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*Wellbeing and responsibility for learning are enhanced when the learning environment provides a safe space to learn.

*The design of environments and considered use of resources facilitate learning and teaching.

*Diversity is supported by the deliberate selection of inclusive teaching approaches, resources, technologies, learning and assessment activities.

*Using a process of inquiry, action and reflection promotes innovation and creativity.

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Conceptual understandings for the workshop: *Wellbeing and responsibility for learning are enhanced when the learning environment provides a safe space to learn. *The design of environments and considered use of resources facilitate learning and teaching. *Diversity is supported by the deliberate

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Assessment and the impact on student learning

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Documentation to better understand children's working theories

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Documentation to better understand children's working theories

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An introduction to the concept of working theories and their implications for curriculum design in early childhood programmes.

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Supporting the needs of pupils with literacy difficulties/dyslexia. 

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Supporting the needs of pupils with literacy difficulties/dyslexia. 

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Supporting the learning needs of students with dyscalculia/maths difficulties

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Supporting the learning needs of students with dyscalculia/maths difficulties

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Dyscalculia is a math learning disability that makes it hard to make sense of and work with numbers. Read about what dyscalculia means, symptoms, and how to help.

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Classroom environment / Flexible learning space

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Classroom environment / Flexible learning space

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Different work areas in the classroom

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How will the UoPeople scholarship support your professional goals?

I consider this scholarship to be one of the best forms of professional development. I see myself as a learning teacher, so when I found this opportunity, I thought that it was the best occasion for me to learn and grow as a teacher. When you give a lesson to your students, you learn throughout the process and get better with each lesson. Therefore, I plan on using the knowledge gained to improve my lessons and create an exciting environment for my students to learn.

I hope to learn new tricks that I can use in my classroom. I call myself a 'crazy teacher' because I like getting elements from different curricula and incorporating them into my day-to-day teaching. The different courses within the program will allow me to have a more nuanced understanding of the IB philosophy. I do not have a crystal ball, but I see myself in a pedagogical leadership position in future.

What do you find most exciting about teaching within an IB programme or IB World School environment?

The most exciting thing about teaching an IB programme is that teaching and learning is not only fun, but also authentic. I remember a time when my students played the Trading Game in class, and throughout the game, their reflections on the challenges of Global Trade were deep. The work I have seen students produce, when given a chance, has been outstanding.

If we as practitioners of education would be willing to embrace the notion of global engagement, then we would be moving towards a more positive direction. For example, in Kenya, we are currently developing a competency-based curriculum, and we are borrowing some elements from the IB because our students deserve the best. However, we can only achieve this goal if leaders and educators would be willing to change their mindset. It will take some time to implement this change, but I am very excited to see it happen.

What skills do you think are essential for IB students to master and how do you help students foster those skills in the classroom?

Even though this is a very cliché answer, I believe that all students should master the art of collaboration and reflection. When it comes to collaboration, I design class tasks in a way that makes use of various cooperative learning (CL) strategies. In the long run, it is my hope that students learn the importance of the world coming together to solve real-life problems. For every project my students complete, they are required to reflect on the IB Learner Profile attributes they exemplified. They address what went well, what didn't go well and what they would do differently next time. This will help them not only in the IB Programmes, but also in life.

Are you an educator who is looking to pursue a post-graduate degree? Scholarship award funds for the University of the People M.Ed programme are now open!

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How to create an exciting learning environment

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I consider this scholarship to be one of the best forms of professional development. I see myself as a learning teacher, so when I found this opportunity, I thought that it was the best occasion for me to learn and grow as a teacher.

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How can we engage multilingual learners in rich opportunities to simultaneously learn content and language?

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In this edition of Conversations with Tim, Tim speaks with Rosalie Lincoln and Cathy Moses about their work in the Lower Kuskokwim School District in Alaska to preserve and revitalize the Yugtun language.

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WIDA develops and provides proven tools and support to help multilingual learners, and their educators, succeed.

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PZ's Thinking Routines Toolbox | Project Zero (harvard.edu)

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PZ's Thinking Routines Toolbox | Project Zero

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The Toolbox organizes the Thinking Routines into categories that describe the types of thinking the routines help to facilitate. Some routines appear in more than one category, and some routines have different versions that offer modifications for specific age groups or more specific conceptual challenges.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Blended learning is an educational approach that combines both traditional ways of teaching (e.g., inside the classroom) and online ways of teaching, through a series of online educational materials and interactive activities.

