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Enriching the Learning

Effectively answer question 4 of the Professional Learning Communities at Work® process: How will we extend the learning for students who have demonstrated proficiency? Learn how to plan and execute lesson extensions—such as grouping students by interest—to engage proficient students for deeper learning.

Benefits

  • Develop an understanding of the fourth question of a Professional Learning Community (PLC) at Work® and why it is the most poorly addressed of the foundational PLC questions.
  • Understand the importance of engaging proficient students in extended lessons and continuing their education.
  • Learn how to differentiate instruction, enrich the curriculum, and build lesson extensions that will push proficient students to extend their abilities.
  • Become familiar with three different extension models (skill extensions, interest extensions, and social extensions) and numerous strategies for implementation that integrate student voice and choice.
  • Utilize the reproducible extension-planning templates and completed examples to build your own lesson extensions for personalized learning.

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Enriching the Learning

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TABLE OF CONTENTS

    Chapter 1: Addressing the Forgotten Question
    Chapter 2: Identifying Question 4 Students and Intentionally Planning Extensions
    Chapter 3: Creating Skill Extensions
    Chapter 4: Creating Interest Extensions
    Chapter 5: Helping Students Connect Through Social Extensions
    Chapter 6: Creating Extensions as Singletons

REPRODUCIBLES

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Chapter 6

SUGGESTED RESOURCES

Books

  • Bailey, K., & Jakicic, C. (2012). Common Formative Assessment: A Toolkit for Professional Learning Communities at Work. Bloomington, IN: Solution Tree Press.
  • Buffum, A., Mattos, M., & Weber, C. (2012). Simplifying Response to Intervention: Four Essential Guiding Principles. Bloomington, IN: Solution Tree Press.
  • Conzemius, A. E., & O’Neill, J. (2014). The Handbook for SMART School Teams: Revitalizing Best Practices for Collaboration (2nd ed.). Bloomington, IN: Solution Tree Press.
  • DuFour, R., & Eaker, R. (1998) Professional Learning Communities at Work. Bloomington, IN: Solution Tree Press.
  • DuFour, R., DuFour, R., Eaker, R., & Karhanek, G. (2010). Raising the Bar and Closing the Gap: Whatever It Takes. Bloomington, IN: Solution Tree Press.
  • DuFour, R., DuFour, R., Eaker, R., Many, T. W., & Mattos, M. (2016). Learning by Doing: A Handbook for Professional Learning Communities at Work (3rd ed.). Bloomington, IN: Solution Tree Press.
  • DuFour, R., & Fullan, M. (2013). Cultures Built to Last: Systemic PLCs at Work. Bloomington, IN: Solution Tree Press.
  • Eaker, R., & Keating, J. (2015). Kid by Kid, Skill by Skill: Teaching in a Professional Learning Community at Work. Bloomington, IN: Solution Tree Press.
  • Gregory, G., Kaufeldt, M., & Mattos, M. (2016). Best Practices at Tier 1, Elementary: Daily Differentiation for Effective Instruction. Bloomington, IN: Solution Tree Press.
  • Hansen, A. (2015). How to Develop PLCs for Singletons and Small Schools. Bloomington, IN: Solution Tree Press.
  • Sousa, D. A., & Tomlinson, C. A. (2018). Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom (2nd ed.). Bloomington, IN: Solution Tree Press.
  • Weichel, M., McCann, B., & Williams, T. (2018). When They Already Know It. Bloomington, IN: Solution Tree Press.