What Works: 20 Years of What Works: 20 Years of Curriculum Development and Curriculum Development and

Research for Advanced Research for Advanced LearnersLearners

Dr. Joyce VanTassel-BaskaDr. Joyce VanTassel-Baska

The College of William and The College of William and MaryMary

Honolulu, HawaiiHonolulu, Hawaii

20092009

National Curriculum Network National Curriculum Network ConferenceConference

March 6, 2008March 6, 2008Dr. Joyce VanTassel-BaskaDr. Joyce VanTassel-Baska

Jody and Layton Smith Professor of Jody and Layton Smith Professor of EducationEducation

Executive Director, Center for Executive Director, Center for Gifted EducationGifted Education

The College of William and MaryThe College of William and Mary

The Process for Determining What The Process for Determining What WorksWorks

Theory Practice

Research

The Theory…The Theory…

Differentiated characteristics of gifted Differentiated characteristics of gifted learners:learners:

PrecocityPrecocity

ComplexityComplexity

Need for adaptations in school-based Need for adaptations in school-based curriculumcurriculum

The Integrated Curriculum Model The Integrated Curriculum Model

AdvancedContent

Dimension

Process-Product

Dimension

Issues/Themes

Dimension

VanTassel-Baska, 1986

The Practice…The Practice…What Works in Curriculum and What Works in Curriculum and

Instruction for High End Instruction for High End Learners? Learners?

William and Mary curriculum William and Mary curriculum frameworks and models in core areasframeworks and models in core areas

Research-based instructional Research-based instructional approaches (concept maps, higher approaches (concept maps, higher level thinking, metacognition, level thinking, metacognition, developing concepts et al.)developing concepts et al.)

Authentic Assessment toolsAuthentic Assessment tools

Strategies for Aligning Strategies for Aligning Curriculum for the Gifted with Curriculum for the Gifted with

Content StandardsContent Standards

ContentStandards

DifferentiatedTask Demands

DifferentiatedProduct Demands

Use ofOverarching

InterdisciplinaryModels

Acceleration ofStandards

-VanTassel-Baska, 2004

Science Curriculum FrameworkScience Curriculum Framework

The Problem

Understanding“Systems”

Learning Science

Using ScientificResearch

Concept

Content

Process

Wheel ofScientific

Investigationand

Reasoning

Make Observations

Ask Questions

Learn More

Design and Conduct

the Experiment

SCIENTIFIC INVESTIGATION

AND REASONING

Create Meaning

Tell Others What Was

Found

The Research…The Research…Science Research FindingsScience Research Findings

Significant and Significant and important treatment important treatment effects were found for effects were found for students’ ability to students’ ability to design an experiment design an experiment after exposure to the after exposure to the William and Mary William and Mary units.units.

Teachers and students Teachers and students both found problem-both found problem-based science units based science units more engaging than more engaging than typical science units.typical science units.

The Research…The Research…Science Research Findings cont.Science Research Findings cont.

Positive academic achievement effects were Positive academic achievement effects were significant for all groups of learners, significant for all groups of learners, regardless of socioeconomic status, ability regardless of socioeconomic status, ability level, or ethnicity level, or ethnicity

Continued use of the PBL science curriculum Continued use of the PBL science curriculum over a three year period resulted in continued over a three year period resulted in continued academic growth for gifted students.academic growth for gifted students.

-Feng, VanTassel-Baska, Quek, O’Neil, & Bai, 2005-Feng, VanTassel-Baska, Quek, O’Neil, & Bai, 2005

-VanTassel-Baska, Bass, Ries, Poland, & Avery, 1998-VanTassel-Baska, Bass, Ries, Poland, & Avery, 1998

Project Clarion GoalsProject Clarion Goals To implement instrumentation sensitive to low socioeconomic To implement instrumentation sensitive to low socioeconomic

learners for identification and assessment of learning.learners for identification and assessment of learning.

To implement, refine, and extend research-based concept To implement, refine, and extend research-based concept curriculum units of study at primary levels.curriculum units of study at primary levels.

To develop and implement professional training models for To develop and implement professional training models for stakeholders.stakeholders.

To conduct research on short term and longitudinal learning.To conduct research on short term and longitudinal learning.

Project Clarion Research Project Clarion Research FindingsFindings

Primary age students Primary age students exposed to the William and exposed to the William and Mary science units showed Mary science units showed significant growth on a significant growth on a standardized achievement standardized achievement test in science (MAT8) test in science (MAT8) compared to control compared to control students. students.

Primary age students Primary age students exposed to the William and exposed to the William and Mary units showed Mary units showed significant growth in critical significant growth in critical thinking when compared to thinking when compared to those students who used those students who used the regular science the regular science curriculum.curriculum.

