Big Lake Workshop: Differentiation for Gifted Students

Big Lake Workshop: Differentiation for Gifted Students
Facilitated by: Dr. Stephen Schroeder-Davis

Workshop Goals Understand various concepts of giftedness
Understand characteristics and needs of gifted students Increase awareness of best practices for gifted students Understand and apply high-end differentiation for gifted and high achieving students Provide resources for further study

A Teacher Inventory Personally, I think giftedness means . . .
When I think of a gifted student, I think of . . . The most gifted person I know is . . . The most gifted “celebrity” I know is . . . * Stop and process: take 5 minutes to jot down 4 responses, and 5 more minutes to share with a partner or your table before we discuss.

2005 Gifted and Talented Definition
Gifted and talented children and youth are those students with outstanding abilities, identified at preschool, elementary, and secondary levels.

These students are capable of high performance when compared to others of similar age, experience, and environment, and represent the diverse populations of our communities.

These are students whose potential requires differentiated and challenging educational programs and/or services beyond those provided in the general school program.

Students capable of high performance include those with demonstrated achievement or potential ability in any one or more of the following areas:

General intellectual Specific Academic subjects Creativity Leadership Visual and performing arts From the MGTDC (MDE) Advisory Committee Stop and process: does this definition makes sense? Is it inclusive? Do you have any questions, concerns, or comments?

Compared with other students, gifted learners often…
Show persistent intellectual curiosity Have a wider range of interests Have a written and spoken vocabulary that is markedly superior in quality and quantity Read avidly Show insight into complex mathematical problems…

May also… Observe keenly Show social poise
Get excited about intellectual challenges Show an alert and subtle sense of humor May be extraordinarily sensitive Adapted from When Gifted Kids Don’t have All the Answers by Jim Delisle, Ph.D., & Judy Galbraith, M.A.

Triarchic (Sternberg’s) Intelligence
Analytic intelligence: these people do well with school tasks such as organizing information, seeing cause and effect, taking notes, and memorizing. Practical intelligence: these people like to see how things “work,” and learn better by using ideas rather than just learning ideas. They need to solve problems in a meaningful context. Creative intelligence: these people like to experiment with ideas and come at things in fresh and surprising ways. They think divergently.

Sample DI Lessons using Triarchic Intelligence: Biology
Know Cell Parts and functions Understand A cell is a system of interrelated parts Be able to Analyze the interrelations of cell parts and functions Present understandings in a clear, useful, interesting, and fresh way

Analytical Use a cause & effect chain to show how cell parts are interrelated and how they function together. All Triarchic lessons adapted from C. Strickland & Cheryl Dobbertin, ASCD

Practical Find or create a system that would serve as an analogy to the cell system. Illustrate your system in a way that will help viewers understand the cell system better.

Creative - Choice A Use unlikely material to depict the structure and function of a cell. Select materials and arrange them in a way that will explain the cell to viewers.

Creative Choice - B Tell a story that helps us understand the cell as a system. Use characters and develop a plot, setting, conflict and other literary devices.

Sample DI Lessons using Triarchic Intelligence: Division
Know How division works Understand The importance of division Be able to Apply the principles of division in novel settings

Sample DI Lessons using Triarchic Intelligence: Division
Analytical Your friend needs a really clear step-by-step explanation of how division works. Please create one! Practical Show how someone would use division at home, school, and work. Show examples. Creative Find a new way to demonstrate what division is all about and how it works.

Gagne’s DMGT Model Intellectual (IG): fluid reasoning, superb memory, judgment, metacognition . . . Creative (CG): problem solving, imagination, originality . . . Socioaffective (SG): empathy, tact, leadership, persuasion . . . sensoriMotor (MG): S: visual, auditory, tactile; M: strength, endurance, coordination, reflexes . . .

