differentiation for gifted...

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Differentiation for Gifted Learners

Diane Heacox, Ed.D. LeAnn Nickelsen, M.A

Heacox, Nickelsen 2014 all rights reserved

Take Aways! 3 ways to extend student learning experiences 3 sets of trigger words to increase the complexity of learning and actively engage students in rigorous thinking. 2 strategies to increase the depth of learning 3 strategies for developing innovation skills


DI for GT is NOT…

DI

DI for GT is…

Things discovered, observed, or experienced related to DI for GT


Cognitive Differences of Advanced/Gifted Students • Can make abstract connections and see relationships between ideas. • Can see the “big picture”. • More efficient problem solvers. • Greater retention of ideas and details.


We need to always be mindful of the learning differences of advanced/gifted students: • increased pace of learning, no more that 2-3 repetitions. • intellectual curiosity, need to know more and know more deeply. • drive to master in areas of high interest. • typically “out of alignment’ with the curriculum. • ability to synthesis content across disciplines.


However, Some advanced/ gifted students exhibit:

• A sense of isolation, feeling different • Awkwardness in social settings • A preference for older social peers • Asynchrony • Perfectionism and fear of failure


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How do you know that gifted/advanced students need more extensive differentiation? • School wide assessment data that “drills down”

to specific skills needed and mastered • Pre-assessment data • Formative assessment data • Observational data • Data from interest inventories/surveys


Being In the Zone Vygotsky adapted by Carol Tomlinson, ASCD 2004

Too Easy •Gets it right away

•Already knows it

•Is coasting

•Too relaxed

•Bored

•Requires no effort

On Target •Knows some things

•Has to think

•Has to persist

•Hits the “wall”

•Feels the challenge

• Knows effort leads to success

Too Hard •Doesn’t know where

to start

•Can’t figure it out

•Missing key skills

•Feels angry

•Makes no sense

• Wants to give up


Learning for gifted and advanced learners must demand: • Greater rigor • Greater depth • Greater complexity • Innovation not replication of ideas • High levels of engagement • Building on interests and learning profile

Not redundant work, more work, or busy work.


Clarifications: Extending Learning Experiences

Enrichments for All Focus on particular components of a topic Narrowing in on specific topic

Extensions for Some Take the topic and expands it to a larger discipline Extends to the topic to discipline or real life connections or career options

Enhancements for Some Concepts are extended to generalizations, broad ideas, concepts, principles. Heacox, Nickelsen 2014 all rights reserved

ELA: Heroes Enrichment: Select two specific heroes and compare and contrast their characteristics. Extension: How are heroes/antiheroes used in literature? Enhancement: What effect do heroes and anti-heroes have on society? Math: Division Enrichment: Suggest multiple ways to solve problems using division. Extension: Define the relationship between multiplication and division. Enhancement: Log division’s impact on our daily life over the period of one week. Math: Percentages Enrichment: Describe how percentages, decimals, and fractions are used in sports. Extension: Describe how statisticians use percentages, decimals. and fractions. Enhancement: Which is more effective to use and when: percentages, decimals and fractions, and why? Heacox, Nickelsen 2014 all rights reserved

Ratio/Proportion Enrichment: Provide examples of how ratio/proportion are used in daily life. Extension: Explore how mathematicians or statisticians use ratio/proportion to relay information. Enhancement: Consider how ratio/proportion can be used to distract or distort information.


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Using Learning Progressions to Guide Acceleration Kindergarten With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Grade One Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Grade Two Compare and contrast the most important points presented by two texts on the same topic.


Informational Text Grade Three Distinguish their own point of view from that of the author of a text. Grade Four Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. Grade Five Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.


Combining Standards to Create More Advanced Standards 4.2 Identify the influences of setting 5.2 Explain the influence of setting 6.2 Identify the features of setting and explain their importance in literary text

“Analyze the implications of the setting of a text and how the setting impacts the main idea or theme.”

Tamra Stambaugh Vanderbilt 2012 Heacox, Nickelsen 2014 all rights reserved

Greater Complexity

• Introduce complex problems that require students to think beyond the “givens”.

