w elcome to d ifferentiation for the g ifted in order to prepare for todays workshop please take the...
TRANSCRIPT
WELCOME TO DIFFERENTIATION FOR THE GIFTED
In order to prepare for todays workshop please take the time to accomplish the following:
Copy files from thumb drive to your computer Diff4Gifted PowerPoint Class project Mpeg movie file
Ensure that you have Internet access Thank you!!!
DIFFERENTIATION FOR GIFTED STUDENTS IN THE REGULAR CLASSROOM
James Shaw
Tania Gonzalez
TODAYS SYLLABUS1. Brief overview2. What we will be doing; What we won’t be
doing3. Definitions and Relevancy4. Understanding Differentiation
Embracing the philosophy The teacher The students The program
5. Recap6. Appropriate practical application(time
permitting)7. Reflection and sharing
WHO ARE THE GIFTED??? Department of Education
Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities
NC Department of Public Instruction
Gifted individuals are those who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence (documented performance or achievement in top 10% or rarer) in one or more domains. Domains include any structured area of activity with its own symbol system (e.g., mathematics, music, language) and/or set of sensorimotor skills (e.g., painting, dance, sports).
ONSLOW COUNTY IDENTIFICATION
Option A
The student’s Standard Age Percentile is 97 or higher in Verbal, Quantitative, Nonverbal, and/or Composite on the CogAT (Cognitive Abilities Test) or other OCS approved standardized aptitude test – this will result in automatic placement in reading and/or math.
The student’s Standard Age Percentile is 92 or higher on BOTH: the CogAT or other OCS approved standardized aptitude test
ITBS (Iowa Test of Basic Skills) or other OCS approved achievement test.
Transfer the test scores and other data used in screening to the AIG 3 Collection of Data Form
Option B—Student must meet 3 out of 4 criteria:
Criteria 1: Aptitude Test – 92 percentile or higher
Criteria 2: Achievement test – 92 percentile or higher
Criteria 3: Motivation – 2 out of 3 surveys/scores 48pts or higher.
Criteria 4: Performance –2 out of 3 criteria (E.O.G./E.O.C. 95th percentile or above in either reading or mathematics, subject grades, work samples demonstrating gifted ability or potential that support the area of identification)
Transfer the test scores and other data used in screening to the AIG 3 Collection of Data Form
INTRODUCTION TO DIFFERENTIATION
PLANNING IS THE KEY TO SUCCESS
Play animoto video.
THE TEACHER: KNOW YOURSELF The Teacher: Obviously, it’s hard to imagine every lesson
incorporating all of these various strategies for differentiation – so differentiation always comes down to a professional educator, making choices about how to differentiate given shifting dynamics between the curriculum and the students. Differentiation requires not only that teachers know their students’ learning styles, interests, abilities, and expression styles – but that teachers have the freedom, training, and creativity to bring it all together in the classroom.
“Differentiation is a journey that all teachers must take. With multiple levels of achievement, interests, readiness, learning and product styles represented in each classroom, effective and meaningful differentiation may be the most important attribute of the 21st century teacher who wants to help each student make continuous progress in learning.”
UNDERSTANDING STUDENTS NEEDS AND ABILITIES
Go to the link and take the online learning style inventory:
http://www.berghuis.co.nz/abiator/lsi/lsitest2.html
ELEMENTS OF DIFFERENTIATION
Renzulli: How do we accommodate for students who are gifted?
content - put more depth into the curriculum through organizing the curriculum concepts and structure of knowledge;
process - use many instructional techniques and materials to enhance and motivate learning styles of students;
product - improve the cognitive development and the students' ability to express themselves;
classroom- enhance the comfort by changing grouping formats and physical area of environment;
teacher- use artistic modification to share personal knowledge of topics related to curriculum as well as personal interests, collections, hobbies, and enthusiasm about issues surrounding content area." (Dinnocenti, 2002, Definition Defined section, para. 3)
CHANGE THE PACE If a student already has mastered
an expectation, it does not need to be re-taught.
Many Gifted students will either already know the
concepts to be taught, or will learn them very quickly.