•Performance-based assessments that emphasized higher-order Performance-based assessments that emphasized higher-order concepts, scientific investigation, and content mastery showed concepts, scientific investigation, and content mastery showed significant growth for Title I students exposed to the science units.significant growth for Title I students exposed to the science units.

•Positive academic achievement effects were significant for all Positive academic achievement effects were significant for all groups of learners, regardless of socioeconomic status, ability groups of learners, regardless of socioeconomic status, ability level, or ethnicity level, or ethnicity -VanTassel-Baska, Bracken, -VanTassel-Baska, Bracken, Stambaugh, & Feng, 2007Stambaugh, & Feng, 2007

Project Clarion Research Findings Project Clarion Research Findings cont.cont.

Social Studies Curriculum Social Studies Curriculum FrameworkFramework

The Social/Historical Context

Understanding Systems, Cause

and Effect

Using Social Science

Processes

Learning Social Studies Content and Habits of

Mind

Concept Process

Content

Government

Economics

History

Geography

Reasoning

Research

Document Analysis

Reasoning about a Situation or Reasoning about a Situation or EventEvent

What is the situation?

Who are the stakeholders?

What is the pointof view for each

stakeholder?

What are theassumptions of

each group?

What are theimplications ofthese views?

The Research…The Research…Social Studies Research Social Studies Research

FindingsFindings Students engaged in the William and Mary Students engaged in the William and Mary

social studies units showed significant growth social studies units showed significant growth in measures of conceptual thinking, content in measures of conceptual thinking, content learning, and critical thinking. learning, and critical thinking.

Treatment effects were evident for the whole Treatment effects were evident for the whole sample including non-gifted students. Gains sample including non-gifted students. Gains were consistent for males and females. were consistent for males and females.

-Little, Feng, VanTassel-Baska, Rogers, & Avery, 2007-Little, Feng, VanTassel-Baska, Rogers, & Avery, 2007

Language Arts Curriculum Language Arts Curriculum FrameworkFramework

The Literature

Understanding Change

Using the Reasoning

Process

Learning Language Arts

Content and Skills

Concept Process

Content

Literary Analysis and Interpretation

Persuasive Writing

Linguistic Competency

Oral Communication

Hamburger Model for Persuasive Hamburger Model for Persuasive WritingWriting

Reason

Introduction(State an opinion.)

Conclusion

Reason Reason

Elaboration

Elaboration Elaboration Elaboration

ElaborationElaboration

The Research…The Research…Language Arts Research Language Arts Research

FindingsFindings Students who were exposed to the language Students who were exposed to the language

arts curriculum showed significant and arts curriculum showed significant and educationally important gains in literary educationally important gains in literary analysis and persuasive writing (VanTassel-analysis and persuasive writing (VanTassel-Baska, Zuo, Avery, & Little, 2002; VanTassel-Baska, Zuo, Avery, & Little, 2002; VanTassel-Baska, Johnson, Hughes, & Boyce, 1996).Baska, Johnson, Hughes, & Boyce, 1996).

Gifted, learning disabled, and typical Gifted, learning disabled, and typical learners all showed significant learning gains learners all showed significant learning gains in critical thinking through the W&M model in critical thinking through the W&M model of persuasive writing (Hughes, 2000). of persuasive writing (Hughes, 2000).

Language Arts Research Language Arts Research FindingsFindings

Continued use of the Continued use of the language arts language arts curriculum over a three-curriculum over a three-year period significantly year period significantly enhanced students’ enhanced students’ literary analysis skills literary analysis skills and persuasive writing and persuasive writing competency (Feng, competency (Feng, VanTassel-Baska, Quek, VanTassel-Baska, Quek, Bai, & O’Neill, 2005).Bai, & O’Neill, 2005).

Academic achievement effects were significant for Academic achievement effects were significant for all groups of learners regardless of socioeconomic all groups of learners regardless of socioeconomic status, ability level, or ethnicity (VanTassel-Baska, status, ability level, or ethnicity (VanTassel-Baska, Zuo, Avery, & Little, 2002; VanTassel-Baska, Zuo, Avery, & Little, 2002; VanTassel-Baska, Johnson, Hughes, & Boyce, 1996).Johnson, Hughes, & Boyce, 1996).

Project Athena GoalsProject Athena Goals

To develop and implement To develop and implement instrumentation sensitive instrumentation sensitive to low socioeconomic to low socioeconomic learners for purposes of learners for purposes of identification and identification and assessment of learning. assessment of learning.

