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Gifted Endorsement Course 2 (Implement the Strategies – Module 3)

This assignment requires you to implement new, rigorous strategies for advanced learners. 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 one strategy
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 the strategy and rubric specific to your content.
Afterwards, describe your experiences on the Implementing Strategies chart. Review the rubric 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

Strategy #2
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1a. Name of Strategy:

- One Minute Quick Write
Page:
- Cobb County Advanced Learning Strategies, page 22-23

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 implemented this strategy in my own lesson through having the students reflect on the chapter that they
read with their book club groups. Students met with their book club, read a chapter in their book club, and the
reflected on the most important parts of their story so far.

5a. State the standard(s) being addressed. Write out the standard(s).
- ELAGSE3RI2: Determine the main idea of a text; recount the key details and
explain how they support the main idea.
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 readiness to start a 1-minute quick write. I used formative
check-ins with the students here we have academic conversations that always allow me to truly
understand the understanding that the students have about what they are learning. I also used their
quick writes that we do weekly with the students as a preparation to learn to get idea out onto a
paper as a testing strategy. Students that were chosen for this group can get ideas on paper that
make sense when given a topic to respond to.
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 was 1 high achieving student
and 2 gifted students.

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

- I chose this strategy because a 1-minute quick write helps students quickly capture their thoughts
and ideas without the pressure of perfection. This encourages students to engage with the material
actively, promoting critical thinking and reflection. It also allowed me to gauge the students
understanding on the book that they are reading. It allows me to see if they know the main events
that have happened and the key details that follow.

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 have the ability to
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look as something challenging as a way for them to grow as a learner. I also used students who
struggle with perfectionism.

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 not only work
towards the goal of understanding that not everything will be perfect that they turn in, but also
work towards developing their writing without having to spend days working on it. It also allows me
to see the level of comprehension that students have about the book club book that they are
reading.

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

Implementing the Strategy

- The teacher will begin by briefly reviewing the key themes and characters in "Percy Jackson & the
Olympians: The Lightning Thief” that the students have been keeping up with in their book club
journals.
- The teacher will explain to the students that they will be using the one-minute quick write strategy
to respond to specific prompts related to the book. This is something that the students will need to
see modeled so that they understand the expectations of their quick write.
- The teacher will then model the one-minute quick write strategy by choosing a passage from the
book and setting a timer for one minute.
- Read the passage aloud and then quickly write a response to a prompt related to the passage. To
model, I decided to use the prompt “ How does Percy's character change in this scene?”
- Students then need to read or have already read chapter 5 in their book.
- You will then provide the students with the prompt that they will be responding to. “Imagine you
are Percy Jackson exploring the world of Greek gods and monsters. Describe one new creature or
character you would hope to encounter on your journey and explain why you find it fascinating.” I
decided on this prompt because they just got done reading about the different Greek Gods and
Monsters that Percy Jackson is encountering.
- Set the timer for one minute and have students write a quick response to the prompt. Encourage
students to focus on specific details or moments that stood out to them.
- After the quick write activity, facilitate a discussion with the group. Ask students to share their
responses and discuss how different passages contribute to the overall themes of the book.
Encourage students to make connections between their own responses and those of their
classmates.
- Conclude the lesson by having students reflect on the quick write activity. Ask students to consider
how this strategy helped them deepen their understanding of the book and its themes.
5d. Rigor and Differentiation
i. What makes this strategy, lesson, or task rigorous?
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- This one-minute quick write strategy using Percy Jackson & The Lightning Thief is a rigorous task for
gifted and high-achieving students because the time constraint of one-minute challenges students to
think quickly and concisely, requiring them to prioritize their thoughts and ideas. This strategy also
allows for the open-ended nature of the prompt and encourages students to demonstrate deep
comprehension of the text by drawing connections between different parts of the story and
analyzing character motivations and development. The discussion component of the lesson allows
students to engage in peer-to-peer learning, where they can compare their interpretations, leading
to a more comprehensive understanding of the text

ii. What makes it appropriate for your gifted and advanced learners?
- The short time constraint pushes gifted students to think creatively, as they may need to find unique
or unconventional ways to express their ideas within the brief timeframe. The time constraint also
allows for gifted students who are perfectionists time to practice creating a product that isn’t always
going to be perfect due to the time constraint. Gifted students benefit from opportunities to reflect
on their learning. The quick write strategy allows them to quickly jot down their thoughts, enabling
them to reflect on their understanding, clarify their ideas, and identify areas for further exploration.
-
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?
- I think that this would be a great lesson for whole group. I think that my other students would
benefit with a little bit more time for their quick write to gather their thoughts. This would also be
done within their own differentiated book club.
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 the strategy was assessed using an 9-point rubric. There one one-minute writing
prompt to assess. Students are assessed on their ability to identify the main idea and key details
from the chapter/book, describing the new character, the mechanics of their writing, and their
creativity.

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

i. How was it successful?
- This was successful because it provided students with a challenging yet engaging way to explore and
deepen their understanding of various concepts. The one-minute quick write strategy was successful
because it challenged and engaged the students higher-order thinking skills.
ii. What challenges or obstacles did you or your students encounter?
- The challenges that I faced with my students was explaining that their response is not going to be
perfect. I had to consistently remind them that they only have one minute and that I don’t want them
to stress out when they are in the middle of a thought.
iii. What might you do differently the next time you implement it? Support your response with specific
evidence.
- Next time I would like to extend the learning of these students. I would like to have these students
choose a different part from the book and write a longer, more detailed analysis. They can then
compare their quick write responses to their extended analyses, reflecting on how their thinking
evolved with more time and space for reflection.
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7. Cite Resources
- Cobb County Advanced Learning Strategies
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
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,
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
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,
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.
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documentation including
graph/table.
Reflection 10 pts. 8 pts. 6 pt. 3 pts.
Provides a strong specific Provides a general Provides a limited Lacks support or lacking
evidence-based reflection evidence-based reflection reflection and/or limited evidence.
and includes specific addressing general evidence
detailing positive results results.
with the implementation.

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