If you are an educator interested in getting to know more about blended learning, you have come to the right place.

This article presents a complete guide that takes you through the following:

Ready to dive in? Let's go!

What is Blended Learning in the Classroom?

A formal definition of blended learning that was introduced by Garrison and Kanuka (2004), explains that:

In informal language, blended learning is an education program that combines two learning approaches - the traditional classroom learning and the elearning approach.

This 'blend' in the way learning is provided, is currently taking place in the classroom, mostly in high schools, colleges and universities.

The emergence of digital technology in the 21st century and the customary use of smartphones, laptops and tablets in every aspect of everyday life, has slowly introduced this type of learning within the core structure of Higher Education.

The aim for its use is to make learning easier and more effective delivering an integrated learning experience that offers real value to learners and matches their needs.

What Are the Characteristics of Blended Learning?

When talking about blended learning, an important distinction that needs to be made is that blended learning is not simply a tech-rich instruction or a standalone online course.

In ' Blended: Using Disruptive Innovation to Improve Schools ' (2015), Michael Horn and Heather Staker explain that a blended learning program is delivered:

a) Part online - online learning with some element of student control and flexibility over the way they learn including the time, place, pace and the path they take.

b) Part away from home - in part or in combination of a brick and mortar location away from home (instruction at a physical classroom/school or on-campus).

c) Through a learning path - a personalized learning path that offers students the opportunity to learn through activities that capitalize on different learning modalities.

According to BlendedLearning.org, the key thing to remember here is 'student control':

'The technology used for the online learning must shift content and instruction to the control of the student in at least some way for it to qualify as blended learning from the student's perspective, rather than just the use of digital tools from the classroom teacher's perspective.'

In essence it doesn't define the type of technology learners use but how they are using it and the degree of control they have over it.

This gives learners the ability to pause, go back, or skip forward through online content but also the opportunity to choose the time, the path and the location at which they can learn a new concept, complete coursework or assessments e.g. assignment or exam.

What Are the Benefits of Blended Learning?

When properly implemented, blended courses can come with a range of advantages for both teachers (or instructors) and learners:

Benefit #1: Flexibility

For teachers, there is more flexibility in terms of how they can deliver synchronous or asynchronous online instruction and present learning resources. At the same time, learners can learn at their own pace, and choose which learning styles suits them the most.

Benefit #2: Effectiveness

Research shows that blended learning has the proven potential to enhance both the effectiveness and the efficiency of meaningful learning experiences. Interaction capabilities between instructors and learners using email, discussion boards or chat rooms can enhance student engagement and allow space for collaborative learning.

Benefit #3: Personalization

In a blended learning environment, instructors have greater insights into a learner's progress and can easily identify learning gaps with the help of online learning tools. This leads to creating learning experiences and adopting learning methods that respond better to their personal needs and interests.

Benefit #4: Greater reach

Face to face instruction is significantly decreased when following a blended learning approach. Usually 30 to 70 percent of the learning is administered online which gives teachers the opportunity to expand their reach and the amount of students they can take under their wing.

Benefit #5: Reduced cost

What's great about blended learning is that most of the associated costs that educational institutions or organizations are faced with are reduced. From traveling costs, to renting big venues for events, and printing out learning materials, there is lots of money educational organizations and schools can save with digital learning.

What Are the Four Models of Blended Learning?

Blending learning comes in many forms as it can be personalized to each individual. If you are interested in blended learning, these are the most popular blended learning models you need to become familiar with:

Let's discuss each one in more detail:

Model #1: Rotation

In the rotation model, students rotate on a fixed schedule or as the teacher advises, between learning modalities of which at least one of them is online learning. Other modalities include face-to-face instruction - working in a small group or full-class, through group work/projects, 1:1 tutoring, and pencil-and-paper assignments. Students mostly learn attending the brick and mortar school.

As the graph above shows, the rotation model has four different subcategories that are worth exploring further.

Station Rotation:

Most commonly used in elementary schools, the station rotation model allows students to rotate through stations within a classroom as members of a group.

Lab Rotation:

This model requires students to rotate to a computer lab for the online-learning station. It offers flexible scheduling arrangements with teachers and paraprofessionals.