To implement, refine, and To implement, refine, and extend research-based extend research-based language arts curriculum language arts curriculum units of study. units of study. To develop and implement professional training models.To develop and implement professional training models.

To conduct research on short term and longitudinal To conduct research on short term and longitudinal student learning gains student learning gains

Project Athena Project Athena Research FindingsResearch Findings

Students in Title I schools exposed to the Students in Title I schools exposed to the language arts units showed significant language arts units showed significant learning gains annually in reading learning gains annually in reading comprehension and critical thinking comprehension and critical thinking compared to students who used a basal compared to students who used a basal reader or teacher-created materials.reader or teacher-created materials.

Students who were exposed the language arts Students who were exposed the language arts curriculum showed significant and curriculum showed significant and educationally important gains in literary educationally important gains in literary analysis and persuasive writing.analysis and persuasive writing.

Academic achievement effects were Academic achievement effects were significant for all groups of learners regardless significant for all groups of learners regardless of socioeconomic status, ability level, or of socioeconomic status, ability level, or ethnicity. ethnicity.

-VanTassel-Baska, Bracken, Feng, & Brown, under review; -VanTassel-Baska, Bracken, Feng, & Brown, under review; Bracken, VanTassel-Baska, Brown, & Feng, 2007Bracken, VanTassel-Baska, Brown, & Feng, 2007

Jacob’s Ladder Research Jacob’s Ladder Research FindingsFindings

When compared to students in Title I schools who When compared to students in Title I schools who used the basal readers only, those who were used the basal readers only, those who were exposed to the exposed to the Jacob’s LadderJacob’s Ladder curriculum showed curriculum showed significant and educationally important gains in significant and educationally important gains in reading comprehension and critical thinking. reading comprehension and critical thinking.

Students reported greater interest in reading after Students reported greater interest in reading after exposure to exposure to Jacob’s LadderJacob’s Ladder curriculum. curriculum.

Teachers reported more in-depth student discussion Teachers reported more in-depth student discussion

after teaching the after teaching the Jacob’s LadderJacob’s Ladder curriculum. curriculum.

-Stambaugh, under revision; Stambaugh, 2007; & -Stambaugh, under revision; Stambaugh, 2007; & French, 2006. French, 2006.

What Works in Assessment What Works in Assessment for High End Learners? for High End Learners?

Multiple assessmentsMultiple assessments Assessments that tap into higher Assessments that tap into higher

level thinking and problem solvinglevel thinking and problem solving Assessments that match curriculum Assessments that match curriculum

outcomes outcomes Assessments that meet technical Assessments that meet technical

adequacy standardsadequacy standards

Assessment InstrumentsAssessment Instruments

Test of Critical Thinking (TCT)Test of Critical Thinking (TCT) Classroom Observation Scale – Revised Classroom Observation Scale – Revised

(COS-R)(COS-R) Student observation scaleStudent observation scale ASPIREASPIRE Professional Development QuestionnaireProfessional Development Questionnaire Science Observation ScaleScience Observation Scale Performance-Based AssessmentsPerformance-Based Assessments

Persuasive Writing Pre-Persuasive Writing Pre-AssessmentAssessment

Prompt:Prompt: Do you think______ should be Do you think______ should be required reading for your grade?required reading for your grade?

Student B, Grade 3:Student B, Grade 3:““Yes, I think the story Yes, I think the story The Wolf and the LionThe Wolf and the Lion should be required reading for all the should be required reading for all the students. Why? It’s a great story with a students. Why? It’s a great story with a very interesting topic. They could also learn very interesting topic. They could also learn from the story. Also they could get lots of from the story. Also they could get lots of interesting questions. That’s why I think 3rd interesting questions. That’s why I think 3rd grade students should read grade students should read The Wolf and The Wolf and the Lionthe Lion.”.”

Post-AssessmentPost-Assessment Student B, Grade 3:Student B, Grade 3:

““Yes, I think all the students in 3rd grade should read Yes, I think all the students in 3rd grade should read this book. It’s such an excellent moral.this book. It’s such an excellent moral.

One reason I think everyone in third grade should read One reason I think everyone in third grade should read The Miser is because it does teach a good lesson. It could The Miser is because it does teach a good lesson. It could help them learn that things they never use are worthless.help them learn that things they never use are worthless.

Another reason I think all the students in third grade Another reason I think all the students in third grade should read this story is they use great, funny words. It should read this story is they use great, funny words. It basicly is a funny story. One of the parts I likes was “He basicly is a funny story. One of the parts I likes was “He pulled his hair out (not really). It would make our writing pulled his hair out (not really). It would make our writing better.better.

