1. Creativity & Instructional Strategies: Differentiating for Gifted Students in the Mixed-Ability Classroom Carol Curtiss 512/919-5288carol.curtiss@esc13.txed.netwww.esc13.net/gt

2. Good Morning Materials check Schedule for the day 8:30-3:30 11:30 Lunch

3. Smile and say good morning to the person to your left and your right. Shake hands with a person next to you. That is your partner for pair activities during this session.

4. Welcome Spend a minute conversing with your partner. When you introduce your partner to the group, include a color.

5. Workshop Goals Better understand the elements of creativity Better understand the components of differentiation Examine selected strategies for differentiating instruction for gifted students

6. Bloom’s Taxonomy Knowledge Comprehension Application Analysis Synthesis Evaluation Learn specific facts, vocabulary, ideas, and reiterate them Communicate knowledge and interpret previous learning Use learned knowledge, rules, ideas, methods in new situations Take apart or break down a thing or idea into its parts and perceive the interrelationship Use elements or ideas in new and original patterns and relationships Make decisions or judgments based on chosen criteria or standards

7. Bloom’s Taxonomy Questioning Strategies –Bloom’s Question Handout –Q-Matrix –Cube

8. Label the Sides Cube 1 –Who –What –When/Where –Why –How –Which Cube 2 –Is/Are –Might –Did –Will –Can –Should/Would/Could

9. Bloom’s Taxonomy Integrating Bloom’s –Apply to a lesson Think about a lesson you teach Decide what students should –Know –Understand –Be Able to do Design an assessment Create activities for each level of Bloom’s Taxonomy

10. Activity Tell your partner 2 important things about Bloom’s Taxonomy. Tell us 1 thing your partner said.

11. DC1

12. TTCT - (Torrance Test of Creative Thinking) SOI - Creativity Test GATES - Creativity Checklist Renzulli - Creativity Character Checklist Williams’ “How Do You Really Feel About Yourself?” Inventory quantitative qualitative Adapted from J. Juntune, Texas A&M University, 1998 Identification Measures for Creativity

13. Creative Thinking Possessing outstanding imagination, thinking ability, innovative or creative reasoning ability, ability in problem solving, and/or high attainment in original or creative thinking

14. Creative Thinking Characteristics Independent thinker Exhibits original thinking in oral & written expression Generates several solutions to a given problem Possesses a sense of humor Creates and invents Challenged by creative tasks Improvises often Does not mind being different from the crowd Exhibits a sense of play

15. William’s Taxonomy of Creative Thinking Skills Fluency Flexibility Originality Elaboration Risk Taking Complexity Curiosity Imagination Generate many ideas, related answers, or choices Change everyday objects to generate a variety of categories Seek new ideas by suggesting unusual twists and clever responses Stretch by expanding, enlarging, enriching, or embellishing Deal with the unknown by taking chances or experimenting Create structure in an unstructured setting Follow a hunch, question alternatives, ponder outcomes, and think about options Visualize possibilities, build images in the mind, or reach beyond the limits Affective Cognitive

16. William’s Taxonomy of Creative Thinking Skills Activity Examples for fluency –“What’s Hot?” –Brainstorming Turn the censor off in your brain Say each idea out loud as it occurs to you Hitchhike or piggyback ideas Suspend all judgment Encourage a free, uninterrupted flow of ideas Expect to be outrageous –Creative Explanations activity in packet F

17. Activity Examples for flexibility –Free Associations –SCAMPER William’s Taxonomy of Creative Thinking Skills F

18. Activity Examples for originality –Forced Association Glue, umbrella, toilet, restaurant, tulip –“Squiggle” William’s Taxonomy of Creative Thinking Skills O

19. Activity Examples for elaboration –Menu Item Example: Tongue Twisting Taco Tasty, Toasty, Tantalizing Taco Treat Tempts, Tickles the Tongue Tears the Tummy Take Two Tums Tonight –Tall Tales (in packet) William’s Taxonomy of Creative Thinking Skills E

20. Questioning Strategies

21. Activity Integrating Creativity –Apply to a lesson Think of a lesson you teach Decide what students should –Know –Understand –Be Able to do Design an assessment Create activities for several areas of creativity

22. Questions about Creativity? FFOE

23. Fairness and Differentiation Graphing activity … The Best OK Pitiful Organized Checkbook Directions Desk

24. Graphing Activity In your packet … The Best OK Pitiful Organized Balanced Giving Following Exercising Desk Checkbook Directions Directions Regularly

25. Why Differentiate? “One size fits all” instruction does not address the needs of many students. Kids come in many shapes and sizes as well as interests, learning profiles and readiness levels.