Individual Rotation:

It allows students to rotate through stations but only on the stations that are set by the teacher or software algorithm. Students don't need to rotate to every station but only to the individual activities that are scheduled on their playlists.

Flipped Classroom:

This model 'flips' the traditional role of each learning space. Students get to learn from home through online coursework and watching lectures and they engage in group exercise, projects and discussions with the guided support of the teacher.

The flipped classroom is favourite amongst teachers and students and it looks like it's going to be the future of education. This is because it makes use of the two ends of the spectrum - online and offline learning, effectively.

Model #2: Flex

The flex model allows students to have more control over their learning. Most learning happens online but there are instances where additional face-to-face support and class time instruction is needed. Students learn as part of a fluid schedule that is customized to each individual.

Model #3: A La Carte

The A La Carte model - most popular in high schools, offers students the flexibility to take an online course with an online teacher of record, that complements learning experiences of face-to-face courses at a brick-and-mortar school.

Model #4: Enriched Virtual

The enriched virtual model allows students to complete the majority of their coursework online but also attend school for face-to-face learning sessions. This model doesn't require daily school attendance like the flipped classroom but it's not a fully online course either because some kind of attendance e.g. twice a week, is required.

All of these blending learning models have a common goal. That is to move from a teacher-centered to a more learner-centered approach, improving student success.

Edutopia explains how this is possible through blended learning:

How Can You Offer Blended Learning?

Perhaps the biggest consideration when it comes to using blended learning is that it is hugely based on technology. For teachers and students who aren't tech-savvy, this can be a challenge because it forces them to learn how to use it.

This means that your learning center, school or organization needs to use digital tools that are:

Choosing the right technology that checks all of these three points is critical to any successful education program.

Any technical issues occurring from a learning software that is not accustomed to the elearning standards, won't bring the results you expect either.

To be able to offer blended learning, you will need an LMS - a Learning Management System or a learning platform that offers an impactful solution.

Our very own platform at LearnWorlds, comes with a powerful set of features that can help you deliver blended learning effectively.

Make use of the Interactive Video

Interactivity is important when talking about digital learning since it helps to improve student retention and motivation.

With LearnWorlds you can deliver unique learning experiences using the interactive video. The Interactive Video allows you to add questions in the flow of the video, giving learners the opportunity to click on it to answer questions.

Apart from that, it also comes with interactive subtitles and transcripts which aims to make it easier for teachers to teach students of any level.

With the Interactive Video Transcripts you can do all the following:

Auto-create your video transcript

Present the whole narrated text to the learners

Highlight in real-time the spoken words

Enable learners to navigate to the video by clicking on the transcript text

For more information on the Interactive Video visit our relevant article.

Learn through a customizable Course Player

Use LearnWorlds' course player to deliver your online course and simplify the learning process for your students.
The course player offers the possibility to create a learning path for each learner or group of learners. As a teacher, you can select whether they will navigate freely, sequentially or even set your own restrictions.

With drip feeding, you can also control which content or learning materials your students can have access to and when.

Last but not least, it offers the ability for learners to take notes or highlight key terms and ideas while they read through the text.

Create learning activities to test knowledge

In terms of learning, you can create a variety of tests and quizzes to assess the knowledge of your students.

From informal quizzes that evaluate self improvement to formal tests, questionnaires and assignments relating to critical thinking and the attainment of skills, the choices are endless.

Upon the completion of the education program or online course, you can also offer a certificate as evidence of participation and success.

Build a thriving online community

With the LearnWorlds platform you get to build an inclusive learning environment where learners can easily interact with and learn from each other.

This is possible through the community page that you can find in your school's dashboard as a LearnWorlds user.

As part of the community, learners can create their own profiles, comment, like or follow other classmates.

They can also reach out to others individually or a part of a group through course discussion groups. For more information on the community page, visit our Community and Groups support article.

Looking for an LMS to Apply Blended Learning?

Traditional face to face learning is very different from elearning but when these two approaches are combined, they are super powerful. Blended learning is here to stay, and as we move forward into the digital age, more schools will be investing in it.

If you are an educator who wants to build an online school that complements classroom instruction, you will need a reliable LMS or an online learning platform like LearnWorlds.

LearnWorlds comes with all the features you can find in any LMS (and many more) and can help you create unique and unforgettable learning experiences.

