to the exploration of North America.
- Describe the accomplishments of: John Cabot (England), Vasco N��ez de Balboa (Spain), Hernando
de Soto (Spain), Christopher Columbus (Spain), Henry Hudson (The Netherlands), and Jacques Cartier
(France).

5b. Main Question and Questions to consider when composing your response:
i. How did you group students, and why?
- The students were chosen based on their past performance with explorers. I also used my formative
small group check ins in making the decision on the students who were in this group. Academic
conversations always allow me to truly understand the understanding that the students have on the
standards. It also allows me to pinpoint exactly where a student’s misconceptions are or where they
need rigor implemented.

ii. Which students completed this more rigorous assignment/task?

- The students who completed this assignment are the students who have met mastery with this
standard. The group of students that completed this assignment were 1 high achieving students and
2 gifted students.

iii. Why did you choose to assign this group of students the more rigorous task?

- I decided to assign this group of students this task because they were the group of friends who
mastered the standard the very first day that it was taught as a mini lesson. These friends needed
their understanding of the standard deepened with an extension. These are students who are
always looking for a challenge and are not afraid to make mistakes because they know that it is just
a part of the learning process.

iv. What data was utilized to inform this grouping?

- There was a combination of formative assessments, as well as teacher observations in small group.
They are also a group of students who consistently use the growth mindset. They can look as
something challenging as a way for them to grow as a learner.
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Mastery of Standard

1
33% 2
3
3+

67%

v. How were students grouped, tiered, or leveled?

- Students were grouped using both formative assessment data and teacher observation regarding
student readiness to enrich the learning of the students who were ready for the higher order
thinking.

vi. How did gifted and advanced learners benefit from this grouping?
- Gifted and advanced learners benefit from this grouping because it allowed them to deepen their
understanding of the accomplishments from each of these explorers. It also allows me to see the
students apply what they have learned into continuing their research about these different
explorers. It also allows me to see the level of understanding that students have about the different
explorers and who they think was the most important based off of their research/background
knowledge.

5c. How did you implement the strategy? Provide a bulleted list of steps anyone teaching this lesson could
follow.
Introduction (10 minutes):
- Begin by reviewing the reasons why European explorers came to North America, as well as some of
the obstacles they faced.
- Explain to students that they will be reviewing the six important European explorers and their
accomplishments in North America.
- Divide the class into small groups and provide each group with information about each of the
explorers (John Cabot, Vasco Núñez de Balboa, Hernando de Soto, Christopher Columbus, Henry
Hudson, Jacques Cartier).
- Have the group read and discuss the information about the explorer's accomplishments.
- Have each student decide as where to place the explorers on the importance scale from most
important to least important.
- Review the final list of explorers and their order of importance with the class.
- Discuss how different groups may have different perspectives on what makes an explorer important
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and how historical significance can be subjective.

- Ask students to reflect on what they have learned about European exploration in North America and
the importance of understanding different viewpoints in history.

5d. Rigor and Differentiation

i. What makes this strategy, lesson, or task rigorous?
- This assignment is rigorous because it requires students to engage in complex historical thinking.
They are not simply memorizing facts about explorers but are instead asked to critically evaluate the
significance of each explorer's accomplishments. By placing the explorers on an importance scale,
students must consider the broader historical context in which these explorers operated and the
impact of their actions on history. This task demands that students analyze, synthesize, and evaluate
information, which are higher-order thinking skills.

ii. What makes it appropriate for your gifted and advanced learners?
- This assignment is particularly suited for gifted learners due to its emphasis on critical thinking,
complexity, and opportunities for extension. Gifted learners thrive on challenges that require them
to analyze information, think deeply, and engage with complex ideas. By asking students to evaluate
the accomplishments of historical explorers and justify their decisions, this assignment encourages
them to think critically and consider multiple perspectives. Collaborative aspects of the assignment
provide opportunities for gifted learners to engage with peers, share ideas, and refine their thinking
through discussion and debate.

