1. Chapter 5: Differentiating Curriculum EQ: How does differentiation look in your classroom?

2. Chapter Notes Content instruction and exposure to advanced curriculum is critical to the development of their talent. Intrapersonal characteristics include a gifted student’s motivation, initiative, interests, and persistence in a particular domain, coupled with personality factors and self-confidence.

3. In this way, we can calibrate level of difficulty to ensure that students are working in their zone of proximal development and help them develop a state of flow. Questioning can be a powerful tool for evincing high-level discussions in gifted clusters if the stimulus reading or viewing is also challenging. Use of open-ended activities can also prove effective if they are of requisite difficulty. PBL is an example.

4. Application Features of a Differentiated Curriculum Acceleration Complexity Depth Challenge Creativity Abstractness Page 84 Figure 5.1 What features are you familiar with? How have you used them?

5. Differentiation in Your Classroom In groups of 4, share ways you differentiate. What are some strategies that you use to meet the needs of all your students? Why does differentiation look different depending on the subject area you are teaching? Choose one example to share with the group.

6. Reflection: Discussion Question What differentiation features have you used or do you plan to use in your classroom?

7. Preview Final Unit due next week if you made any changes. Subject area discussion groups begin next week.