Also, the students should read this because it’s similar Also, the students should read this because it’s similar to a true story. If you have a good, healthy body and you to a true story. If you have a good, healthy body and you never use it, the muscles will be very weak, and you’ll miss never use it, the muscles will be very weak, and you’ll miss out on a lot of things.out on a lot of things.

As you see, it’s a good moral for all the students in As you see, it’s a good moral for all the students in third grade. They could learn great details for their own third grade. They could learn great details for their own stories, and they can compare it with a true happening like stories, and they can compare it with a true happening like this story. It’s a great story.”this story. It’s a great story.”

Science Pre-TestScience Pre-Test

Prompt: Prompt: How would you do a fair test of How would you do a fair test of this question?this question?

Are earthworms attracted to Are earthworms attracted to light?light?

Tell how you would test this question. Be as Tell how you would test this question. Be as scientific as you can as you write about scientific as you can as you write about your test. Write down the steps you would your test. Write down the steps you would take to find out if earthworms like light.take to find out if earthworms like light.

Pre-test ResponsePre-test Response

““First, I would put some earthworms First, I would put some earthworms in a container. There would be lights in a container. There would be lights and some dirt. I would put several and some dirt. I would put several different earthworms in it. If more different earthworms in it. If more earthworms like the light than that earthworms like the light than that would be right. If more didn’t like would be right. If more didn’t like the light than that would be right. I the light than that would be right. I would try this with about seven would try this with about seven groups and decide if they like the groups and decide if they like the light.”light.”

CFGE, 3rd Grade

Science Post-TestScience Post-Test

Prompt: Prompt: How would you do a fair test of How would you do a fair test of this question?this question?

Are bees attracted to diet cola?Are bees attracted to diet cola?

Tell how you would test this question. Be Tell how you would test this question. Be as scientific as you can as you write about as scientific as you can as you write about your test. Write down the steps you would your test. Write down the steps you would take to find out if earthworms like light.take to find out if earthworms like light.

Post-Test ResponsePost-Test Response Materials: Materials:

Diet Cola, 3 large Diet Cola, 3 large containers, 3 small containers, 3 small containers, 6 bees.containers, 6 bees.

Hypothesis: Hypothesis: If you give bees diet cola If you give bees diet cola

then they will be attracted then they will be attracted to it.to it.

1.1. Gather 6 bees, diet cola, 3 Gather 6 bees, diet cola, 3 large containers, 3 small large containers, 3 small containers.containers.

2.2. Put 2 bees in each large Put 2 bees in each large container. container.

3.3. Pour 5 ml of diet cola in Pour 5 ml of diet cola in each small container. each small container.

4.4. Set the small container of diet cola in Set the small container of diet cola in each large container that has bees in it.each large container that has bees in it.

5.5. Watch and observe to see if the bees Watch and observe to see if the bees are attached to the diet cola.are attached to the diet cola.

6.6. You should record if the bees like diet You should record if the bees like diet cola on a chart like below.cola on a chart like below.

BeesBees If they are attracted to Diet ColaIf they are attracted to Diet Cola1.1.2.2.3.3.4.4.5.5.6.6.

CFGE, 3rd Grade

What Works in Professional What Works in Professional Development for High End Development for High End

Learners? Learners? Use of teaching and learning models Use of teaching and learning models

to demonstrate high level instructionto demonstrate high level instruction Training on materials to reduce Training on materials to reduce

inferences about applicationinferences about application Emphasis on the linkage between Emphasis on the linkage between

teacher behaviors and student teacher behaviors and student learninglearning

Professional Development Research Professional Development Research FindingsFindings•Teachers can significantly improve their skills in the differentiation Teachers can significantly improve their skills in the differentiation

strategies of problem solving, critical thinking, curriculum delivery, strategies of problem solving, critical thinking, curriculum delivery, and metacognition, given ongoing professional development in such and metacognition, given ongoing professional development in such strategies embedded in a social studies curriculum (Avery, 1999) strategies embedded in a social studies curriculum (Avery, 1999)

•Untrained teachers of the gifted in Title I schools can significantly Untrained teachers of the gifted in Title I schools can significantly improve their skills in differentiation strategies across two years, improve their skills in differentiation strategies across two years, given training and implementation support in language arts (Van given training and implementation support in language arts (Van Tassel-Baska, Bracken, Feng, & Brown, in press).Tassel-Baska, Bracken, Feng, & Brown, in press).

Professional Development Professional Development Research FindingsResearch Findings

Teachers score at differential levels in critical thinking Teachers score at differential levels in critical thinking and creative thinking, rendering it problematic for them and creative thinking, rendering it problematic for them to teach these skills to students if they are low in the to teach these skills to students if they are low in the capacity to use the skills themselves (McGowan, 2007).capacity to use the skills themselves (McGowan, 2007).