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?
- For my more advanced learners in the future, I could ask them to create a bracket and have each
person argue their reasoning two people at a time. At the end of the bracket, they could have a
“championship” and rank/argue the most important event. In this way, there would be more
discussion and comparisons made to each event.
- For an extension activity, students can research additional explorers and add them to the
importance scale, justifying their placements based on their research. They can also create a
timeline of European exploration in North America, placing the explorers in chronological order.
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 was assessed from a check list.
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6. Reflection: Evaluate the strategy/lesson/task.

i. How was it successful?
- This was successful because it allowed the students to dive deeper into the accomplishments/conflict
that the explorers had. It was so interesting seeing how different the rankings were and the academic
conversation that took place within the lesson. This also allows students to collaborate with their peers
to see the different perspectives that they all had on the rankings for each explorer. I think that taking
ownership in this allowed them to really engage and take their understanding about each explorer to
the next level.

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

- Some of the obstacles that they faced was that they were conflicted with some of the explorers. They
had to research to understand past the standard of what these explorers did. They also struggled with
wanting to rank them by their accomplishments, so I allowed some of the students to rank them by
their interactions with the natives as well.

iii. What might you do differently the next time you implement it? Support your response with specific
evidence.
- Next time, I can provide more specific details about each explorer's accomplishments to help students
make more informed decisions when ordering them from most important to least important. I can
incorporate more interactive elements, such as a ranking activity or a debate, to further engage
students and deepen their understanding of the explorers' significance.

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)

Strategy #5 (or a previous strategy from module 2, 3, or 4 that you would like to improve)
1a. Name of Strategy: Error Analysis
Page: 14-17
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
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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).
- 3.MP: Display perseverance and patience in problem-solving. Demonstrate skills and strategies
needed to succeed in mathematics, including critical thinking, reasoning, and effective collaboration
and expression. Seek help and apply feedback. Set and monitor goals.
- 3.PAR.3: Use part-whole strategies to solve real-life, mathematical problems involving multiplication
and division with whole numbers within 100.
5b. Main Question and Questions to consider when composing your response:

vii. How did you group students, and why?

- The students were chosen based on their past performance on multiplication and division two step
word problem error analysis. I also used my formative small group check ins in making the decision
on the students who were in this group. Academic conversations always allow me to truly
understand the understanding that the students have on the standards. It also allows me to pinpoint
exactly where a student’s misconceptions are. I have also taken their daily exit slips that I give as a
formative assessment.

viii. Which students completed this more rigorous assignment/task?

- The students who completed this assignment are the students who have met mastery with this
standard. The group of students that completed this assignment were 1 high achieving students and
2 gifted students.

ix. Why did you choose to assign this group of students the more rigorous task?

- I decided to assign this group of students this task because they were the group of friends who
mastered the standard the very first day that it was taught as a mini lesson. These friends needed
their understanding of the standard deepened with an extension. These are students who are
always looking for a challenge and are not afraid to make mistakes because they know that it is just
a part of the learning process. These friends were also given this strategy the first time that I
implemented it and did an amazing job. It was an assignment that I needed to make more rigorous
for these students.

x. What data was utilized to inform this grouping?

- The data that was used to inform this group was from my previous error analysis that I completed
with these students. They did such a great job on the first error analysis that they needed to be
challenged and the assignment needed to be more rigorous for these students. I thought that the
first error analysis was going to be a struggle for the students, and that was not the case.
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Error Analysis Strategy 1

25% 3+
3
2
1

75%

xi. How were students grouped, tiered, or leveled?

- Students were grouped using both formative assessment data and teacher observation regarding
student readiness to enrich the learning of the students who were ready for the higher order
thinking.

xii. How did gifted and advanced learners benefit from this grouping?
- Gifted and advanced learners benefit from this grouping because it allowed them to deepen their
understanding of solving word problems. It also allows me to see the students apply what they have
learned into finding and analyzing errors. It also allows me to see the level of understanding that
students have about solving word problems. It will also allow me to assess the students for accuracy
in problem solving.

