- Return Gillian’s draft of her “report” with feedback for her to “improve" Week of February 20th. The data I will collect to more deeply understand these actions are anecdotal notes such as her demeanor, level of engagement and excitement.
- Begin differentiating Gillian’s homework. Week of February 27th. The data I will collect to more deeply understand these actions are Interview – To gain insight on how this benefits/ does not benefit Gillian by getting “different homework” from the rest of the class
- Begin individualized, independent research project with Gillian revolving a topic of her choice- Week of March 6th. The data I will collect to more deeply understand these actions are her research project (the effort, passion put into it). Field notes/observations of her attitude towards it.
- Implement sophisticated technology use for Gillian’s weaker areas, such as spelling and grammar - Week of March 20th. The data I will collect to more deeply understand these actions are student data on her results to see if Gillian is making educational gains.
- Using higher order/ divergent questions- Week of March 27th. The data I will collect to more deeply understand these actions are Videos- I can code videos to determine the number of times I asked these desired questions in a specific amount of time compared to the number of close ended, convergent questions.
This week, was the week of February 20th. I returned Gillian's report in order for her to improve it, I explained what I was looking for in this improvement. (see document below). When I asked Gillian if she wanted to fix her errors, I was not even able to finish my sentence before she said, "yes. I want to fix my errors. I want to improve." She eagerly listened to feedback and could not wait to begin her task. Thus, not only is she stimulated, but she is making educational gains as she makes these improvements.