differentiating for gifted sms media center 2:10 - 3:00 ... · curricula that incorporate advanced,...
TRANSCRIPT
Differentiating for Gifted Learners: Principles of
Management
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February 16, 2018 - KENT CITY SCHOOLS Professional Learning Day
SMS Media Center 2:10 - 3:00
Goals for This Module• Teachers will learn begin to develop a toolbox of varied
instructional approaches for differentiated instruction,
including techniques for creative thinking and problem
solving, simulations, research methods, independent and
cooperative learning options, and attention to the affective
characteristics and needs of gifted students.
• Teachers will incorporate various instructional strategies that
are appropriate for gifted learners while designing unit and
lesson plans.
• Teachers will explore various approaches to grouping and
task assignment to facilitate differentiation via classroom and
management structures.
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ODE Competencies & NAGC StandardsODE Competencies
(b) The ability to select, adapt, or create a variety of differentiated
curricula that incorporate advanced, conceptually challenging, in-depth,
distinctive and complex content;
(c) The ability to provide an extension or replacement of the general
education curricula, to modify the learning process through strategies
such as curriculum compacting, and to select alternative assignments and
projects based on individual student needs
NAGC Teacher Preparation Standards3.1 Beginning gifted education professionals understand the role of central concepts,
structures of the discipline, and tools of inquiry of the content areas they teach, and use
their understanding to organize knowledge, integrate cross-disciplinary skills, and
develop meaningful learning progressions within and across grade levels.
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1. Review Principles & Models
2. WHAT: How “different”?
3. HOW: Task Structures
4. WHO & WHEN: Management
considerations
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Considerations when Differentiating
There are multiple constructs for creating differentiated tasks
Challenge Level (Bloom’s/ Webb’s)
Depth
Complexity
Acceleration/ Compacting
Resources
Outcome
● Reference Heacox, Tomlinson, Stambaugh, Kaplan...
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Process
Product
Audience
Independence
Degrees of scaffolding
Interest/ Choice
Considerations when Differentiating
Sample Models
Kaplan’s Depth and Complexity Icons
Integrated Curriculum Model (Van Tassel-Baska, College of Wm. and Mary)
Parallel Curriculum Model (Tomlinson)
Paul-Elder Critical Thinking Model
Reasoning Models (ex: College of Wm. and Mary, Ctr. for Gifted Ed.)
Creative Problem Solving
....Many, many others...
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➔ CLARIFY the GOAL - establish learning purposes/ targets:
- Academic/ Standards-based- Social- emotional- Interpersonal- Self-Discovery- Other...
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➔ CONSIDER - ‘where’ are students? - Requisite knowledge- Readiness for next steps- Level of existing mastery
Basics of Lesson Design
➔ CONSIDER the END - how will you measure growth?
- How will you know this mattered?
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➔ WHAT will they DO? - Determine leveled/ tiered/ differentiated tasks*
Basics of Lesson Design
Same/ Similar tasks that INVITE STRETCH
Examples:
1. Open/ closed questions
2. Research simulations
3. Creative thinking tasks
4. Problem solving tasks
5. Other?
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Is love a theme of this story?
Choose two words that show that love is the theme...
Do all stories have a theme of love?
What is the theme ...?
What might be one theme ….?
How would you decide what is the theme…?
Why do you see love as a theme...?
What other themes…?
Why do you think the author chose to…?
How would you change the theme from love to conflict?
How does the story make you feel? Why?
How does this story remind you of another story or personal experience about love?
O:
Same/ Similar tasks that INVITE STRETCH
Examples:
1. Open/ closed questions
2. Research simulations
3. Creative thinking tasks
4. Problem solving tasks
5. Other?
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Research Tasks/ Projects based on a real question:
“Study spiders” vs. “Should we kill spiders if we see them in our house? *
“Collect and identify leaves this fall” vs.“Should all the fallen leaves be raked up each fall?”
“What would happen if…?”
“What do you want to know… how will you find out?”