- In what ways might social networks be used

to enhance our respect for privacy?

• Develop student thinking by teaching critical reasoning strategies and innovation tools. – Analyze the ways in which a character changed

over the course of the novel. Examine which factors influenced these changes.


Tiered Assignments are … teacher prescribed learning activities which are specifically designed to respond to differences in readiness, interest, or learning preference.


Simple Machines

Task One: Advanced students Identify a problem that could be solved using two or more simple machines. Sketch or diagram and describe how the combination of simple machines would solve the problem.

Task Two: Most students A huge box needs to be moved from one room to another. Design and diagram a machine that uses both a wheel, an axle, and a lever to move it. Describe how it works.

Task Three: Modified Draw five examples of levers, wheels and axles that you use in your daily life. Describe how each makes your life easier.


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Tier Assignments by: • readiness: knowledge, skills, understanding • challenge/complexity • degree of structure, scaffolding • level of abstraction • learning preference


Tiering.. • is used only with critical content, processes, and skills (working on the KUDOs…) • is NOT usually done on daily basis • is used as necessary and appropriate to address the learning differences in your classroom • does not typically occur at the same place, same time in your curriculum year after year


Critical Reasoning Trigger Words

• Compare & contrast

• Sequence & prioritizing

• Analyzing arguments

• Relevance & Irrelevance

• Fact & opinion

• Reliable & unreliable sources

• Assumptions & generalizations

• Cause & effect

• Point of view

• Bias & stereotype

• Deduction & induction

• Complex

• Multi-faceted

• Intellectual risk-taking


Global Warming What points of view are presented on global warming?

Extend, Advanced

Examine at least two points of view, determine your position, support your position with facts.

On-Target

Analyze two points of view, summarize the perspectives presenting critical facts for each.

Adapted, Modified

List points of view on global warming on a graphic organizer.


Critical Reasoning Trigger Words

• Compare & contrast

• Sequence & prioritizing

• Analyzing arguments

• Relevance & Irrelevance

• Fact & opinion

• Reliable & unreliable sources

• Assumptions & generalizations

• Cause & effect

• Point of view

• Bias & stereotype

• Deduction & induction

• Complex

• Multi-faceted

• Intellectual risk-taking

Heacox, Nickelsen 2014 all rights

reserved

Heacox, Nickelsen 2014 all rights reserved reserved

Geography Goal: Analyze the interrelationship of population centers and

geography.

Task One Students are given a topographic map with population centers noted. Students are to identify based on geography why the population centers are located in each area of the state. Task Two Students are given a topographic map and asked to place population centers where they predict they will develop. Students are to provide a rationale for their placement.

Diane Heacox 2011 Heacox, Nickelsen 2014 all rights reserved

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Goal:

The students will be able to critically examine sources of energy: fossil fuels,

nuclear fission, wind, solar, tidal energy.

Task One

Compare and contrast the advantages and disadvantages of each energy source.

Present critical facts using SMART Board technology

Task Two

Analyze and evaluate the arguments for each energy source, focusing on the

environmental and financial impacts of each choice. Present critical facts and your own analysis in a presentation using SMART Board technology.


Innovation Trigger Words

• Generate more ideas

• Use ideas in different ways

• Elaborate

• Original ideas

• Divergent thinking/ Convergent thinking

• Open-endedness

• Less structured

• Abstract

• Ambiguous

• Innovative

• Self-expressive

• Metaphorical

• Draws on varied talents


Heroes and Villains

Extended, Advanced What redeeming qualities does the villain of the story/novel exhibit? What is the “shadow side” of the hero character in the story/book? Write and prepare a convincing argument for each to share with our class

On-Target Identify the characteristics of heroes and villains and provide examples from the story/novel, explain (summarize) what makes the character a hero or a villain.

Adapted, Modified Chart characteristics of a villain and a hero from a story/novel using a graphic organizer. Be prepared to share your ideas.