26. 1.Students differ in their learning preferences and need multiple and varied avenues to learning. 2. All students can learn what is important for them to know. 3. Teachers make the difference. Assumptions: Beliefs about teaching and learning …

27. 4. Instruction must be meaningful. 5. Curriculum, assessment and instruction are all of a piece WTT Align what is Written-Taught-Tested. 6. Diversity should be valued and respected.

28. Differentiation is not… Individualized instruction Homogenous grouping “Tailoring the same suit of clothes” More faster

29. Differentiation is … Proactive Qualitative Rooted in Assessment Student Centered Organic

31. Differentiate … Students differ (1)in their readiness to work with a particular idea or skill at a given time, (2)in pursuits or topics that interest them, and (3) in learning profiles that may be shaped by gender, culture, learning style, or intelligence preference.

32. Differentiate … –Content –Process –Product –(Affect)

33. Differentiate … Content (Input) –The content should … Be broad in scope. Be organized around a major and substantive issue, problem, or theme. Allow for the integration of multiple disciplines.

34. Content Content (Input) Pacing –The rate at which students advance through the content is modified early introduction of algebra or geometry student given more time to study a topic in-depth

35. Content Content (Input) Enrichment or Depth –An elaboration on the basic concepts taught in the standard program In U.S. history, student reads specific short stories to provide more information about the Westward Movement

36. Content Content (Input) Sophistication or Complexity –Allowing students to see the larger systems of ideas and concept related to the basic content In a study of the American Revolution, the student relates that war to the nature of revolutions and movements

37. Content Content (Input) Novelty –Introducing completely different material that would not be provided to the average student The student takes part in a mini- course in archaeology

38. Activity Round Robin Brainstorming With your partner, take turns naming things you know about differentiating using content. In 1 minute, how many can you name?

39. Differentiate … ProcessProcess (How) –How the Input comes in –How the Input is learned –How the Input is used

40. Process (How) Skills related to the subject or course of study that includes but is not limited to basic skills, creative and critical thinking skills, research skills and affective skills

41. Carol Ann Tomlinson’s Equalizer Foundational – Transformational Concrete – Abstract Simple – Complex Single Facet – Multiple Facets Small Leap – Great Leap More Structured – More Open Less Independence – Greater Independence Slow - Quick

42. Differentiate … Products (What is produced) –Products should be included as a means by which students communicate the reconceptualization of existing information and/or generation of new information. California Association for the Gifted. Improving Differentiated Curricula for the Gifted/Talented: A Reference and Workbook for Educators and Parents, 1981

43. Product Synthesis and application of the knowledge, concepts, and skills to communicate what is learned

44. Product Differentiation “Many times, the demonstration of what has been learned is assessed through paper and pencil tests. Designing and developing products goes way beyond this method and combines much more, such as advanced content, process skills, and organizational aspects. One or all areas of content can be combined into product development: language arts, social studies, mathematics, arts, technology, and others.” The Ultimate Guide for Student Product Development & Evaluation

45. State Goal for Gifted Services Students who participate in services designed for gifted students will demonstrate skills in self-directed learning, thinking, research, and communication as evidenced by the development of innovative products and creativity and are advanced in relation to students of similar age, experience, or environment. High school graduates who have participated in services for gifted students will have produced products and performances of professional quality as part of their program services.

46. Consider … How do practitioners organize their knowledge and skill in this field? How does a practitioner sense whether approaches and methods are effective in a given instance? According to what standards does the field measure success? Questions adapted from: The Parallel Curriculum What questions would you add?

47. Activity Describe a product that would be “advanced” compared to others for your class/content. –Describe the expectations of the student in creating this product. –What components would be included? –How would the students present their product? What makes this product advanced for a G/T learner?

