Differentiated Lessons for Every Learner supports middle school teachers in teaching all students, including those with high ability. The book contains extension lessons in each content area with learning activities that align with the national content standards, embed ELA Common Core Standards, and correlate to DOK levels. The extension lessons provide for active learning tailored to address multiple learning levels. Using this semi-structured process ensures differentiated learning experiences that align to the standards while also respecting that students have different interests, different methods of learning, and most importantly, that they are learning at different challenge levels. The time is now upon us to emphasize interdisciplinary learning experiences that provide real-world connections and engage students in relevant and meaningful learning. We have long known that while critical for gifted and talented students, these higher level thinking strategies benefit all students.
Grouping learners purposefully throughout the school day based on their needs and the curriculum remains the single best way to differentiate instruction. This guide will help teachers expertly use flexible grouping and differentiation strategies to respond to students’ diverse learning needs, abilities, and interests. Included are methods for creating groups based on assessment data, planning group lessons and tiered assignments, engaging learners at all levels, supporting personalized learning, grading collaborative work, and communicating with parents about the benefits of group work and productive struggle.
Maximizing Gifted Students’ Potential in the 21st Century by Dina Brulles & Susan Winebrenner (2011), American Association of School Administrators, E-Journal.
The Schoolwide Cluster Grouping Model (SCGM) by Susan Winebrenner & Dina Brulles, (2009)Gifted Education Press Quarterly, Vol. 22; No. 2
Improving Performance for Gifted Students in a Cluster Grouping Model, by D. Brulles, S.J. Cohn & R. Saunders (Fall 2010), The Journal for the Education of the Gifted, Council for Exceptional Children.
Enfranchising Gifted Hispanic English Language Learners through Cluster Grouping, Encyclopedia of Giftedness, Creativity and Talent, SAGE Publication, by D. Brulles and K. Lansdowne (2009)
An Inclusive Approach for Serving Twice-exceptional Students: The Schoolwide Cluster Grouping Model by Dina Brulles & Susan Winebrenner, 2e Twice-Exceptional Newsletter, May/June 2009, Issue 34
Sound Off: What can schools do to keep gifted students enrolled and productive? by Susan Winebrenner, M.S. and Dina Brulles, Ph.D. (2009) freespirit.com
Gifted Education Communicator: A Journal for Educators and Parents
Winter 2008 Vol. 39, No. 4
This teacher's guide will asset in understanding how some gifted students learn differently than others, accounting for each of the needs of the the unique students that fill the classrooms of America. This guide also helps teachers acquire strategies to connect how gifted students learn to the curriculum they must be taught. In addition, this guide allows teachers to recognize and identify giftedness in their students.
The authors explain how the model differs from grouping practices of the past, and they present a roadmap for implementing, sustaining, and evaluating schoolwide cluster grouping. Practitioners will find a wealth of teacher-tested classroom strategies along with detailed information on identifying students for clusters, gaining support from parents, and providing ongoing professional development. Digital content features customizable reproducible forms and a PowerPoint presentation designed for in-service training.
For years, teachers have turned to this book daily to ensure their gifted students are getting the opportunities they need and deserve. Included are proven, practical, classroom-tested strategies and step-by-step instructions for how to use them. The new edition of Teaching Gifted Kids in Today's Classroom provides information on using technology for accelerated learning, managing cluster grouping, increasing curriculum rigor, improving assessments, boosting critical and creative thinking skills, and addressing gifted kids with special needs.