Start your free 30-day trial with LearnWorlds today and see for yourself!
References: Blended Learning Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education, 7, 95-105. https://doi.org/10.1016/j.iheduc.2004.02.001. Christensen Institute "Blended: Using Disruptive Innovation to Improve Schools," by Michael Horn and Heather Staker Raise Your Hand Texas
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Blended Learning: What It Is, Why It Matters & How to Apply

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Blended learning is an educational approach that combines both traditional ways of teaching (e.g., inside the classroom) and online ways of teaching, through a series of online educational materials and interactive activities. If you are an educator interested in getting to know more about blended learning, you have come to the right place.

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The last grading period of a school year can bring both dread and excitement for students and teachers. Standardized tests and a frozen tundra of motivation pale in the face of blooming flowers and outdoor activities that compete for students' interest. This year poses an added complication: After the threat of COVID-19 closed schools in March, teachers and students have been thrown into distance learning, many for the rest of the year, with little to no training or preparation.

It is important in these times of uncertainty to engage students in meaningful instruction with very specific learning targets. Whether they are ready or not, students have been placed in the driver's seat of their learning and need tools to succeed while they have more control of their schedule and pace.

So, how do educators not just "get through" this period, but actually inspire students to continue learning? I have opted for a full-scale, student-driven passion project. In my opinion, this is the absolute best assignment I could give my students right now, for the following reasons:

1. They have free choice in what they learn for the duration of the unit. They can choose a topic they want to learn more about, a skill they want to improve upon or learn, or create something new.

2. They have control in setting goals that work for them and their home schedule.

3. Many will be intrinsically motivated simply to fill the time.

4. I use competency-based grading, so students are already familiar with the process of learning for feedback and using scoring guides as benchmarks instead of working for a grade. This approach is especially important in crisis learning because there is inequity of experience among my students based on home life and access to materials.

My students are in middle school, but passion projects can be easily modified for high school or upper elementary students. In past years, students have learned metacognition and reflection skills, goal setting and project management, growth mindset mentality, curiosity, digital skills, and informative writing, research, and communication. The outcomes have been beyond any other work I've seen in eight years of teaching. I've been amazed by students' creativity, pride, and genuine excitement to share what they created. They've written songs, learned instruments, written code for a video game, learned to cook meals, written stories, learned new languages, and researched a lot of interesting topics.

Once students pick a topic, they learn how to set goals, manage a project, seek feedback, reflect on their progress, and report on their learning using technology. These are the two main assignments:

1. Weekly learning reflections with evidence of note taking and progress toward the final passion project presentation.

2. Passion project final presentation and reflection on the process.

Setting Up a Passion Project

This year, the show will go on with a few modifications. For the six-week assignment, I will use video explainers; Google Classroom posts; and a Passion Project packet with step-by-step directions, handouts, and scoring guides. I will also be available for questions and meetings in our class Google Meet during set office hours.

Week One

This week, students familiarize themselves with the project timeline and requirements, brainstorm ideas, and propose what they would like to spend their time on. On Day One, students will

1. Review an introductory post in Google Classroom and the overview and grading process. Respond with one question or one thing they noticed.

2. Complete the brainstorming guide on page 3 of the packet.

On Days Two to Five, students will:

1. Watch explainer videos on how to set goals, use feedback in the creative process (page 4 in the packet), and reflect weekly on progress (pages 8-9).

2. Complete the passion project proposal and Week One reflection via blog or vlog and self-score (pages 8-9), using that to ask for feedback and adjust presentation according to the score they would like to earn.

Week Two

This week, students finalize their project, reflect on what they've learned so far, and begin their research and creation. Students will

1. Watch videos about research, good note taking, and citing sources. Begin researching to learn and fill out the Week Two notes table (page 5).

2. Do something with learning (write an exposition, make a meal, write code, learn some chords, etc.) and document what's being done along the way.

[[[[[ **** MISSING TABLE **** ]]]]]

Weeks Three to Five

In these weeks, students continue with their research, reflection, and self-scoring:

1. Complete the Week 3, 4, and 5 reflection via blog or vlog.

2. Review the scoring guides (pages 8-9) and self-score, adjusting presentation accordingly.

Week Six

This week is when students create a presentation to show what they learned. Students will

1. Decide what delivery format to use and review the product presentation content must-haves and grading rubric (page 10).

2. Complete the Passion Project self-assessment (page 12).

3. Participate in a virtual learning showcase. (I share their projects to a digital platform for students, parents, and staff to view and leave questions and comments).