If a student can show mastery of the topic of
instruction, their time is better spent extending their
knowledge through an enrichment or extension
activity.
CHANGE THE PACE Pre-testing
Curriculum Compacting
Tiered Activities
Most Difficult First
Alternate Assignments
Learning Contracts
Independent Study
Learning Centres
Anchor Activities
Discovery Learning
CHANGE THE PACEWHAT MIGHT IT LOOK LIKE?
The class is given a pre-test before beginning a mathunit.
Jeffrey has demonstrated that he has alreadymastered most of the concepts to be presented. Hewill need instruction for only one of the concepts.
Jeffrey is given an alternate assignment to work onduring math class. When the class arrives at aconcept that Jeffrey has not mastered, he participatesin the lesson. He completes the most difficultquestions first, and if he shows mastery in the skill,returns to his independent project.
CONSIDERING ACCELERATION
It is not always possible nor advisable to move tothe next grade’s curriculum when a studentrequires enrichment in a subject. Often,differentiating instruction will allow a giftedstudent to gain deeper, broader understanding ofcontent. By changing the pace of instruction,allowing independent work and choice ofassignment, and encouraging students to bringtheir individual talents into their classroom work,the needs of the gifted learner can be met in theregular classroom.
CHANGE THE DELIVERYGifted students need instruction in skills they have notyet mastered, but whole class modelling andrepetition of concepts may be frustrating.
Students may need to participate in the first lesson ona new topic, and then work independently to completethe task. They may not need lessons that review thesame topic, but could be ready to move forward andneed instruction on the next step.
Gifted students may also work on the same skills usinghigher-level texts or books with more abstract concepts.
CHANGE THE DELIVERY Mini-lessons
Different Resources
Independent Novel Studies
Curriculum Compacting
Independent Study
Open Ended Questions
Learning Contracts
Teacher Conferences
Reading Journals
Previewing Resources
CHANGE THE DELIVERYWHAT MIGHT IT LOOK LIKE?
The class is learning about Celebrations in SocialStudies. The teacher gives Nicole three books or articles about World Celebrations that are at herindependent reading level. Nicole reads these texts,and recommends the best one for the teacher to readout loud to the class, justifying her choice.
This text preview requires Nicole to think criticallyabout the texts as well as giving her a purpose forreading. It also allows Nicole to explore the sameconcept as the rest of the class while gearing it to heradvanced reading level.
CHANGE THE PRODUCTBy changing the product, gifted students are allowed
an opportunity to apply their knowledge of content to
their other talents and abilities.
Many gifted students are interested in technology or
the arts. Allow students to use these interests to
create their final product. Remember that you don’t
need to know how to use a piece of software or
technology - the student does!
CHANGE THE PRODUCT Choice Boards
Tic tac toe menu
RAFT (Role, Audience, Format, Topic)
Game Show Menu
Student Choice option
Websites
Wikis
Podcasts
Movie Making
Game creation
CHANGE THE PRODUCTWHAT MIGHT IT LOOK LIKE?
The class is working on independent novel studies. Theteacher provides a choice board with activities such aswriting letters, performing skits, or creating posters to allowstudents to demonstrate their understanding of the book.The teacher also provides a “Your own idea” option.
Megan meets with her teacher and asks if she can createa“Book Trailer” for her book using images, audio, and textusing Microsoft Movie Maker. The teacher isn’t familiarwith the program, but conferences with Megan to makesure the learning expectations will be met in this form.
ADD DEPTHGifted students often quickly master the facts of a
new concept. They should be encouraged to delve
more deeply into concepts.
These students need to focus on the problems and
issues rather than the basic facts and information.
Allow the student to choose one specific area of the
topic of study that interests them and encourage them
to become an “expert” on that topic.
ADD DEPTH Tiered Activities
Open-ended activities
Higher level questions
Bloom’s Taxonomy
Curriculum Ladders
Students as Experts
Totally Ten
Increase the complexity
Decrease the structure
ADD DEPTHWHAT MIGHT IT LOOK LIKE?