►Exemplary secondary Exemplary secondary teachers of the gifted in teachers of the gifted in specialized schools in specialized schools in Singapore and the United Singapore and the United States score high in the use of States score high in the use of differentiated strategies and differentiated strategies and have incorporated these have incorporated these practices effectively into their practices effectively into their daily repertoire (VanTassel-daily repertoire (VanTassel-Baska, Feng, & MacFarlane, Baska, Feng, & MacFarlane, 2007).2007).

Professional Development Professional Development Research FindingsResearch Findings

Teacher self-assessments of differentiation use Teacher self-assessments of differentiation use suggest that they are using differentiation suggest that they are using differentiation strategies more frequently and more effectively strategies more frequently and more effectively than external trained assessors would rate them than external trained assessors would rate them (Tyler, 2006; Avery, 1999).(Tyler, 2006; Avery, 1999).

When teachers employ differentiation strategies, When teachers employ differentiation strategies, there is corresponding active engagement of there is corresponding active engagement of students with the learning process (VanTassel-students with the learning process (VanTassel-Baska, Bracken, Feng, & Brown, in press).Baska, Bracken, Feng, & Brown, in press).

Lessons Learned on Lessons Learned on Curriculum DevelopmentCurriculum Development

Today is always here…Tomorrow, Today is always here…Tomorrow, nevernever..

-Toni Morrison-Toni Morrison

LessonLesson #1 #1

1Learner Characteristics

& Needs

2Curriculum Goals

3Outcomes/Objectives

4Activities/Task

Demands/Questions

5Teaching-Learning

Strategies

6Materials &Resources

7Assessment of

Outcomes

8Evaluation of

Curriculum/Revision

VanTassel-Baska, 2003

Curriculum design Curriculum design matters.matters.

Lesson #2Lesson #2The curriculum development The curriculum development process matters.process matters.

Field Testing

Tryouts

Piloting

Revisions

Lesson #3Lesson #3

Curriculum development work Curriculum development work for high-end learning requires for high-end learning requires collaboration with content collaboration with content experts and teachers.experts and teachers.

Teachers of the gifted

Content experts

Curriculum development

Lesson #4Lesson #4Student exposure Student exposure to repeated to repeated models over time models over time enhances enhances student student achievement and achievement and learning transfer.learning transfer.

Lesson #5Lesson #5

High-level curriculum may be High-level curriculum may be used successfully with all used successfully with all learners.learners.

Twice-exceptionalTwice-exceptional Typical learnersTypical learners High readersHigh readers Promising learnersPromising learners

Lesson #6Lesson #6Promising Promising learners from learners from low-income low-income backgrounds backgrounds and students and students of color benefit of color benefit from high-from high-powered powered curriculum.curriculum.

Lesson #7Lesson #7

Use of authentic Use of authentic assessment documents assessment documents authentic learning.authentic learning.

Curriculum-basedCurriculum-based PortfolioPortfolio ProductsProducts

Lesson #8Lesson #8

Professional development on Professional development on curriculum materials enhances curriculum materials enhances faithful implementation.faithful implementation.

ModelingModeling Explicit linkage to content Explicit linkage to content

standardsstandards Guided practiceGuided practice

Lesson #9 Lesson #9

Fidelity of implementation Fidelity of implementation of innovative curriculum of innovative curriculum efforts requires monitoring.efforts requires monitoring.

Peer coachingPeer coaching Ambassador modelAmbassador model Administrative technical Administrative technical

supportsupport

Lesson #10Lesson #10

Institutionalization of Institutionalization of innovative curriculum innovative curriculum and instruction requires and instruction requires ongoing attention.ongoing attention.

Time is like a series of liquid Time is like a series of liquid transparencies.transparencies.

You don’t look back You don’t look back

Along time, Along time,

But through it like waterBut through it like water..

-Margaret Atwood,-Margaret Atwood,

Canadian writerCanadian writer

Center for Gifted Center for Gifted EducationEducation

School of EducationSchool of EducationThe College of William & The College of William &

MaryMary

Joyce VanTassel-Baska, Ed.D.Joyce VanTassel-Baska, Ed.D.Executive DirectorExecutive Director

Jody & Layton Smith Professor Jody & Layton Smith Professor of Educationof Education

427 Scotland Street427 Scotland StreetWilliamsburg, VA. 23185Williamsburg, VA. 23185

(757)221-2362(757)221-2362cfge@wm.edu

www.cfge.wm.eduwww.cfge.wm.edu