Innovation Trigger Words

• Generate more ideas

• Use ideas in different ways

• Elaborate

• Original ideas

• Divergent thinking/ Convergent thinking

• Open-endedness

• Less structured

• Abstract

• Ambiguous

• Innovative

• Self-expressive

• Metaphorical

• Draws on varied talents


Periods in American History

Task One (more concrete) 1. Collect at least 10 items to create an artifacts box representing this period in American history. 2. Provide informational cards to explain your selections and their connections to this historical period.

Task Two (more abstract, open ended) 1. Collect at least 10 artifact box items to symbolize this

period in American history. 2. You may also include thematic references to the period. 3. Provide information cards to explain your selections and

their connections to this historical period.


Problem Solving Trigger Words

• Decide/Plan

• Problem definition

• Select

• Generate alternatives

• Select approaches

• Verify/Check

• Monitor

• Summarize

• Work backwards

• Pattern finding

• Hypothesize

• Determine alternatives

• Multiple steps

• Analyze information

• Estimate

• Execute


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Science, Technology, Engineering and Math (STEM)

Task One

1. Identify an engineering design problem. Refine the design to ensure

quality, efficiency, and productivity. 2. Create a prototype, construction paper model, clay sculpture or simulated

model of your product. 3. Write an explanation of your design process and describe the ways in

which the product was refined.

Task Two

1. Identify an engineering design problem. Refine the design to

ensure quality, efficiency, and productivity of the final product. 2. Create a mechanical drawing of your product.

3. Write an explanation of your design process and describe the ways in

which the product was refined.


How is the art of persuasion evidenced in politics?

Brainstorm ideas with your group.

Task One Consider the ways in which you may classify or organize your strategies for persuasion. Construct a diagram or chart to share your ideas.

Task Two Evaluate these strategies of persuasion. Place the strategies on two continuums. A. From least to most effective in persuading the public B. From most deceptive to most ethical. Heacox, Nickelsen 2014 all rights reserved

Problem Solving Trigger Words

• Decide/Plan

• Problem definition

• Select

• Generate alternatives

• Select approaches

• Verify/Check

• Monitor

• Summarize

• Work backwards

• Pattern finding

• Hypothesize

• Determine alternatives

• Multiple steps

• Analyze information

• Estimate

• Execute

Heacox,

Nickelsen 2014 all rights

reserved


Making Tiered Assignments Invisible

Different work, not simply more or less work. Equally active, engaging, and interesting work.


Fair in terms of work and time expectations. Require the use of key concepts, skills, or ideas.


Consider same but different products. Consider same but different materials or resources.


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Design tasks that build on or complement each other so students learn from each others’ work. Honor everyone’s work by having it shared.


Goal: How is distance measured on a map?

Ladder Up: What’s above this?

Task One: Measure the distance between two cities in your state using the scale of miles on your map.

Task Two:


Ladder UP

“Identify the plants and animals which inhabit the rainforest ecosystem.”

Task One Construct a chart or visual display using sketches to show the plants and animals at each of strata of the rainforest ecosystem from the forest floor to the canopies.

Task Two


The more fully we

process information

over time, the more

connections we

make, the more

consolidation takes

place, and the

deeper the learning

will be.

Greater Depth


Processing Definition

It is the consolidation, modification, transformation, and internalization of information by the learner in a way that is both personally meaningful and conceptually coherent so it can be used.

It’s the path to understanding and not simply the path to memory (Caine & Caine).


Learning is not in the presentation of the content but rather during the processing of the content. Lasting connections aren’t acquired when one

just receives information. Longer-lasting, deeper learning occurs when we “interact” with

the content and with others. LeAnn Nickelsen


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Simple Learning

Simple Learning

Definition: One-time learning, knowledge or responses

that can be learned by a naïve learner; requires no feedback or error correction; can be learned in one interaction; and has little

or no ambiguity.

Pros: It’s simple and fast; it’s age, culture, IQ , generation and context independent; it

provides familiarity and context. It serves as the basis for all future learning, much of it

supports survival

Synonyms: Conditioned response, unambiguous, single

step learning; brief, one-sided, rote, associative learning,

chunked down, isolated, essential, micro step

Requirements in an Educational Setting: Needs external motivation because it rarely fills needs for internal drive. Others might

“impose it” on the learner; Tends to be more localized brain activity going on within the brain versus more distributed learning.