*Credit Tamra Stambaugh
Same/ Similar tasks that INVITE STRETCH
Examples:
1. Open/ closed questions
2. Research simulations
3. Creative thinking tasks
4. Problem solving tasks
5. Other?
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Substitute
Combine
Adapt
Modify/ Magnify
Put to another use
Eliminate
RearrangeReference Bob Eberle
Same/ Similar tasks that INVITE STRETCH
Examples:
1. Open/ closed questions
2. Research simulations
3. Creative thinking tasks
4. Problem solving tasks
5. Other?
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Collaborative problem solving activities
Solve a problem of a historical or fictional character/ group
Role Play/ Mock Trial
Address a real school/ community issue
Same/ Similar tasks that INVITE STRETCH
Examples:
1. Open/ closed questions
2. SCAMPER questions
3. Research simulations
4. Creative thinking tasks
5. Problem solving tasks
6. Other?
-
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Different tasks to achieve SAME or DIFFERENT learning purposes
Same learning purpose/ target
- Differentiated to reflect different learning
styles, preference, interests, pace
- Levels of scaffolds; permission to go beyond
Different learning purpose/ target
1. specific student goals
2. beyond mastered class content
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Task Structure: Single Tasks
● Varied discussion topic cards
● Varied readings
● Varied task lists/ worksheets
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Task Structure: Choice Boards
● Basic● Tic-tac-toe
● Cubing
● Etc.
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A B C
D E F
G H I
Student - developed
option?
Task Structure: Choice Boards
● Basic● Tic-tac-toe
● Cubing
● Etc.
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APredict the
sequel
BSequence
CCompare
and Contrast
DAsk the author
EWrite a
summary
FMovie Poster
GCharacter
Study
HVocabulary
Activity
IExternal
Connection
Task Structure: Choice Boards
● Basic
● Tic-tac-toe● Cubing
● Etc.
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A B C
D E F
G H I
Student - developed
option?
Task Structure: MenusAllows for students to choose from or to be assigned items requiring varied levels of cognitive demand and effort that (when graded) are weighted according to complexity.
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Considerations:
● Maximizes CHOICE ...how to encourage tougher tasks?
● Assessment practices must not punish students.
● How are tasks arranged to allow all students to be successful & grade reflects evidence of expected learning?
● Students must understand what is required to earn points on a task- quality and evidence of learning is expected.
● Managing accumulations of OVER your target amount
Task Structure: Menus Example: List Menu
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Plan to
do?TASK/ ACTIVITY Point
Value
Date
CompletedPoints
Earned
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15
30
25
10
20
20
15
25
30
ACTIVITY - Task Sort
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Consider variety of tasks derived from given Learning Target
Select and sort to create any of:- One or more choice boards- List Menu- 2-5-8 Menu
How did you decide to order tasks?
What challenges did you have?
How will you use this for future planning?
Task Structure: Learning Centers
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Setting up different stations at which
students accomplish varied tasks
Designed for collaborative learning
Short term
Rotating
Longer-term stations…?
Task Structure: Independent Learning
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Students choose to engage in independent learning
as substitute for classroom tasks (indiv./ group)
○ Short/ Long-term
○ Pre-assess
○ Contracts
■ Goal and processes
■ “Grading” expectations
■ Behavioral expectations
■ Logistics
A Critical Piece...
Building a classroom culture of learning together
by respecting differences…
- grouping and regrouping for varied reasons
- growth mindset for selves and others
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WHO?
Whole Class?
Passow’s “Would- Could-
Should” test
Different - Choice?
1. All have a choice?
2. Volunteers have a choice? (pre-assessment?)
3. Pre-Assess to assign?
• All have a specific
assignment
• Some groups have a
different assignment
• Some individuals have a
different assignment
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Groups...
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Pre-assess and use knowledge to create groups:■ Readiness vs random vs interest vs affective
■ Like or mixed?
■ Other types
● Blind v obvious ...Invisible:
■ Flexible = different members for different reasons (ability,
interest, readiness, learning style, other)
■ Neutral Names (not designating ‘advanced’, ‘target’ or ‘low’)
■ Different activities, not more/less work
■ Equally active
■ Equally interesting/ engaging (everyone gets to have fun)
■ Fair work expectations
■ Require use of key concepts, skills, ideas.
● Importance of flexibility and intentionality
● Grades are for INDIVIDUAL workReference Diane Heacox: Differentiating Instruction in the Classroom
Other..
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★ Management structures
○ Folders
○ Electronic management
■ Polling tools
■ Systems allowing individual/ group
assignments:
● Learning management systems
● Vendor systems
1. Review Principles & Models
2. WHAT: How “different”?
3. HOW: Task Structures
4. WHO & WHEN: Management
considerations
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THANK YOU!What QUESTIONS do you have???
Key References:
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Heacox, D. (2012). Differentiating Instruction in the Regular
Classroom: How to Reach and Teach All Learners. Free Spirit
Publishing.
Winebrenner, S. and Brulles, D. (2012). Teaching Gifted Kids in
Today's Classroom: Strategies and Techniques Every Teacher Can
Use. Free Spirit Publishing.