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

Implementing the Strategy

 Introduce & explain the importance of the error analysis strategy for multiplication and division
word problems. Explain that this strategy helps students identify and correct common errors that
students might make when solving these types of problems.
 Analyzing errors encourages students to think critically about their problem-solving processes. It
fosters metacognition, allowing students to reflect on their thinking and identify areas where
they can improve. This self-awareness is crucial for developing problem-solving skills and
mathematical reasoning.
 You will also discuss the importance of critical thinking, reasoning, and effective collaboration
when solving math problems.
- Open the lesson by presenting the students with a challenging multiplication or division word
problem “Sarah baked 4 batches of cookies, with 6 cookies in each batch. How many cookies did she
bake in total?”
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o Students will solve the problem on their own and then they will share and discuss their
answers with a partner.
- To begin the small group lesson, you will need to give the students an error analysis to look over/
model together. This allows students to see the expectation that you have for the students when
they are solving the problems on their own.
o After all misconceptions that students have about error analysis have been addressed and
cleared up, students will move into working independently on their own error analysis. You
will instruct students to solve the word problems individually and use the error analysis
strategy to check their solutions.
o Students will be provided with a graphic organizer that walks the through the steps in
solving the error analysis.
o The teacher will walk the students through analyzing the solution provided for any errors.
This is where you will discuss and correct any errors with the group. During this guided
practice is also when you will monitor the student’s performance by providing support and
feedback when needed.
- To close the lesson, you will have students summarize what they have learned. At this time students
can share one error that they saw and how they corrected the work. During this time, I always find it
important to emphasize the importance of having perseverance and patience when they are
problem solving. Talk to students about the importance of having a growth mindset and setting
goals for themselves to grow.

5d. Rigor and Differentiation

iii. What makes this strategy, lesson, or task rigorous?
- This strategy provided rigor appropriate for my gifted and advanced learners since it allowed
students to analyze solutions for errors. This is a higher level in the blooms level of thinking. It also
allows me to see the students apply what they have learned into finding and analyzing errors. It also
allows me to see the critical thinking that the students have with solving word problems.

iv. What makes it appropriate for your gifted and advanced learners?
- This is appropriate for my gifted learned because error analysis requires students to identify and
understand their mistakes, fostering a deeper level of thinking about mathematical concepts. This
process encourages them to analyze their reasoning and think critically about the problem-solving
process.
-
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?
- To differentiate for my more advanced learners, I would have them create their own error analysis
to analyze. For my on level and lower students I could provide simpler and more explicit questions
to guide lower learners through the error analysis process. I could also provide them with more
explicit instruction and visual aids. I can also use concrete examples and real-life situations to make
the problems more relatable and accessible.

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
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data should be explained.

- The effectiveness of the strategy was assessed using a 9-point rubric. Students were assessed on
their ability to identify the error, demonstrating the correct answer and work, and their ability to
explain their thinking in words.

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

iv. How was it successful?
- This was successful because in engaging in error analysis helps students develop resilience and a
growth mindset. They come to view mistakes as opportunities for learning and improvement rather
than as indicators of failure.
- This was also successful because the students not only had to use their background knowledge with
multiplication, but they also had to recall how to multiply using the distributive property.

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

- One of the challenges that my students encountered was the ability to put their thinking and
understanding into words. My students also struggled with their ability to recall the distributive
property. This is something that I retaught within our small group before they used their problem
solving abilities.

vi. What might you do differently the next time you implement it? Support your response with specific
evidence. (If you used a previous strategy, discuss the changes that were made and elaborate on
how the changes improved/benefitted student learning/rigor.)

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 #4

Meets Progressing Developing Does not Meet

Differentiation 6 pts. 4 pts. 3 pts. 0 pts.
Clearly describes all Describes elements of Attempts to differentiate Lacks differentiation.
elements of implementation with instruction but activities
implementation with some challenging and may not fully meet the
effective differentiation. enriching activities for needs of advanced
advanced learners. learners.
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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.
Data-Informed 10 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.
Evidence 7 pts.
Includes all 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
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.
8 pts. 6 pts. 3 pts.
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.
. 0 pt.
Does not include all
required elements
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Implementing the Strategies Rubric #5
Meets
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,
Progressing Developing Does not Meet
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,
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measurable, and aligned
with the needs
of gifted/advanced
learners.
Data-Informed 10 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.
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.
8 pts. 6 pts. 3 pts.
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