Examples: Memorizing important historical dates, multiplication tables, word associations,

alphabet, learning a list of vocabulary words and a specific definition,

learning a person’s name, phone #, a simple direction, or activity

Cons: It is surface knowledge; it’s the type that a naïve learner or younger child might have; lacks the complexity of thought, learning

may be laborious; cannot be debated


Deeper Learning

Deeper Learning

Definition: Acquisition of new content or skills that must

be learned in more than one step and with multiple levels of analysis or processing so

that students may apply the content/skills in ways that change thinking, influence, or

behaviors.

Pros: Many of the things that bring us the most

satisfaction in life come from complex knowledge and skills sets; brain may be more

activated when deeper learning occurs the first time; typically, greater understanding,

retention and application

Synonyms: Higher level thinking, complex processing,

multi-level abstract thinking, divergent thinking, creative thinking, critical thinking, most multistep habits, and some procedural

memory.

Requirements in an Educational Setting:

Time, (Nitsche, et al., 2007) attention, background knowledge (usually, but not always), specific processing procedures. This tends to be more distributed brain

activity going on within the brain vs. more localized learning that is seen with simple

learning.

Examples: Reading, multidisciplinary thinking, solving

problems by devising solutions; creating goals and strategies to achieve those goals, how to negotiate, how to build something, debating skills, research skills, assembling,

managing or doing a dissertation or job proposal.

Cons: Might need foundational background

knowledge, time consuming, and it takes a great deal of effort and intent to master; the process and end product is often subject to

critical reviews or other points of view.


Deeper Learning vs. Simple Learning

Simple Learning Surface knowledge

Rote memory

Can be learned in one interaction

Usually isolated

Basis for future learning

External motivation needed

Imposed learning

Localized brain activity

Can lead to a love of learning

Deeper Learning Complex, multidisciplinary

Usually needs foundational background knowledge

Multiple levels of processing

Multi-Step

Examples: Metacognition while reading, debating, setting and achieving goals, solving problems with quality solutions, forming opinions with support

More distributed brain activity

Love of learning often present during deeper learning


Box 1 – Choose One

How would you describe or define it?

Which words are related to it?

How could you illustrate it?

How would you summarize it?


What are some examples of it?

What are the pros and cons of it?

How would you categorize, classify or group it?

What would you compare it with and why?


How do you feel about it?

How would you support your feelings?

How does it compare to your life and what you know?

Do you agree or disagree with it and why?


How would you improve it?

Can you develop a new use for it?

What if it didn’t exist – how would life be different?

What solutions can you devise for it?

Four Choice In Depth Processing Heacox, Nickelsen 2014 all rights reserved

Good Questions: Great Ways to Differentiate Mathematics Instruction

Marion Small Teachers College Press 2009, 2012

More Good Questions: Great Ways to Differentiate Secondary Mathematics Instruction


The answer is 54. What is the question?

What are all the different ways a student may approach and solve this problem?

Open Questions


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Open Questions • Turning around a question 42 is the answer. What is the question? 15 is a percent of a number. What percent of what number is it? The answer is literary elements. What is the question? • Asking for similarities and differences How is 85 like 100? How is it different? How are these two equations alike? How are they different? y=3x-2 y= 6x-4 How is photosynthesis like metamorphosis? How are they different? Explain


•Providing a choice Choose two fractions to compare. Tell which is greater and how much greater. How do you know? Choose numbers for radius and height and determine their surface area. Choose two vocabulary words and summarize the key ideas from your reading.

•Asking for a number sentence Write a subtraction question where 4,6,9 appear somewhere in the question. Create a sentence that includes the words “linear” and “increasing” as well as the numbers 4 and 9. Write a sentence that includes landforms, waterways, environment. Write a sentence that includes political campaigns, voters, diminish. Heacox, Nickelsen 2014 all rights reserved

Keep in mind, an open question should: • be meaningful • be focused directly on big ideas • be focused directly on your curricular goals • represent the right amount of ambiguity, vagueness is critical to ensuring the question is broad enough to meet the needs of all students


Follow up Discussions

Purpose is to cement learning and build confidence in students.