48. Affect Risk Taking Complexity Curiosity Imagination

49. Consider … What are the need of the students? What is the teacher doing in the classroom? What are the students doing? With whom are the students interacting? What kind of atmosphere is created? How is the class differentiated?

50. Questions about Differentiating? Content, Process, Product According to Readiness, Interest, Learning Style

51. Activity Fairness and Differentiation –Describe “fair.” –How might you discuss fairness and differentiation in your classroom? –Create a chart that would assess information you need in a meaningful way for your students.

52. StrategiesStrategies

53. Activity Differentiating in Your Classroom: The Forest and the Trees Sometimes the use of new vocabulary can throw you off … think of activities or lessons you are already doing in the classroom that implement at least one of the ideas discussed so far. –Share your ideas

54. Interest and Readiness –Choices of Books –Homework Options –Student/Teacher Goal Setting –Varied Computer Programs –Independent Study –Learning Contracts –Mentors –Interest Groups Strategies for Differentiating

55. Creativity –Brainstorming –Open-ended assignments –Divergent questioning –Creative Problem Solving –Simulations –Contracts –Differentiated products –Problem-Based Learning –WebQuests Strategies for Differentiating

56. General Intellectual/Specific Academic –Compacting –Acceleration –Depth & Complexity –Independent Research –Contracts –Higher Level Thinking –Differentiated Products –Tiered Assignments –Cubing –Mentors –Advanced Resources Strategies for Differentiating

57. Curriculum Compacting 1. define the goals and outcomes of a particular unit or segment of instruction 2.determine and document which students have already mastered most or all of a specified set of learning outcomes, and 3.provide replacement strategies for material already mastered through the use of instructional options that enable a more challenging and productive use of the student's time. Curriculum Compacting - http://www.sp.uconn.edu/%7enrcgt/sem/semart08.html http://www.sp.uconn.edu/%7enrcgt/sem/semart08.html

58. Curriculum Compacting Pinpointing students for pre-testing Look at academic records, standardized tests, class performance, evaluations from former teachers. Watch for students who complete tasks quickly and accurately, finish reading assignments ahead of their peers, seem bored or lost in daydreams, or bring extra reading from home. Use achievement and aptitude tests and focus on sections where the students scores are “above average.” Curriculum Compacting: Reis, Burns, Renzulli

59. Curriculum Compacting - http://www.sp.uconn.edu/%7enrcgt/sem/semart08.htmlhttp://www.sp.uconn.edu/%7enrcgt/sem/semart08.html

60. Curriculum Compacting Pre-Test Options –Mastery –Partial mastery –Study guide

61. Curriculum Compacting Study Indicates –95% of the teachers were able to identify high ability students in their classes and document students' strengths. –80% of the teachers were able to document the curriculum that high ability students had yet to master, list appropriate instructional strategies for students to demonstrate mastery, and document an appropriate mastery standard. –Approximately 40-50% of traditional classroom material could be eliminated for targeted students in one or more of the following content areas: mathematics, language arts, science, and social studies. –The most frequently compacted subject was mathematics, followed by language arts. Science and social studies were compacted when students demonstrated very high ability in those areas. Curriculum Compacting Study- http://www.gifted.uconn.edu/reiswest.htmlhttp://www.gifted.uconn.edu/reiswest.html

62. Curriculum Compacting Decisions regarding replacement activities should be based on: Time Space Resources School policy Help from other faculty “If students understand that by demonstrating proficiency they will earn some time to pursue their own interests, they will often work to earn this opportunity.” Curriculum Compacting: Reis, Burns, Renzulli

63. Sandra Kaplan’s Depth and Complexity Language of the Discipline Details Patterns Trends Rules Ethics Big Ideas ??? Unanswered Questions Over Time Different Perspectives

64. I-Search Research, but with focus on the process Eliminates cut-and-paste reports Interview/communication skills Clearly defined rubric Choice Ken Macrorie, The I-Search Paper

65. I-Search 1.Ask What do I know? What do I want to know? 2.Plan How can I find out? What resources can I use? 3.Search 4.Produce What did I learn? About the search process About the topic

66. DBQ Focused Big, open-ended question Primary sources Scaffolding questions Vary to meet individual needs Maintain high rigor Graded with rubric http://www.esc13.net/ships/ http://regentsprep.org/Regents/ushisgov/essays/index.htm

