differentiation strategies for gt and/or highly able students
TRANSCRIPT
Welcome!
Differentiation Strategies for GT and/or Highly Able Students
Make a tent out of a sheet of card stock paper. On one side of your “tent” write your name large enough
for others to see. Divide the other side of your “tent” into four quadrants.
1. In the upper left quadrant, write the name of your school.
2. In the upper right quadrant, write the grades and courses you teach.
3. In the lower left quadrant, draw a picture/symbol that shows something about you.
4. In the lower right quadrant, draw or write about your plans for the summer.
Make a Name Tent for Yourself
Activity:
Brainwriting
Characteristics of Advanced Learners
Chapter Four : pages 100-102Reaching All Learners ~Bertie Kingore
A written variation of brainstorming increases mental
engagement for all students.
Results invite students to compare and contrast concepts
related to a topic.
Products are a rich resource for summarization or expanded
writing about a topic.
ACADEMIC
STRENGTHSSTEREOTYPES
ACADEMIC NEEDS SOCIAL/EMOTIONAL
ADVANCED
LEARNERS
We all know what you what key elements we should be differentiating:
1. Content2. Process3. Product4. Environment5. Assessment
Why Differentiate?
Why Differentiate?
Why differentiate instruction with a group of students, whether GT or standard?
The simple answer, we all know, comes from some well known gifted education researchers--- Carol Tomlinson, Joyce Van Tassel-Baska, Donna Ford, Susan Winebrenner, Nicholas Colangelo and Gary Davis, Paul Slocumb, and Ruby Payne, and, of course, Bertie Kingore, and others….
They emphasize that all students are different, and therefore, require different instruction in order to teach/engage them.(Differences can be ethnic, racial, cultural, socio-economic.)
Joyce Van Tassel-Baska, Ed. D. from the Center for Gifted Education at the College of William and Mary, Virginia:http://www.openc.k12.or.us/reaching/tag/context.html(2 min. audio on “Experience”)
Differentiated classrooms offer learningoptions that tap into readiness levels,interests, and learning profiles. You will see: 1. A variety of ways for students to explore
content 2. A variety of activities/processes enabling
students to understand and “own information and ideas”
3. A variety of options through which students can demonstrate/exhibit mastery
Why Differentiate?
Pace and variety in instruction are especially important for the
advanced learner. Potential issues DI addresses for the
advanced learner:1. May become bored2. Can become mentally lazy, even though they do
well in school3. May think grades are more important than ideas4. May become perfectionists5. May fail to develop a sense of self-efficacy6. May fail to develop study and coping skills
Why Differentiate?
“Integrating elements of abstract thinking, complexity, and depth (ACD) avoids instruction based on advanced and gifted students doing more, working harder, or making less errors; the focus instead is on students thinking differently.”
--Bertie Kingore, Ed. D.
"When gifted students exceed standards at given stages of development, accelerate them to the next level within or across subjects, within or across levels.“ --Joyce VanTassel-Baska, Ed. D.
Why Differentiate?
Bertie Kingore---to provide ACD:
“Teachers concluded that when they prompt more abstract thinking, complexity, and depth they are more likely to get the advanced thinking they expected. Gifted learners need opportunities for abstract thinking and complex content to stay mentally engaged in learning...”
See Kingore handout on ACD related to thinking and inquiry (discussion):
Abstractions, Change over time, Essential questions, Ethics, Generalizations,
Interdisciplinary content, Issues, Language and terminology, Methodology,
Patterns, Perspectives, Resources and technology
Why Differentiate?
Coming up….We’ll look at moving the advanced learner to “other activities.”
Why Differentiate?
Turn and Talk What concerns do teachers sometimes have with using small group instruction in their classroom?
Grouping for Differentiation
Set rules together. Create a contract to be signed by both the
student and a parent. Start small! Use grouping strategies frequently so that
students remain “trained”.
Steps to Establishing Small Group Instruction Routines
Examine the “Small Group Implementation Schedule”
Steps to Establishing Small Group Instruction Routines
“Getting Started” suggestions on pages 63-66. “Learning Behaviors Rubric” on page 56.
Reaching All Learners ~Bertie Kingore
Steps to Establishing Small Group Instruction Routines
Whole Class Similar-Ability Small Groups Mixed-Ability Small Groups Individual Work
Different Grouping Options
What are the advantages and disadvantages of each type of grouping?
On your blank sheet of paper, write down your response to one of the following questions:
What is one idea for grouping that will try to implement next school year? Why does this idea appeal to you?
What is one suggestion that you have for a teacher new to grouping based on your prior experience?
