1. The Effect of Differentiated Instruction on Gifted and Talented Learners Jacqueline Kohler EDLP 336

2. The rationale for my research is an attempt to define what differentiated instruction should look like for gifted and talented (GT) learners and how use of this curriculum would impact their education The rationale for my research is an attempt to define what differentiated instruction should look like for gifted and talented (GT) learners and how use of this curriculum would impact their education

3. Differentiated Instruction Teachers instruct age-alike students in the same classroom (heterogeneous grouping) and “differentiate,” or modify the content, process, products, affect and learning environment as needed for each student. Teachers instruct age-alike students in the same classroom (heterogeneous grouping) and “differentiate,” or modify the content, process, products, affect and learning environment as needed for each student. Tomlinson and Strickland 2005 Tomlinson and Strickland 2005

4. How to differentiate supplementary materials at varied reading levels supplementary materials at varied reading levels small group instruction to re-teach small group instruction to re-teach small group instruction for advanced students small group instruction for advanced students tiered activities, more detailed task directions for some learners tiered activities, more detailed task directions for some learners small group discussions at varied levels of complexity small group discussions at varied levels of complexity varied success criteria and pacing varied success criteria and pacing

5. High Achieving Students in the Era of NCLB 20080618_high_achievers.pdf 20080618_high_achievers.pdf 20080618_high_achievers.pdf p. 7 of 86 Loveless 2008 Loveless 2008

6. accelerated gifted students dramatically outperform similar students in non- accelerated classrooms. accelerated gifted students dramatically outperform similar students in non- accelerated classrooms. The data indicates that lower achieving students learn more in heterogeneous classes, but average and high achieving students suffer achievement losses that outweigh low achievers gains. The data indicates that lower achieving students learn more in heterogeneous classes, but average and high achieving students suffer achievement losses that outweigh low achievers gains. direct instruction by knowledgeable teachers is essential to accelerating GT students. direct instruction by knowledgeable teachers is essential to accelerating GT students. Loveless 1998 Loveless 1998

7. High Achieving Students in the Era of NCLB 20080618_high_achievers.pdf 20080618_high_achievers.pdf 20080618_high_achievers.pdf p. 5 of 86 Loveless 2008

8. What works best for GT students accelerated learning (hastening curriculum) accelerated learning (hastening curriculum) enrichment and novelty (adding complex ideas onto standard curriculum) enrichment and novelty (adding complex ideas onto standard curriculum) sophistication (which requires direct instruction) sophistication (which requires direct instruction) Colangelo and Davis 1997

9. Interviews with teachers of both GT and other students indicates that the balancing act of meeting GT students’ needs without frustrating the other students is a large challenge within a mixed ability classroom. They conclude that the unique needs of GT students were more easily met in homogeneous classes. Interviews with teachers of both GT and other students indicates that the balancing act of meeting GT students’ needs without frustrating the other students is a large challenge within a mixed ability classroom. They conclude that the unique needs of GT students were more easily met in homogeneous classes. Park and Oliver 2009 Park and Oliver 2009

10. Public Policy: Cool vs. Hot Problems Cool Policy Problem (We should act sometime) Hot Policy Problem (we must act immediately) Air and water pollution Mass transit Children with gifts and talents Universal health care Global warming Violence in the schools Children with disabilities National defense Cancer Heart disease Gallagher 2002

11. Sources: Sources: Colangelo, Nicholas., & Davis, Gary A. (Ed.). (1997). Handbook of gifted education 2nd edition. Needham Heights, MA 02194: Viacom. Colangelo, Nicholas., & Davis, Gary A. (Ed.). (1997). Handbook of gifted education 2nd edition. Needham Heights, MA 02194: Viacom. Gallagher, J. J. (2002, June). Society's Role in Educating Gifted Students: The Role of Public Policy. The National Research Center On The Gifted And Talented. Gallagher, J. J. (2002, June). Society's Role in Educating Gifted Students: The Role of Public Policy. The National Research Center On The Gifted And Talented. Lawerence-Brown, Diana. (2004). Differentiated Instruction: Inclusive Srategies For Standards-Based Learning That Benefit The Whole Class. American Secondary Education, 32(3), 34-62. Lawerence-Brown, Diana. (2004). Differentiated Instruction: Inclusive Srategies For Standards-Based Learning That Benefit The Whole Class. American Secondary Education, 32(3), 34-62. Loveless, Tom. (1998). The Tracking and Ability Grouping Debate. Thomas B. fordham institute. Retrieved from http://www.edexcellence.net/detail.newscfm?news_id=127&pubsubid=780 Loveless, Tom. (1998). The Tracking and Ability Grouping Debate. Thomas B. fordham institute. Retrieved from http://www.edexcellence.net/detail.newscfm?news_id=127&pubsubid=780 http://www.edexcellence.net/detail.newscfm?news_id=127&pubsubid=780 Loveless, Tom (2008) High Achieving Students in the Era of NCLB. Thomas B fordham Institute. Retrieved from http://www.edexcellence.net/detail.newscfm?news_id=127&pubsubid=780 Loveless, Tom (2008) High Achieving Students in the Era of NCLB. Thomas B fordham Institute. Retrieved from http://www.edexcellence.net/detail.newscfm?news_id=127&pubsubid=780 http://www.edexcellence.net/detail.newscfm?news_id=127&pubsubid=780 Matthews, D., & Kitchen, J. (2007a, ). Allowing Idiosyncratic Learners fo thrive: Policy Implications of a Study of School-Within-a-School gifted Programs. Journal of School Choice, 1(4), 27-52. Matthews, D., & Kitchen, J. (2007a, ). Allowing Idiosyncratic Learners fo thrive: Policy Implications of a Study of School-Within-a-School gifted Programs. Journal of School Choice, 1(4), 27-52. Matthews, D., & Kitchen, J. (2007b, ). School-Within-a-School gifted Programs: Perceptions of Students and Teachers in Public Secondary Schools. Gifted Child Quarterly, 51, 256-271. Matthews, D., & Kitchen, J. (2007b, ). School-Within-a-School gifted Programs: Perceptions of Students and Teachers in Public Secondary Schools. Gifted Child Quarterly, 51, 256-271. Olsen, J. (2009). Ph.D Thesis: High Achieving Learners. Burlington, VT: UVM. Olsen, J. (2009). Ph.D Thesis: High Achieving Learners. Burlington, VT: UVM. Park, S., & Oliver, J. S. (2009). The Translation of Teachers' understanding of Gifted Students Into Instructional Strategies for Teaching Science. J. Sci. Teacher Education, 20, 333-351. Park, S., & Oliver, J. S. (2009). The Translation of Teachers' understanding of Gifted Students Into Instructional Strategies for Teaching Science. J. Sci. Teacher Education, 20, 333-351. Schiro, M. S. (2008). Curriculum Theory: Conflicting Visions and Ednduring Concerns. Thousand Oaks, CA: Sage Publications Inc.. Schiro, M. S. (2008). Curriculum Theory: Conflicting Visions and Ednduring Concerns. Thousand Oaks, CA: Sage Publications Inc.. Tomlinson, C. A., & Strickland, C. A. (2005). Differentiation in Practice A resource guide for differentiating curriculum Tomlinson, C. A., & Strickland, C. A. (2005). Differentiation in Practice A resource guide for differentiating curriculum