Schools in Missouri have officially closed their doors for the remainder of the school year, and the students I have spoken with are disappointed and trying to figure out what that means for them. Now, more than ever, it is important to give students consistency in learning opportunities with flexibility in pacing and depth. Because the passion project lasts four to six weeks and can take place remotely, it provides much-needed stability for students who are already facing so many changes.

Rather than busy work, this is an opportunity to equip students with the real-life skills of measured risk taking, self-reflection, project management, and goal setting. The students I have spoken with during this period of remote learning are bored, desperate for social connection, and seeking direction. This assignment allows for an enriching finish to a disjointed school year.

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Passion Projects Fuel Student-Driven Learning - ASCD

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The last grading period of a school year can bring both dread and excitement for students and teachers. Standardized tests and a frozen tundra of motivation pale in the face of blooming flowers and outdoor activities that compete for students' interest. This year poses an added complication: After t

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Learn simple and effective strategies anytime, anywhere.

Our webAcademy on-demand workshops allow teachers to learn best-practice strategies at their own pace, and from the comfort of home.

So, what is an on-demand Smekens workshop?

In the era of online learning, our webAcademy on-demand workshops provide a convenient alternative to attending a live event. Now educators can tap into our engaging video recordings whenever it's most convenient.

Whether you watch an on-demand workshop with your staff or as an individual, you'll love the 60-day access period that allows you to watch the workshop gradually, on your unique timeline. And, just like with the live presentations, our self-paced online workshops provide the same energy, enthusiasm, and motivation that comes standard with every Smekens workshop.

Benefits of participating in an on-demand Smekens workshop

Online training videos get a bad rap-in part because they are so boring! But on-demand workshops from Smekens are anything but boring.

On-demand online workshop options

On-Demand Writing Conference

Learn strategies to build stronger writers in the COVID era. Access 25 sessions offering practical strategies to teach writing both in person & remotely.

Not sure which workshop is best for you?

Choosing the "best-fit" online workshop may seem like a daunting task. We are here to help! Let's schedule a short phone call to discuss your specific professional development goals.

I walk away with ready-to-go lessons that I can teach in my classroom!

Holy Family Catholic Academy - Inverness, IL

We are a Smekens school. We went to our first event many years ago...and it made believers out of them.

Granville Wells Elementary - Jamestown, IN

It created a spark within me that I just haven't felt for a while.

ELA Curriculum Coordinator

Glendale Union HS District - Glendale, AZ

How much do on-demand workshops cost?

On-demand Smekens workshops vary in cost depending on the workshop and the number of participants.

5-Hour Workshops | 60-day video access

$139 per person
$124 for teams of 3 or more
Site licenses starting at $2,500

10-Hour Workshops | 90-day video access

$264 per person
$249 for teams of 3 or more
Site licenses starting at $4,500

Meet our workshop presenters

Top questions about Smekens on-demand workshops

When do online workshops occur?

Smekens online workshops are available on-demand. Each workshop is pre-recorded and ready when you are.

How far in advance do I need to arrange an online workshop?

If you are paying with a credit card, you can access any online workshop immediately. If you pay with a purchase order, your access can start in one business day or less.

What is included with an online workshop?

When you register for an online workshop, you get at least 60-day access to video footage captured during a live, full-day seminar. In addition to at least five hours of video, registrants also receive a full-color downloadable handout and lifetime access to a password-protected "secret website" of related resources.

How do I register and pay?

Individual educators may register online with a credit card or by submitting a downloadable registration form with a purchase order. Groups of two or more should email or fax the downloadable registration form to Smekens Education with a purchase order.

What happens after I register?

When individual educators register online with a credit card, they will be linked directly to the workshop. When groups of two or more register, easy-to-follow access instructions will be emailed to all participants.

Am I allowed to share my online workshop with others?

Allowing others to view or access your personal online workshop registration is prohibited. However, schools may purchase a site license to allow every teacher to have their own personal registration.

Are online workshops appropriate for an entire staff?

Absolutely! In fact, most of our online workshop participants gain access through a school site license. Viewing an online workshop together as a staff is an excellent way to build shared goals and understanding.

Are online workshops interactive?

Every online workshop is broken into several smaller video segments that frequently end with a prompt from the instructor to "turn and talk." If you're watching by yourself, this time can be used for reflection. If you're watching with a group, collegial conversations are encouraged.

