DifferentiationBy Sheila Bonner

Lindenwood UniversityEdu 513OL Survey of the Gifted

A look at how teachers can meet the needs of their gifted learners.

Table of Contents What is Gifted & Differentiation?

(slide 3 - 5)

Teacher Resources (slides 6 – 7)

Examples of Differentiation (slides 8 - 12)

Teaching Strategies (slides 13 - 18)

Bibliography (slide 20)

What is gifted?

“Gifted and talented children are those identified by professionally qualified persons who by virtue of outstanding abilities are capable of high performance. These are children who require differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize their contribution to self and society.”

Former U. S. Commissioner of Education Sidney P. Marland, Jr., in his August 1971 report to Congress

What does differentiation mean?1. Gifted learners must be given stimulating

educational experiences appropriate to their level of ability if they are to realize their potential.

2. Each person has the right to learn and to be provided challenges for learning at the most appropriate level where growth proceeds most effectively.

National Association for Gifted Children

Think DIFFERENT for Differentiation

By different we mean:

Different topicsDifferent student created

productsDifferent levels of learningDifferent styles of learning

Teacher Resources Found Here!

Bloom’s Revised TaxonomyAn excellent place for teachers to start is Bloom’s Taxonomy. This site is a handout for teachers that explains the revisions and the different levels of thinking. If you would like posters to hang in your room try: http://www.kurwongbss.eq.edu.au/thinking/Bloom/blooms.htm(This site has great information – but some spelling mistakes – watch for them.)

Multiple Intelligences TestUnderstand how your students learn! Children are very honest about which learning styles fit them. You need to keep learning styles in mind when planning lessons or giving choices for student projects/products. Teachers may want to review at the following website, which provides an overview of Multiple Intelligences.

Teacher Books

Differentiated Instructional Strategies – One Size Doesn’t Fit All ISBN 0-7619-4551-2by Gayle H. Gregory and Carolyn Chapman

Differentiated Instructional Strategies – for Reading in the Content Areas ISBN 0-7619-3825-7by Carolyn Chapman and Rita King

Differentiated Instructional Strategies – for Writing in the Content Areas ISBN 0-7619-3827-3by Carolyn Chapman and Rita King

Additional resources for the classroom.

How can teachers use Multiple Intelligences?

Logical/Mathematical Create a pattern Describe a sequence Analyze a situation Classify, rank or

compare Critically assess Create a chart or

graph to display data Use statistics Interpret data

Verbal/Linguistic Prepare a report Write a play or essay Create a poem for

recitation Interview Label a diagram Give directions . . . Record a podcast

A podcast is a series of audio files released in episodes.

Examples of student products grouped in Multiple Intelligences.

Another example of differentiation.

Center 1 – Stock Update: Students are involved in a simulation of creating their own stock portfolios, where they buy and sell stocks and keep track of the profit/loss. They use information online or in the newspapers provided.

Center 2 – Folder Check: Students examine and organize their math portfolios, including notes, mental math papers, reflections and mind maps of solutions, followed by all graded papers with corrections. (Organization is difficult for MANY gifted students.)

Center 3 – Changing Fractions into Decimals: This center uses Versa Tiles to self correct activities. These tasks involve a basic understanding of finding equivalent fractions and decimals as well as an introduction to ratios.

Center 4 – Chocolate Delight: At this center you will take an 8½” X 11” sheet of paper and fold it in half several times as per the instructions (to look like a Hershey's candy bar). Rename the equivalent fractions and write an explanation on the back of half the paper.

This example uses math rotation centers in the classroom.

How about using a word cloud or word web?

Now let’s think about this . . .

Why Use a Word Web? What kind of learner would be most likely

to create a word web (or word cloud)? Think multiple intelligences!

What level of Bloom’s taxonomy would you say a word web or word cloud would be?

(Remembering, understanding, applying, analyzing, evaluating and creating.)