67. Learning Contracts “ Learning contracts … support differentiation by organizing students’ responsibilities for replacement tasks and documenting the customized learning plan and process. Contracts provide opportunities for students to work independently with some freedom while maintaining the teacher’s instructional objectives.” Dr. Bertie Kingore – Differentiation: Simplified, Realistic, and Effective

68. Learning Contracts Contracts can be used for a variety of reasons, including students who are compacting out of the regular curriculum. Communicate what is expected Encourage students’ responsibility for learning Specify positive work behaviors Dr. Bertie Kingore – Differentiation: Simplified, Realistic, and Effective

70. Learning Contracts More information on contracts can be found in … –Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner –Differentiation: Simplified, Realistic, and Effective by Bertie Kingore

71. Tiered Lessons/Activities Addresses a particular standard, key concept, and generalization, but allows several pathways for students to arrive at an understanding of these components, based on the students’ interests, readiness, or learning profiles. Critical Questions About Tiered Lessons - http://www.bsu.edu/teachers/services/ctr/javits/Instruction/criticalquestions.htm http://www.bsu.edu/teachers/services/ctr/javits/Instruction/criticalquestions.htm

72. Tiered Lessons/Activities Used when the teacher wants all students to focus on the same essential ideas and key skills. The use of tiered assignments maximizes the likelihood that: –each student comes away with key skills and understandings. –each student is appropriately challenged. http://www.rockwood.k12.mo.us/curriculum/staffdev/diff/tiered_files/frame.htm

73. Tiered Lessons/Activities What can you tier? –Activities –Lessons –Homework –Learning centers –…–…

74. Tiered Lessons/Activities Steps 1.Identify the grade level and subject 2.Identify the standard being targeted 3.Identify key concepts and generalizations

75. Tiered Lessons/Activities 4.Be sure students have the background necessary to be successful 5.Develop the assessment 6.Create one activity that is interesting, requires high-level thinking and is clearly focused on the key concept, skill or generalization.

76. Tiered Lessons/Activities 7.Determine what you will tier (content, process, product) 8.Determine how you will group (readiness, interest, learning style) 9.Determine the number of tiers necessary (based on the students in your classroom) Critical Questions About Tiered Lessons - http://www.bsu.edu/teachers/services/ctr/javits/Instruction/criticalquestions.htm & http://www.rockwood.k12.mo.us/curriculum/staffdev/diff/tiered_files/frame.htm http://www.bsu.edu/teachers/services/ctr/javits/Instruction/criticalquestions.htm http://www.rockwood.k12.mo.us/curriculum/staffdev/diff/tiered_files/frame.htm

77. MovieMovie

78. Middle School Examples

79. Activity Investigate a Tiered Assignment –Group according to level (h.s., m.s., elem.) –Read packet –Discuss what and how lessons are differentiated –Thoughts, Feelings, Ideas, etc. –Be prepared to give a brief explanation of lesson and summary of discussion to the whole group Samples Online: –http://ideanet.doe.state.in.us/exceptional/gt/tiered_curri culum/welcome.htmlhttp://ideanet.doe.state.in.us/exceptional/gt/tiered_curri culum/welcome.html

80. Tiered Lessons/Activities Things to consider –Scaffolding –Equally Engaging Activities –Flexible Grouping Groups can and should change depending on the activity. Does grouping mean that students have to sit together?

81. Cubing Cubing has many of the same functions as tiered lessons for differentiation Primary difference is the hands-on nature

82. Cubing Each side of the cube has a prompt … The words themselves can vary for different activities as long as every cube has the same prompts …

83. Cubing Each prompt has an activity geared toward the student’s readiness, interest, or learning profile… Illustrate the similarities. Create a T-chart listing the similarities. Describe the similarities in a short paragraph.

84. Cubing Things to consider (again) –Scaffolding –Equally Engaging Activities –Flexible Grouping Groups can and should change depending on the activity. Does grouping mean that students have to sit together?