What is a site license?

Site licenses are available for schools and districts with 20 or more participants and include a substantially discounted rate, along with negotiated access periods.

Do you have a satisfaction guarantee?

We would never want you to be unhappy! That's why every online workshop comes with a 100% money-back guarantee. We are convinced the simple and effective strategies will transform the way you teach so we stand behind this workshop with full confidence. If you aren't satisfied, contact me within the first ten days of your purchase, and I will give you a refund immediately. There are no additional forms to fill out, and there will be no delay. Just call (888) 376-0448 and ask for Brady or email me directly. We believe so strongly in this online workshop that we give you our personal promise of a speedy, hassle-free, no-questions-asked, total and complete refund.

Brady Smekens
Director of Professional Development
Smekens Education Solutions, Inc.

Have a Question?

We are happy to answer your questions about on-demand workshops.

Complete the form below or call (888) 376-0448.

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Online Workshops for Teachers | Professional Development for Teachers | Smekens Education

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Learn simple and effective strategies anytime, anywhere. Our webAcademy on-demand workshops allow teachers to learn best-practice strategies at their own pace, and from the comfort of home. So, what is an on-demand Smekens workshop? In the era of online learning, our webAcademy on-demand workshops provide a convenient alternative to attending a live event.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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What is Understanding by Design? Author Jay McTighe explains.

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Strategy 3 Providing Feedback that Moves Learning Forward

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Gifted students-you may or may not spot them in your classroom. They may be highly visible, like the high achievers or straight- A students. But they may also be among those students who don't finish their work (it's never perfect enough), who zone out or act out in class (they're bored), or who test poorly because they overthink things ("Hmmm, this answer might be true in this case, but it might not be true in that case").

Some schools and districts have substantial resources to identify and support giftedness, wherever it shows up. Some offer pull-out programs. Others offer cluster grouping, in which gifted students are grouped in specific classes at each grade level.

Dina Brulles, director of gifted education in the Paradise Valley Unified School District in Phoenix, Ariz., believes gifted students need less grade-level work, faster-paced lessons, deeper and more advanced content, and opportunities to work with other gifted students. They also require a different kind of interaction with the teacher, who must be less of a "sage on the stage" and more of a "guide on the side."

M. René Islas, executive director of the National Association for Gifted Children (NAGC), notes one persistent challenge to gifted education-a lack of uniformity in programming. A recent NAGC study found that 19 states don't monitor gifted programs at the local level, only seven require their districts to report on gifted student achievement, and fewer than half report on the race and ethnicity of their gifted students (minorities are significantly underrepresented in gifted programs, according to the U.S. Department of Education's Office of Civil Rights).

But there are promising signals as well, explains Islas. The Every Student Succeeds Act requires states and districts to track the progress of their highest-achieving students and allows schools to use Title I funds to identify and support gifted students. Plus, the law opens up the possibility for schools to use computer-adaptive assessments to recognize student mastery of content above grade level.

Then there are the challenges and opportunities at the school level. With the following strategies, teachers can tend to the complex needs of their high-ability students in the heterogeneous classroom.

"Gifted students don't need to do 25 problems in math when they can do the five most difficult first to demonstrate mastery," says Brulles. She offers this opportunity to all students, not just those identified as gifted. Students who successfully complete the five problems are excused from that night's homework. If classwork is involved, the teacher simply needs to have a few extension activities on hand-tasks that carry the concept to the next level-for students to work on quietly while others complete the regular assignment.

"Most Difficult First" is one manageable way for teachers to compact the curriculum for their high-ability students. With compacting, students get to "throw away" the part of the curriculum that they already know, while receiving full credit for those competencies. This frees up students to work on more challenging content.

Let's say a teacher is teaching two-digit multiplication. He might do some direct instruction for 10 minutes, then offer students the end-of-chapter test, saying, "If you get 90 percent or higher, you won't have to do the homework or practice work. You'll have different work to do." According to Brulles, some gifted students will take this option, whereas others may decide, "I don't know this; I need the practice work." Again, as in Most Difficult First, this strategy requires having extension work for students who test out of the material.

Susan Flores, a 2nd grade teacher in Paradise Valley, meets a range of student abilities by using the standard as her baseline. "My desk serves as a staging area. I have several piles of activities there that take a concept up or down."

