Presentation on theme: "ODE Breakout: Differentiation for Gifted Students"— Presentation transcript:
1ODE Breakout: Differentiation for Gifted Students Beth Hahn Office for Exceptional Children Gifted Services Carrollton Exempted Village Schools January 7, 2011REMEDIALActing as a remedy: as a remedy or solution to a problemHelping to improve skills: education designed to help people with learning difficulties to improve their skills or knowledge, or relating to education designed to do this
2Learning is not attained by chance Learning is not attained by chance. It must be sought for with ardor and attended to with diligence. - -Abigail Adams
3Getting To Know You… What is differentiation? How do you determine appropriate differentiated activities for gifted learners?Which strategies work best?
4Thinking About RtI for Gifted in Ohio Radical AccelerationMentorshipsGifted SchoolsPull-out ProgramsSelf-Contained Gifted Classes with specialized curriculumSingle Subject Gifted Classes with specialized curriculumAccelerationCompetitionsDifferentiated General Education ClassesHonors ClassesAdvanced PlacementPost-Secondary Options
5Fitting RtI and Gifted Together Gifted students often need early interventionAll students learningData-driven instructional decisionsRigorous curriculum is central to differentiated instructionPartnerships in planning for student needs in instruction
8Thinking about Progress Monitoring for Gifted Students Enough “ceiling” that gifted students can show what they know (sometimes above grade level)Gifted identification testingRunning records, checklists, work samples, performance tasks, achievement tests, portfoliosFrequent (gifted students often learn in 3-5 repetitions compared to typical 12-15)
13Who I See When Looking at UDL Bo and his expressive skillsKyle and his executive functioningMatt and his personal goals and expectationsMonica and her need for language syntax understanding in second languageLucky and a need for coping skills and strategies
16ODE - Designing Performance Tasks for ALL Students (with specific suggestions for English Language Learners)How does the task permit differentiation so that it is appropriately challenging and meaningful for every student?Where are there opportunities for students to pursue individual interests within the task?How does the task elicit the background knowledge of the student?What options are provided to allow students to explore learning objectives through different modalities?How does the task allow students to “show what they know” in a variety of ways?
17Differentiation for Written Education Plans for students identified as gifted is based on the work of VanTassel-Baska and refers to the conceptual framework upon which instructional strategies and classroom activities are designed. The purpose of this list is to identify the cognitive level at which the student can operate with regard to the content and skills listed in the goal. • Acceleration refers to the pace at which students can learn. Acceleration is commonly applied to whole grade or subject specific areas but it can also be used within a unit or lesson. Some students may benefit from a faster paced curriculum than is provided at a traditional grade level. • Complexity is generally measured by the level of higher thinking required by the tasks. Complex tasks are layered, requiring advanced thought processes and allowing for multiple solutions. • Depth of understanding requires the student to understand and apply the concepts and principles of the field of study from which the content emanates. • Challenge refers to the sophistication of the content and requires the student to use advanced reasoning skills or resources to accomplish the goal. • Abstractness is defined by the interdisciplinary nature of thinking required by the tasks. To think abstractly, the student must transcend the singularity of one content area to view issues and problems more globally. • Cognitive Creativity is similar to general concepts of creativity but applied to academic or cognitive tasks. Creativity in this way asks students to be fluent and flexible in their thinking and to explore multiple pathways to understanding tasks and formulating solutions.
18Principles of a Differentiated Classroom (Tomlinson, 1999) The teacher is clear about what matters in the subject area – GUIDED BY STANDARDSAll students participate in respectful work.The teacher adjusts the content, process, or product in response to learner readiness, interests, or learning profile.