Grouping “Paper-Wad Reflection”
Earlier, we looked at “why to differentiate” for the advanced learner.
We reviewed the need to provide “pace and variety” and ACD.
But, how to differentiate for these learners?
We start with at least two basic pre-instruction activities:
1. Content pre-assessments---whether formal or informal
2. Student Interest Survey/Inventory---learn about talents, passions
2a. BCPS “Learning Preference Survey”3. This info/data will lead us to “SEEA” or
compacting the content
How To Differentiate: S.E.E.A.
Once we determine what the student(s) mastery, then we can move to differentiating the content by:
S = Substituting E = Extending E = Enriching A = Accelerating
How To Differentiate: S.E.E.A.
Possibilities for substituting lesson(s):1, When the class has already read a particular
work, is it possible to substitute a different work by the same author or a work from the same genre?
2. Can you substitute an author of the same time period, style, etc.?
Possibilities for extending content:1. Journaling on a book or author under study2. Journaling on literary elements3. Animoto book review4. Soapstone another book by the same author
under study5. Service Learning projects
Product Options
Possibilities for enriching lesson(s):1. Based on student Interest Survey, student selects a project from the Product List or Choice Box or Options List that they want to do.
Example: Research/produce a video on a contemporary African American writer2. Website/wiki exploring the Great Depression and the current
recession3. A Student Service Learning project related to a contemporary issue
of interest to the student Possibilities for accelerating lesson--(earlier and faster paced):1. Students read books at the next grade level and select their own
product/ assessment of the books2. Students read several of one author’s books, rather than one, then
select their own product/assessment
Product Options
Review Product Options on pages 26-27 in Kingore’s Reaching All Learners and list one product that you could use for each ---
Substituting Extending Enriching Accelerating
Options List
Your SEEAs:
Options List (Teachers to the PPT for this)
The Teaching Palette – 40 Strategies for
Differentiating Instruction
Chapter Four : pages 85-170
Reaching All Learners ~Bertie Kingore
ageNumber
Strategy Notes on Process Ideas for how you might implement this strategy with advanced learners
88Assessment and Evaluation Card
A & E
92 Analogies
100 Brainwriting
115 Four Corners
145 Riddles
148 SCAMPER
152 Summarization
PageNumber
StrategyNotes on Process Ideas for how you might implement this strategy with advanced learners
155 T-Time
164 Top Ten
166Topic Talk
Topic Talk and Switch
Other
Other
Other
Other
Strategy Search
Promotes the review and organization of information
Serves as a springboard for summarization, topic discussions, and vocabulary development
Encourages students’ high-level thinking Assesses students’ accuracy, depth, and
complexity of content
The Thinking Triangle
Teaching Without Nonsense~Bertie Kingore
A technique for succinctly retelling and organizing information
May be completed in words, phrases, or complete sentences which may elicit higher thinking
The Thinking Triangle
Teaching Without Nonsense~Bertie Kingore
The Thinking Triangle Using the word DIFFERENTIATION on the first
line designated as “subject”, use the Thinking
Triangle to represent your thoughts and point
of view about the strategies you have learned
and discussed during this workshop.
There are two main reasons for providing technology integration with
advanced learners:1. Allow them virtual experiences in their
area of interest, passion, gift, or talent that they cannot experience
otherwise.2. Allow them to practice with and create
products that go beyond the “pencil and paper”
products/assessments/depths provided in traditional instruction.
Technology Integration Ideas
Web 2.0 tools and Digital Blooms’ Taxonomy is provided by BCPS and
Promotes the use of higher order thinking skills and Internet tools.
Technology Integration Ideas
http://www.bcps.org/offices/lis/Reference/reference.html#Blooms
"For gifted children, there will be information available on almost any interest they have -- anything from sites such as NASA for those interested in Astronomy to sites on literature, geology, history, and Star Trek. Also many of these sites offer more than one-way information. Most WWW authors cheerfully respond to email queries from their pages and will provide specific information requested. Next time you or your child has one of those questions which you can't find an answer, someone on the Internet probably can and will if you ask them."
The Internet and Gifted and Talented Children by Gayle Dallaston
Web 2.0 tools and Digital Blooms’ Taxonomy:http://www.bcps.org/offices/lis/Reference/reference.html#Blooms Free technology for teachers: http://www.freetech4teachers.com/p/free-downloads.html BCCP Web 2.0 wiki: http://bcpslibraryinformationservices.pbworks.com/w/page/12773114/FrontPage
Technology Integration Ideas
Complete the alphabet grid with ideas or thoughts that you will take away from this workshop.
“Alphaboxes” Reflection