The class is looking at websites about the War of 1812 forHistory and Media Literacy. The teacher creates three Tiers ofexpectations. For the Tier One assignment (for students workingbelow grade level), the teacher provides several websites to thestudents. They use a prepared worksheet and analyze each site based on the given criteria.
For the Tier Two assignment for students working at grade level,students work in groups and find three websites on the sametopic to compare. Students then work individually to analyze thesites, then compare their results within the group.
The Tier Three assignment is for those who need extensions. Josh and Greg work together to create a 4-point rubric forevaluating websites using five or more features. The studentswork together to find one website that exemplifies each level,justifying their decisions.
ADD BREADTHGifted students often are able to make connections
between ideas, subject areas, and concepts. Encourage students to see the “big picture” by connecting history to art and science and examining how one influences the other.
Use choice and flexibility to allow students to find an interest that they are passionate about it and connect that passion to the broader theme.
ADD BREADTH Tic Tac Toe Menu
Interdisciplinary Units
Orbital Studies
Totally Ten Menu
Your Own Idea option
Choice Boards
RAFT Assignments
Interest Centres
Case Studies
Role Play/Simulations
ADD DEPTHWHAT MIGHT IT LOOK LIKE?
Tyler’s grade 6 class was studying Space in Science.Tyler has been interested in Space for several years,and has already mastered the expectations of theunit. Tyler and his teacher work together to create aninterdisciplinary unit to explore Space from all areasof the curriculum. Tyler examines the history of thetelescope, creates a work of art that incorporatesconstellations and the signs of the zodiac, writes apiece of speculative fiction about colonizing a planet,Compares personal written accounts by theastronauts on Apollo13, and calculates the time thatwould be needed to travel to other planets and stars.
TAKING TIME TO REFLECT Click on this link and take the time to post yo
ur own thoughts and make comments .
CAROL TOMLINSON EXPLAINS:WHAT IS DIFFERENTIATION
FOR MORE INFORMATION... Beales, B. (2008, November 21). Differentiating Courses using Learning Styles (Workshop). (B.
Beales, Performer) EdGO Conference, Toronto, Ontario, Canada. Cooper, D. (2007). Talk About Assessment: Strategies and Tools to Improve Learning. Toronto:
Thomson Nelson. Delisle, J., & Galbraith, J. (2002). When Gifted Kids Don't Have All the Answers. Minneapolis, MN:
Free Spirit Publishing, Inc. Education, I. S. (2008). Curriculum Ladders. Retrieved March 19, 2009, from For Idaho Teachers:
http://www.foridahoteachers.org/curriculum_ladders.htm Lambton Kent District School Board Differentiated Instruction Team. (2008). Differentiated
Instruction Binder. Retrieved March 17, 2009, from Lambton Kent District School Board: http://www.lkdsb.net/program/elementary/intermediate/di/index.html
Matthews, D. J., & Foster, J. F. (2005). Being Smart about Gifted Children. Scottsdale, AZ: Great Potential Press, Inc.
Ministry of Education. (2009). Ontario Curriculum Unit Planner Special Education Companion. Retrieved 01 24, 2009, from Ontario Curriculum Unit Planner Special Education Companion: http://www.ocup.org/resources/documents/companions/speced2002.pdf
Powers, E. A. (2008, Summer). The Use of independent Study as a Viable Differentiation Technique for Gifted Learners in the Regular Classroom. Gifted Child Today , pp. 57-65.
Expert Panel on Literacy and Numeracy Instruction for Students with Special Education Needs(2005). Education for All. Toronto: Queen's Printer for Ontario.
Westphal, L. E. (2007). Differentiating Instruction with Menus: Math. Waco, TX: Profrock Press, Inc. Westphal, L. E. (2007). Differentiating Instruction with Menus: Science. Waco, TX: Prufrock Press,
Inc. Winebrenner, S. (2003). Teaching Gifted Kids in the Regular Classroom. Minneapolis, MN: Free Spirit
Publishing. Wood, P. F. (2008, Summer). Reading Instruction with Gifted and Talented Readers. Gifted Child
Today , pp. 16-25. www.differentiationcentral.com