19What Differentiation is NOT Multiple lesson plansA set of activities without scope & sequenceStudent choice void of an adjusted/ accelerated curriculum
20Curriculum should be differentiated at all levels of design: GoalsOutcomesActivities & projectsStrategiesMaterialsAssessment
21Differentiation Features: Questioning In Practice AccelerationComplexityDepthChallengeCreativityAbstractnessCenter for Gifted Education – School of Education – The College of William and Mary
22Differentiation Feature: Acceleration Fewer tasks assigned to master standardAssessed earlier or prior to teachingClustered by higher order thinking skills
23Differentiation Examples Implement a math curriculum objective for the gifted by…Multiplying by 1 digitMultiplying by 2 digitsMultiplying by 3 digitsComplete word problems using multiplicationImplement a math curriculum objective for the gifted by…Computational procedures as a tool for problem solvingUsing addition, subtraction, multiplication, and division to solve multi-step problems
24Differentiation Feature: Complexity Used multiple higher level skillsAdded more variables to studyRequired multiple resources
25Differentiation Examples Discuss plot, setting, and characters in the short story “A Rose for Emily.”Compare and contrast the plot, setting, characters, motivation, theme, and climax of “A Rose for Emily” and “The Bear.”
26Differentiation Feature: Depth Studied a concept in multiple applicationsConducted original researchDeveloped a product
27Differentiation Examples Choose one of the following topics and prepare an oral presentation using at least four library sources:The use of technologyScience discoveries of the pastMathematics in everyday lifeDebate one of the following resolutions.Mankind is on a path toward human progress.Studying our past will help us cope with the future.Use multiple sources including surveys, interviews, and library sources in your preparation.
29Differentiation Examples Joe invested $1,000 in stock in January. When he sold it in December, the price was up 12% from his purchase price. What was his profit on this stock?Which would you rather choose?a) 80% profit in year 1 and 50% loss in year 2.b) 5% profit in year 1 and 5% profit in year 2.Explain your reasoning.
30Differentiation Examples Create a timeline to illustrate the most important events of WWI from America’s perspective. Justify why those events were most important to the outcome of the war.Analyze political cartoons, art, music, and literature published during WWI. Create a document or presentation that illustrates the changes over time in America’s perspective from the beginning to the ending of the war.
31Differentiation Feature: Abstractness Focused on macro concepts, themes or ideas (e.g., systems models)Required the formation of generalizationsRequired students to move from concrete examples to abstract ideas
32Differentiation Examples Using generalizations derived around the concept of models, evaluate each major model of the atom over time. Evaluate the strengths and weaknesses of each, and create a visual to demonstrate how each model influenced the models succeeding it.On a timeline, chart the evolution of atomic theory. Describe each major model of the atom according to its major features.
33Differentiation Examples Describe the character from the story.State two generalizations about the main character and justify why those are generalizations using evidence from the text.
34Differentiation Feature: Creativity Designed/constructed a model based on principles or criteriaProvided alternatives for tasks, products, and assessmentsEmphasized oral and written communication to a real-world audience
35Differentiation Examples Conduct an experiment on plant growth by measuring weekly progress of two sets of seeds, one in artificial light indoors and one outside in shade.Design an experiment on one of the following questions and share your results in an oral and written presentation:Are bees attracted to diet cola?Are earthworms attracted to light?Are boys more interested in computers than girls?Your own question
36ReflectionWhat process/models do you use to determine appropriately advanced task demands for gifted learners (e.g., those that incorporate abstractness, acceleration, complexity, challenge, depth, and creativity)?Participants work on - A Good Week in the Classroom – A Fishbone Graphic
37Research-based Tools for Gifted Students Van Tassel-Baska Integrated Curriculum Model (http://cfge.wm.edu/)Renzulli Schoolwide Enrichment Model(http://www.gifted.uconn.edu/sem/)Betts Autonomous Learner ModelProject U-STARSCollege of William and Mary – Projects Athena and Clarion – tested on low-income schools (Title *)
38It’s really quite simple. Learning is hard work It’s really quite simple. Learning is hard work. People learn better when they feel valued and supported. To value and support learners we must know them.- - Carol Ann TomlinsonProjects Athena and Clarion reported students were motivated and engaged by “hard” curriculumMy teaching changed dramatically (for the better) when I started getting more sleep – less time making lplanning what I was going to do in class the next day so that I could pay attention to what my studnets were doing and respond well to them.
39ReferencesHeacox, D. (2009). Making differentiation a habit. Minneapolis, MN: Free Spirit Publishing.Tomlinson, C. A. (2003). Fulfilling the promise of the differentiated classroom. Alexandria, VA: Association for Supervision and Curriculum Development.Van Tassel-Baska, J. & Stambaugh, T. (2006). Comprehensive curriculum for gifted learners. Boston: Pearson Education, Inc.