Task Statement Keynote - modified 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. “Differentiation should be an
integral part of rather than an
adjunct to the core
curriculum.”
Kaplan & Gould, The Flip Book

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

6. “Students are expected
to identify the meaning of
common idioms”

7. HAPG Objective
Differentiated
Task Statement

8. HAPG Objective
Differentiated
Task Statement

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

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

11. Thinking
Skill Content Resources Products
“Students are expected
to identify the meaning of
common idioms”
Grade 4 Reading 2.d.

12. Thinking
Skill Content Resources Products
“Students are expected
to identify the meaning of
common idioms”
Grade 4 Reading 2.d.

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. ThinkingSkill
“identify” =

17. ThinkingSkill: Bloom’s

18. 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

19. 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

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. “Students are expected
to identify the meaning of
common idioms”
Grade 4 Reading 2.d.

24. “Students will dramatize
the meanings of common
idioms.”
Grade 4 Reading 2.d.
(modified)

25. “Students will categorize
the meanings of common
idioms.”
Grade 4 Reading 2.d.
(modified)

26. Content
“the meaning of common idioms”

27. Content

28. Content

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

30. BigIdea

31. EssentialDetails

32. Patterns

33. Rules

34. Ethics

35. Trends

36. Unanswered
Questions

37. Language
of the
Discipline

38. Multiple
Perspectives

39. Change
Over Time

40. Across The
Disciplines

41. Thinking Skill
+
Depth
Complexity

42. “Students will dramatize
common idioms using
multiple points of view of
their meanings.”

43. “Students will categorize
common idioms according
to patterns in their
meanings.”

44. Content

45. Content

46. Origin

47. Origin

48. Contributions

49. Contributions

50. Convergence

51. Convergence

52. Parallels

53. Parallels

54. Paradox

55. Paradox

56. Explain
US Government

57. Explain
US Government

58. Explain
US Government

59. Explain
US Government

60. Explain
US Government

61. “Students will categorize
common idioms based on
patterns in the origin of
their meanings.”

62. Let’sTry