Modified Keynote Presentation - Task Statements Original credit: Ian Byrd

1. Creating Differentiated
Task Statements

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.”

4. Task Statement
A system to incorporate rigor,
depth, complexity, and novelty to
your gifted students.

5. What We’re Starting With

6. “Students are expected
to identify the meaning of
common idioms”
HAPG ELA.4.2D

7. http://www.flickr.com/photos/zachklein/

8. ug
http://www.flickr.com/photos/zachklein/

9. CLEAR Objective
Differentiated
Task Statement

10. CLEAR Objective
Differentiated
Task Statement

11. FourParts
http://www.flickr.com/photos/dideo/

12. FourParts
Thinking
Skill Resources
Content
Product
http://www.flickr.com/photos/dideo/

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.

18. ThinkingSkill
“identify” =

19. ThinkingSkill: Bloom’s

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

25. “Students are expected
to identify the meaning of
common idioms”
HAPG ELA.4.2D

26. “Students will dramatize
the meanings of common
idioms.”
HAPG ELA.4.2D
(modified)

27. “Students will categorize
the meanings of common
idioms.”
HAPG ELA.4.2D
(modified)

28. Content
“the meaning of common idioms”

29. Depth & Complexity
“What content or knowledge
distinguishes individuals who
are expert in a field of
study?”
The Flip Book, Too
Kaplan & Gould

30. Thinking Skill
+
Depth
Complexity

31. “Students will dramatize
common idioms using
multiple points of view of

32. “Students will categorize
common idioms according
to patterns in their

33. Let’sTry