Tips • Call on those that you suspect will have the most standard answers first • Convey the message that a variety of responses is encouraged. • Make connections between student responses • Pull the significant ideas forward


Greater Innovation

• Products that are original.

- Redesign a household or school tool to

resolve a problem or issue.

• Products that have a value to others

- Identify a school culture issue. Determine

the ways it might be addressed. Share your

ideas with the student senate and your

principal.


The Levels of Synthesis 1. Reorganize elements to create something new. 2. Compile elements to create something new. 3. Innovate to create something new.


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COGNITIVE-INTELLECTIVE

FLUENT THINKING

To think of the most…

FLEXIBLE THINKING

To take different approaches…

ORIGINAL THINKING

To think in novel or unique ways..

ELABORATIVE THINKING

To add on to …

Generation of a quantity

Flow of thought

Number of relevant responses

Variety of kinds of ideas

Ability to shift categories

Detours in direction of thought

Unusual responses

Clever ideas

Production away from the obvious

Embellish upon an idea

Embroider upon a simple idea or response to make it more elegant

Stretch or expand upon things or ideas


Brainstorming Rules • Come up with many ideas • Come up with many different kinds of ideas • Unusual, original ideas are welcome • Hitchhike on others’ ideas • Don’t judge your ideas or those of others • No side conversations


Guidelines for Conducting Brainstorms • May be preceded by individual on-paper brainstorming • 3-10 minutes • Oral • Fast paced, use signals to call on people • Don’t judge either through word or body language • May set up as a “whip” with pass and return privileges

Heacox, Nickelsen 2014 all rights reserved Heacox 2009 all rights reserved

Using Innovative Thinking…

Fluency List other ways the Prince might have used to find Cinderella.

Flexibility If you were Cinderella or Cinderfella what are different ways you could “win over” your stepsisters?

Originality Choose a object from the grab bag.What could you turn it into so that her/his night was even better than?

Elaboration If Cindy lived today, how would the story be told? Rewrite the tale of Cinderella. Heacox, Nickelsen 2014 all rights reserved

Using Innovative Thinking… Political Campaigns

Fluency What are all the ways in which political campaigns attempt to convince voters?

Flexibility What are the positives and negatives of current political strategies?

Originality What new strategies might be used to convince young voters?

Elaboration If we were to improve a particular political strategy what would you do? Heacox, Nickelsen 2014 all rights reserved

Questions to Stimulate Innovative Thinking

Creative Productive Questions How many different _______can you list? What are the different ways...? In what ways might…? What are all the ways…?

Analogy Questions How is _________ like _________? Why is ________like _________? What are all the ways that ________ is like _____________?


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Reorganization Questions What if…? What do you think would happen if … and why? How/why do you suppose…? How might…?

Viewpoint/Perspective Questions Would you rather be ______or ____? Why? Would you like to be _________? Why or why not? How would this look from the viewpoint of _____? If you were ______, what would you do?


Sample Questions: Simple Machines

Creative Production/Reorganization What if simple machines did not exist? Think through your morning preparations for school. in what ways would your day be different? Analogy How is force like a blizzard? How is it like a tropical storm?


Creative Production/Reorganization If you were a toy designer, how could a simple machine make an existing toy work better or be more fun to use? What simple machines might you use to redesign an existing toy? Viewpoint/Perspective How might a pulley or inclined plane make your day at school easier?


Creative Production What are all the ways we might create greater understanding of the significance of rainforest ecosystems?

Analogy How is the strata of the rainforest like an airline terminal?

Reorganization What if a __________(particular plant or animal) was removed from ________ (strata)? What would be the effects on the other plants and animals in the strata?

Rainforest Ecosystem


Viewpoint What is the perspective on the rainforest of: • an environmentalist • a government agency promoting the economy • a tourist • a biologist • a medical researcher?


Contact us!!! Diane Heacox, Ed.D. [email protected] www. dianeheacox LeAnn Nickelsen, M.Ed. [email protected] www.maximizelearninginc.org


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