85. Activity Activity Your Turn to Plan Compacting Contracts Tiered Lessons Cubing Which is most appropriate for you? Use it? Modify it – Make a hybrid…

86. Things to Consider What do you want the student to know and be able to do? What resources and support are available? Pre-assessment? … (See handout)

87. Will my plan work? Does the content show … –Authentic skills –Increasing depth and complexity –That all levels of the assignment are equally challenging. At each level are there … –Significant opportunities for higher-level thinking, complex problem solving and/or open-ended response –Thinking skills that are taught in an authentic context Adapted from: Proposed Rubric for Self-Reflection of Tiered Assignments by Sally Simon - http://170.161.50.3/Goals2000/rubric1.htmhttp://170.161.50.3/Goals2000/rubric1.htm

88. Will my plan work? Student products would … –Show a synthesis of learning and express that learning in a complex way –Be based on authentic professional models –Be presented to an authentic, appropriate audience for critique Pre-assessments … –Pre-assessment matches the content and task on many levels of complexity Adapted from: Proposed Rubric for Self-Reflection of Tiered Assignments by Sally Simon - http://170.161.50.3/Goals2000/rubric1.htmhttp://170.161.50.3/Goals2000/rubric1.htm

89. Will my plan work? Instruction … –A variety of learning styles are addressed in instruction –Anchor activities are available –Student grouping is flexible Assessment –Clear expectations for quality are established and communicated to students prior to assessment –Students have an opportunity to self-evaluate their work and get feedback from peers. Adapted from: Proposed Rubric for Self-Reflection of Tiered Assignments by Sally Simon - http://170.161.50.3/Goals2000/rubric1.htmhttp://170.161.50.3/Goals2000/rubric1.htm

90. AssessmentAssessment

91. State Goal for Gifted Services Students who participate in services designed for gifted students will demonstrate skills in self-directed learning, thinking, research, and communication as evidenced by the development of innovative products and performances that reflect individuality and creativity and are advanced in relation to students of similar age, experience, or environment. High school graduates who have participated in services for gifted students will have produced products and performances of professional quality as part of their program services.

92. Assessment …”In a differentiated classroom, students often work at different paces and are assessed according to varied learning goals. Two important features of a differentiated classroom are students’ rights to ‘begin where they are’ and to expect to grow as learners.” - Carol Ann Tomlinson How to Differentiate Instruction in Mixed Ability Classrooms

93. Assessment “Assessments are tasks assigned to students in order to determine the extent to which they have acquired the knowledge and/or skills embedded within a performance standard or content goal.” Adapted from: The Parallel Curriculum pp. 48-52 – Corwin Press

94. Assessment “A good assessment instrument can be a learning experience. But more to the point, it is extremely desirable to have assessment occur in the context of students working on problems, projects, or products that genuinely engage them, that hold their interest and motivate them to do well. Such exercises may not be as easy to design as the standard multiple-choice entry, but they are far more likely to elicit a student’s full repertoire of skills and to yield information that is useful for subsequent advice and placement.” - Howard Gardner From Multiple Intelligences: The Theory in Practice

95. Assessment Rubrics Many FREE sites are available on the Web –Teach-nology.com –School.discovery.com –Rubistar.com –4teachers.org

102. Assessment Classroom Based Informal Assessment –Reflective Journals and Logs The main thing I’ll remember is… A new insight or discovery is… I really understood… I’m really confused about… Something I can use beyond school is… Connections I’m making with other things I know are… David Lazear: Multiple Intelligence Approaches to Assessment

103. Assessment Before-and-After Scenarios –Analyze the impact of the unit or lesson on yourself using this chart Now write “How I’m different as a result of this unit or lesson.” David Lazear: Multiple Intelligence Approaches to Assessment BeforeAfter Feelings about it Thoughts about it Associations with it Images or pictures in mind

104. Considerations for Lesson Development State Goal for Gifted Services –Students who participate in services designed for gifted students will demonstrate skills in self- directed learning, thinking, research, and communication as evidenced by the development of innovative products and creativity and are advanced in relation to students of similar age, experience, or environment. High school graduates who have participated in services for gifted students will have produced products and performances of professional quality as part of their program services.

105. Have we met the Workshop Goals? Better understanding of the elements of creativity Better understanding of the components of differentiation Examine selected strategies for differentiating instruction for gifted students

106. Contact Information Susan Maxey 919-5285 Susan.Maxey@esc13.txed.net Carol Curtiss 919-5288 Carol.Curtiss@esc13.txed.net Carol.Curtiss@esc13.txed.net