For example, when the class is working on the distributive property in math, those "piles" might include differentiated worksheets, word problems, and task cards. Depending on how students grasp the concept, Flores can either reteach, offer practice, or enrich.

Flores also uses "choice boards." In math, she might offer nine ways that students can demonstrate learning of multiplication. "Students can [use] one of their iPad apps or create a game. They jump in where they want to jump in," she notes.

All students in Flores's class can choose whether they want to take their learning to the next level. "I don't say, 'Because you're gifted, you get choice, and because you're not gifted, you don't.'" Optional challenge work is available to anyone who wants to try it.

Janice Mak, a gifted cluster teacher and 7th and 8th grade STEM teacher in Paradise Valley, gives students a menu of options in her computer science class. After stu-dents learn the basics of programming-perhaps through an online course from Stanford University or work with Google CS First clubs-they work in teams to create a robot. Students choose the level of complexity, from designing dogs that bark to building miniature disco rooms in which a record plays and lights flash.

Students can also tailor a project to their interests. In a module on architecture, some students designed a playground for Egyptian students using Legos, Build with Chrome, or Minecraft. One student opted instead to recreate the White House using Minecraft.

The Ignite presentation format offers another way for Mak to differentiate work on the basis of student interest. The presenter has exactly 5 minutes and 20 slides, which auto-advance every 15 seconds, to discuss a topic of interest (aligned to the unit). This activity allows students to share their passion with their peers, be it nanotechnology and its role in medicine, the physics of roller coasters, or the latest advances in virtual reality.

According to education expert Jenny Grant Rankin, knowing a student's emotional intensities-what Polish psychologist Kazimierz Dabrowski called "overexcitabilities"-is also key to teaching gifted students. Dabrowski identified five areas of sensitivity that are strongly related to giftedness: psychomotor, sensual, intellectual, imaginational, and emotional.

Overexcitabilities will often appear as quirks, such as compulsive talking or organizing, heightened sensitivity to smells or tastes, insatiable curiosity, or daydreaming. Knowing a student's overexcitabilities can help teachers shape engaging-and personalized-learning experiences. An imaginational student will benefit from an assignment that he's free to complete in a unique way. An intellectual student will prefer to investigate why certain areas of the world struggle with starvation rather than simply listing those areas. Although we tend to see overexcitabilities negatively, they are often accompanied by great creativity, imagination, and drive.

According to NAGC, research shows that enabling gifted students to work together in groups boosts their academic achievement and benefits other students in the classroom, as well. When gifted students work together, they challenge themselves in unexpected ways. They bounce ideas off one another and take a peer's idea to a new place. They also learn that as smart as they are, they, too, must exert effort with challenging content-and that they'll sometimes fail along the way.

That said, gifted kids need to work both in and out of their group. "As adults, we have to be able to work with everyone," explains Flores, "and gifted students might not learn this if they're always separated out." Teachers can provide multiple opportunities for heterogeneous groupings through Think-Pair-Shares, Clock Buddies, and Season Teams.

This approach relies on planning lessons or units at different tiers of difficulty. But does this require teachers to add to their already full plates?

"I don't see it as doing one more thing; I see it as being more strategic," explains Mak. Teachers have to plan for their lessons, so why not develop deep and complex activities for high-ability students at the same time? This one way of planning-providing work at the entry, advanced, and extension levels or at varying Depth of Knowledge Levels-offers a multiplicity of ways to learn. It may take more time in the planning stage, but it is ultimately more efficient because bored students aren't acting out or zoning out in class-they've got challenging work to do-and struggling students are getting support. Once teachers create these tiered resources, they can use them again and again.

Author Carol Ann Tomlinson advocates teaching up -"a practice of first planning a lesson that's challenging for high-end learners and then differentiating for other learners by providing supports that enable them to access that more sophisticated learning opportunity." It replaces "the more common practice of planning for mid-range performers, then extending that lesson for advanced students and watering it down for others." This approach, Tomlinson says, challenges advanced learners more than trying to pump up a "middling" idea-and serves other students better as well.

All students have the right to learn something new every day, whether they are in regular classrooms or in special education, language acquisition, or gifted programs. And every student will benefit from being pulled up to go beyond the curriculum at times.

But as Tomlinson points out, "Learning should be joyful or at least satisfying, rather than just hard."

Is this challenging for educators? Sure. But according to Flores, "Any good teacher can do these things well. It's just good teaching."

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