1. Lesson Design for Diverse Learners: Reaching Gifted Learners in ALL Classrooms with Mastery Learning

2. Goals for This Module
Teachers will understand the value of mastery learning strategies as a tool for planning instruction for students who are gifted.
Teachers will apply Ostrowski’s Grid Method to plan for mastery-based learning in their classrooms.
Teachers will identify classroom management strategies to improve implementation of a mastery learning approach to instruction.

3. ODE Competencies & NAGC Standards
(a) The ability to differentiate instruction based on a student’s readiness, knowledge and skill level, including using accelerated content, complexity, depth challenge, creativity and abstractness;
(c) The ability to provide an extension or replacement of the general education curricula, to modify the learning process through strategies such as curriculum compacting, and to select alternative assignments and projects based on individual student needs;
NAGC Teacher Preparation Standards
3.3 Beginning gifted education professionals use assessments to select, adapt, and create materials to differentiate instructional strategies and general and specialized curricula to challenge individuals with gifts and talents.
3.4 Beginning gifted education professionals understand that individuals with gifts and talents demonstrate a wide range of advanced knowledge and performance levels and modify the general or specialized curriculum appropriately.
So, when you hear the word gifted, what comes to mind? Group brainstorm.

4. Gifted Intervention Specialist
Tiffany Ott
Gifted Intervention Specialist
Cleveland Heights- University Heights, Ohio

5. Learning to Walk
These are two of my children- same parents, same household, same big sister to show them how to walk.
Drastically different stories.
Kiya (on the right) is a cautious child and, honestly, a bit of a clutz. She was slow to walk. It wasn’t until she was 15months on her way to sixteen months before she started walking. And it was easily another three months after that until she routinely walked from place to place instead of crawling.
Lincoln, on the other hand, is a different story. He started walking well before his first birthday, probably around ten months (he is the third child, you get less precise on those dates with each child).
Continue on with walking story…
Once these students get into school, we set up systems completely contrary to their innate learning styles.

6. Leads to frustrated students, frustrated teachers, frustrations all around- and a school experience that is so much less than what it could be!

7. An Expected Result Failure to reach ALL Learners at their level
Lack of student ownership of their learning
Low student performance
Management issues
Survival

8. Problems Solutions Failure to reach ALL Learners at their level
Lack of student ownership of their learning
Low student performance
Management issues
Survival
Reach them at their individual level and pace
Hold them accountable for their learning
Help students understand and achieve at their level
Reduce boredom- reduce management issues
Thrive!

9. Enter… Mastery Learning
Learner paced
High accountability
Targeted instruction
Standards based learning targets
Formative assessment with meaningful feedback

10. Putting it All Together
The Grid Method
Scaffolded learning based on Webb’s DOK
Individually paced learning
Tiered learning targets directly aligned to standards
Progress through The Grid only after mastering previous material
Chad Ostrowski

11. Level 5: Exploration
Level 4: Extended Thinking
Level 3: Strategic Thinking
Level 2: Skills and Concepts
Level 1: Recall and Identification

12. What Does It Look Like? Daily goal setting
Constant awareness of learning targets
Formative assessment all the time
Immediate feedback
Peer to peer, group and individual learning
Effective technology integration

15. F.A.I.L.  First Attempt In Learning

16. Does It Work?
“Careful and systematic application of mastery learning principles can lead to significant improvements in student learning.”
(Kim et al., 1969, 1970; Wu, 1994),(Chan, 1981), (Dyke, 1988; Langeheine, 1992; Mevarech, 1985, 1986; Postlethwaite & Haggarty, 1998; Reezigt & Weide, 1990, 1992; Yildiran, 2006),(Cabezon, 1984),(Anderson, 1994; Block, Efthim, & Burns, 1989; Guskey & Pigott, 1988; Walberg, 1984, 1988)
Source:

17. But Will It Work In My Class?

18. Mastery Learning for Gifted Students in Ohio
Serving them in all classroom settings

19. Ohio Service Settings Cluster grouping Resource room
Self-Contained classes
Honors and AP
Mentorships or Internships

20. Competencies HQPD Topics A- Differentiate Instruction
B- Adapt or create curricular materials
C- Extension or replacement of general education curriculum
F- Measure and monitor growth
G- Using formal and informal assessment methods
Differentiation in the Regular Classroom
Lesson Design for Diverse Learners: Application of complexity to curriculum
Higher Level Thinking and Complexity

21. What if…
Who is your Braylyn?

22. Contact me!
@TechieTeachOtt on Twitter
Questions?

23. QUESTIONS?
For more information about the Ohio Association for Gifted Children, please to go to:
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