Writing Question

Requirements: 1 Apply principles of talented-targeted teaching and curriculum differentiation for gifted and talented students to develop a differentiated curriculum plan in three steps. Submit each step for feedback that will be used to revise and edit each stage for inclusion in the final Differentiated Curriculum Plan。 Step 3 sequentially lists the activities that will be used to develop the targeted aptitudes of innovators, construct meaning, and acquire content knowledge and skills. The Instructional Plan includes activities that allow for personal choice, develop creativity, use technology, integrate service-learning, address the affective domain, and are culturally responsive. The activities are labeled where they occur in the Plan. Step 2 should make some changes based on Professor’s comment: Make sure all five P elements are in the scenario to students. I don’t see the final product or any performance criteria for the math standards. You have listed a variety of formative assessment strategies, but what is the content that you are assessing? You are assessing the Content Standards and the Knowledge and Skills from Step 1. You can change step 1 if you want. For step 1: Goal: Needs a product. What will students do to demonstrate that they have learned erosion? Understandings: What are the ideas and concepts that they need to understand about erosion? These are things that they do. Questions: 1-2 are leading questions, not essential. #3 is open. #4 is an open question that is essential.
Knowledge: break this down into specific concepts they need to learn, like causes and effects of erosion Apply principles of talented-targeted teaching and curriculum differentiation for gifted and talented students to develop a differentiated curriculum plan in three steps. Submit each step for feedback that will be used to revise and edit each stage for inclusion in the final Differentiated Curriculum Plan。
Step 3 sequentially lists the activities that will be used to develop the targeted aptitudes of innovators, construct meaning, and acquire content knowledge and skills. The Instructional Plan includes activities that allow for personal choice, develop creativity, use technology, integrate service-learning, address the affective domain, and are culturally responsive. The activities are labeled where they occur in the Plan.
Step 2 should make some changes based on Professor’s comment: Make sure all five P elements are in the scenario to students. I don’t see the final product or any performance criteria for the math standards. You have listed a variety of formative assessment strategies, but what is the content that you are assessing? You are assessing the Content Standards and the Knowledge and Skills from Step 1.
You can change step 1 if you want. For step 1: Goal: Needs a product. What will students do to demonstrate that they have learned erosion? Understandings: What are the ideas and concepts that they need to understand about erosion? These are things that they do. Questions: 1-2 are leading questions, not essential. #3 is open. #4 is an open question that is essential.
Knowledge: break this down into specific concepts they need to learn, like causes and effects of erosion