Graphic Organizers Use other graphic organizers to show

what students know or to organize thinking such as: A sequence chain KWL – What I know, Want to Learn, Learned 5W & 1H – Who, What, When, Where, Why & How Brainstorming web Double Entry Journal Template Cause and Effect Diagram Concept Maps Timelines Persuasion Plan

Gifted students who have trouble writing (or with handwriting) may want to use a graphic organizer.

The Inquiry Model

The class begins with brainstorming different questions they have about the topic.

Each learner focuses on suitable questions around which his/her study will develop.

Alternative questions may arise during research and can be written in a research notebook.

The learner collects information on each alternative. The learner arrives at a conclusion to his/her question, and

decides whether the conclusion adequately answers the original questions.

The learner organizes a clear presentation of the conclusion.

The learner assesses the appropriateness of the conclusion and how it relates to the original question.

The inquiry model allows students to research questions they have within the subject of study.

Tic-Tac-Toe BoardThe following Tic-Tac-Toe board is an example of eight choices

and a wild card offered to students for study of WWII.

Design four posters using your own drawings or pictures that depict the characteristics of life during WWII. Use captions to explain your visuals.

Develop an interview questionnaire; then interview at least four people who lived in this area during WWII. Describe at least five ways the war affected their lives.

Write and present a short one-act play that depicts life during the war, either at home or overseas. Use support material from novels or historical references.

Read a book such as The Diary of Anne Frank and briefly describe four scenarios from the story showing how WWII changed the character’s lives.

Wild CardYour Choice

Please design an option and present it in writing by

______________

Produce a PowerPoint presentation using visuals, scripts and sound to present life as one would have experienced it during WWII.

Listen to a variety of songs, musicals, and film soundtracks composed during WWII. Referring to the content of the songs, describe what the music conveys about how life was during the war.

Collect a variety of pictures, newspapers articles, photographs, poems and stories – noting aspects of life during WWII, create a diary of how you would have felt growing up in that time.

Create a board game designed to increase understanding of what life was like during WWII.

Checklist of Questions - B.R.A.I.N.

Building safe environments Do students feel safe to risk and experiment with ideas? Do students feel included in the class and supported by

others? Are tasks challenging enough without undo stress? Is there an emotional “hook” for the learners? Are there novel, unique and engaging activities to capture

and sustain attention? Are “unique brains” honored and provided for? (learning

styles & multiple intelligences)

Questions for teachers planning differentiated learning for their students.

Recognizing and honoring diversity.

Does the learning experience appeal to the learners’ varied and multiple intelligences and learning styles?

May the students work collaboratively and independently?

May they “show what they know” in a variety of ways? Does the cultural background of the learners influence

instruction?

Assessment Are pre-assessments given to

determine readiness? Is there enough time to explore,

understand and transfer the learning to long-term memory (grow dendrites)?

Do they have opportunities for ongoing “just in time” feedback?

Do they have time to revisit ideas and concepts to connect or extend them?

Is metacognitive time built into the learning process?

Do students use logs and journals for reflection and goal setting?

Instructional Strategies

Are the expectations clearly stated and understood by the learner?

Will the learning be relevant and useful to the learner? Does the learning build on past experience or create a

new experience? Does the learning relate to their real world? Are strategies developmentally appropriate and hands

on? Are the strategies varied to engage and sustain

attention? Are there opportunities for projects, creativity,

problems and challenges?

Numerous Curriculum Approaches

Do the students work alone, in pairs and in small groups?

Do students work in learning centers based on interest, need or choice?

Are some activities adjusted to provide appropriate levels of challenge?

Are problems, inquires and contracts considered?

BibliographyChapman, Carolyn & Gregory, Gayle (2002).

Differentiated Instructional Strategies, One Size Doesn’t Fit All. Thousand Oaks, CA: Corwin Press, Inc.

Chapman, Carolyn & King, Rita (2003). Differentiated Instructional Strategies, for Reading in the Content Areas. Thousand Oaks, CA: Corwin Press, Inc.

Chapman, Carolyn & Rita King (2002). Differentiated Instructional Strategies, for Writing in the Content Areas. Thousand Oaks, CA: Corwin Press, Inc.