**This month's task contains lesson plan application components and student data analysis.**

As you record items in your notebook, update your Table of Contents.

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Meeting: October 5, 2017 at Cabarrus Tech @ 4:30

Gifted High School students surveyed in CCS overwhelmingly reported that the biggest barrier to their learning was a lack of variety in instructional strategies or learning styles. Applying a variety of learning style activities to your instruction can be one of the quickest and most powerful ways to differentiate for advance learners.

Let's take a look at some tools that will assist you in being intentional about adding rigor to your lessons while taking into account the different learning styles and needs for enrichment within your class population.

One of the leading causes of underachievement in gifted learners is a mis-match between the way they are being taught in the classroom, and the actual style that the student learns BEST. One of the most powerful ways to get the best results from your students is to understand the different ways they learn- and work to provide variety that accommodates for these learners.

1- READING: Read Chapter 5: Planning Curriculum from Teaching Gifted Children in the Today's Classroom p. 143-164. It would be helpful for you to take notes in your notebook, if you like, because this book will be returned to CCS at the end of the year.

2 - STUDENT LEARNING STYLES:

Collect the learning styles data for your current students from the seminar teacher. Print a copy to keep in your notebooks for reference for the year and make note of the following points:
- Break down the learning/personality styles for each LC
- Note which styles are most prevalent in each LC
- Specifically determine the styles of your gifted students
- Sophomore teachers: either have students retake in AL or get information from Zaske or Loukos.

It is common for us to use activities where we are strongest and which we understand the easiest; however, our students are not always the same processors as we are. Therefore, we are going to focus on how to make sure students who are the opposite of us in regards to processing are still reached as actively as those similar to us. Additionally, it's always good for us to think about our weaknesses and work on them.

3 - LESSON PLAN TWEAKING:

Review your results and what they mean from the learning styles surveys we took in August.
Choose ONE of your two weakest learning/personality areas; brainstorm in whichever way you choose strategies and modifications to reach these types of learners. Keep this brainstorm in your notebook.This can be however you best take notes: graphic organizers, bullet points, free write, etc. See helpful items below.
Select a lesson which you are already planning to teach soon. Adjust the lesson plan to differentiate/tier for the different multiple intelligences or learning styles, specifically focusing on the area in which you are weakest. Bring this lesson plan, printed in your notebook, to the next meeting for a Critical Friends protocol.

Helpful Items:

Click here to create a concept map for your brainstorm digitally (Links to an external site.)Links to an external site.
Click here to see a sample of 2 concept maps for one topic of study; also helpful for suggestions.
Becky is an excellent resource for differentiation; if you are interested in resources she has shared with us since our time at Early College, come see Annie or Julie. We have books (i.e. The Differentiated Classroom by Carol Ann Tomlinson), CIF protocols, and sample lessons we'd love to share!
You can use this Multiple Intelligence Lesson Examples. for an example.
Scholastic article with multiple intelligence strategy suggestions
Why True Colors is helpful article
The charts below are helpful for your differentiated lesson plan:
- Curriculum Differentiation chart (p. 152)
- Tiered Lesson Planning Chart (p. 156)