Más contenido relacionado Similar a Taskstatements (modified) (20) 2. “Curriculum and instruction meet
the needs of gifted students by
modifying the depth,
complexity, and pacing of the
general school program.”
3. “A continuum of learning
experiences is provided that leads
to the development of advanced
level products and/or
performances.”
8. ug
http://www.flickr.com/photos/zachklein/
13. Thinking
Skill Content Resources Products
“Students are expected
to identify the meaning of
common idioms”
Grade 4 Reading 2.d.
14. Thinking
Skill Content Resources Products
“Students are expected
to identify the meaning of
common idioms”
Grade 4 Reading 2.d.
15. Thinking
Skill Content Resources Products
“Students are expected
to identify the meaning of
common idioms”
Grade 4 Reading 2.d.
16. Thinking ?
Skill Content Resources Products
“Students are expected
to identify the meaning of
common idioms”
Grade 4 Reading 2.d.
17. Thinking ? ?
Skill Content Resources Products
“Students are expected
to identify the meaning of
common idioms”
Grade 4 Reading 2.d.
20. ThinkingSkill: Bloom’s
Remember Understand Apply Analyze Evaluate Create
define classify choose criticize appraise assemble
duplicate describe demonstrate compare argue construct
list identify dramatize contrast defend design
state locate employ differentiate judge develop
memorize recognize illustrate categorize select formulate
recall paraphrase write test evaluate write
http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
21. ThinkingSkill: Bloom’s
Remember Understand Apply Analyze Evaluate Create
define classify choose criticize appraise assemble
duplicate describe demonstrate compare argue construct
list identify dramatize contrast defend design
state locate employ differentiate judge develop
memorize recognize illustrate categorize select formulate
recall paraphrase write test evaluate write
http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
22. ThinkingSkill: Bloom’s
Remember Understand Apply Analyze Evaluate Create
define classify choose criticize appraise assemble
duplicate describe demonstrate compare argue construct
list identify dramatize contrast defend design
state locate employ differentiate judge develop
memorize recognize illustrate categorize select formulate
recall paraphrase write test evaluate write
http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
23. ThinkingSkill: Bloom’s
Remember Understand Apply Analyze Evaluate Create
define classify choose criticize appraise assemble
duplicate describe demonstrate compare argue construct
list identify dramatize contrast defend design
state locate employ differentiate judge develop
memorize recognize illustrate categorize select formulate
recall paraphrase write test evaluate write
http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
24. ThinkingSkill: Bloom’s
Remember Understand Apply Analyze Evaluate Create
define classify choose criticize appraise assemble
duplicate describe demonstrate compare argue construct
list identify dramatize contrast defend design
state locate employ differentiate judge develop
memorize recognize illustrate categorize select formulate
recall paraphrase write test evaluate write
http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
29. Depth & Complexity
“What content or knowledge
distinguishes individuals who
are expert in a field of
study?”
The Flip Book, Too
Kaplan & Gould
Notas del editor introduce ask who here\n we are OBLIGATED to make modifications\n obligated to develop cool products\n scaffolding 4 gt teachers. don’t rewrite the curriculum. don’t require tons of work\n \n\n here’s a standard. it is similar to a recipe\n we can do better than this. our job to do better.\n standard is our origin but our goal is to differentiate this into a task statement.\n 4 places to differentiate, four ways to increase rigor, and develop a more interesting assignment\n easter egg hunt! Thinking skill? Content? Resources? Product?\n Anyone know where this is on bloom’s taxonomy? very \n looking to differentiate according to needs, not necessarily maximize everytime\n original verbage\n dramatize\n categorize\n c = ‘what students will know’ - *defined* by state standards, curriculum, etc. we can differentiate the content by increasing *depth* and *complexity*\n Purpose - different depth/compelxity of content to expert level\nConsider your understanding of chemistry vs a chemist\nMy undertanding of buildings vs expert architect\n delicious combination! Combo of t/s and d/c is where diff takes off. \n A person who understand “look a gift horse in the mouth”\n \n\n use worksheet to develop diff. tasks (page 2?); head to www.byrdseed.com/differentiator\n