A Common G/T Vocabulary
Gifted Talented • high aptitude • high achievement • nature • nurture • ability • performance • potential • environment • threshold • accomplishment • endowment • output (Gagne 1995)

Gifts vs. Talents “Giftedness refers to measures of potential, of untrained natural ability, while talent is reserved specifically for indices of achievement, of the performance attained as the result of a systematic program of training and practice.” (Gagne 1995)

Temperament/Personality
Intrapersonal Catalysts Talents (Skills) Academic Language Science Arts Visual Drama Social action Chess Video games Sports Leisure Giftedness (potential) Intellectual Creative Socio-Affective Sensori- Motor Motivation values interests efforts persistence work habits Temperament/Personality self-esteem adaptability Physical attributes health/energy Developmental Process Environmental Catalysts Milieu: physical, cultural, social, familial Persons: parents, teachers, mentors, peers Provisions: programs, activities, services Events: encounters, awards, accidents

Factors inhibiting challenge for gifted students
NCLB Standards that stop at “proficient” Federal and state financial support Selective misapplications of “best practices” and (middle school) philosophy Confusing high achievers with gifted students Heterogeneous orthodoxies Myths regarding gifted and their education

Bright Child Gifted Learner Knows the answer Is interested
Is attentive Has good ideas Works hard Answers the questions Top group Listens with interest Asks the questions Is highly curious Is mentally and physically involved Has wild, silly ideas Plays around, yet tests well Discusses in detail; elaborates Beyond the group Shows strong feelings and opinions

Bright Child Gifted Learner Learns with ease Already knows
6-8 repetitions for mastery Understands ideas Enjoys peers Grasps the meaning Completes the assignments Is receptive Already knows 1-2 repetitions for mastery Constructs abstractions Prefers adults Draws inferences Initiates projects Is intense

Bright Child Gifted Learner Creates a new design Enjoys learning
Copies accurately Enjoys schools Absorbs information Technician Good memorizer Is alert Is pleased with own learning Enjoys straightforward, sequential presentations Creates a new design Enjoys learning Manipulates information Inventor Good guesser Is keenly observant Is highly self critical Thrives on complexity

Ruf Levels of Giftedness: I
% on standardized tests Top 1/3 - 1/4 in a mixed-ability class Predominate in most “gifted” and “honors” classes due to sheer numbers May struggle in a rigorous, out-of-level curriculum without a work ethic Start kindergarten with first grade skills Are the “bright children” described earlier

Ruf Levels of Giftedness: II
% on standardized tests Top 2 to 3 students in a mixed-ability class Second most common student in a gifted program - and legitimately qualify May be ready for first grade (academically) by age 4 May be the “bright children” described earlier

Ruf Levels of Giftedness: III
% on standardized tests (ceiling effect) Top 2 to 3 (may be the only) students in a grade “Over-qualify” for most gifted programs May be ready for first grade (academically) by age 3 Most read spontaneously b/4 kindergarten Most read simply chapter books by age 5 - 6 Most intuitively use numbers for all operations b/4 kindergarten

Ruf Levels of Giftedness: IV
% on standardized tests (ceiling effect) Top 2 to 3 (may be the only) students in a school “Over-qualify” for most gifted programs May be ready for first, second, or third grade (academically) by age 3 Most read spontaneously b/4 kindergarten Most read simply chapter books by age 5 - 6 Most intuitively use numbers for all operations b/4 kindergarten Majority are at upper high school levels by 4th - 5th grade Have existential concerns (death, justice, career) years ahead of age peers

Ruf Levels of Giftedness: V
% on standardized tests (ceiling effect) Top 2 to 3 (may be the only) students in a city “Over-qualify” for most gifted programs Ready for third grade or beyond (academically) by age 3 Most read spontaneously, do math operations, and have existential concerns b/4 kindergarten with or without instruction Majority are at upper high school levels by 2nd or 3rd grade See Deborah Ruf: “Losing our minds”

Gagne’s Metric System Level Label Ratio IQ SD
5 Profoundly 1:100,000 165 + 4.3 4 Exceptionally 1:10,000 155 + 3.7 3 Highly 1:1,000 145 + 3.0 2 Moderately 1:100 135 + 2.3 1 Mildly 1:10 120 + 1.3

Giftedness is asynchronous development, placing the gifted child “out of phase” with:
Self Age peers At level tests, assessments, expectations Much of popular culture (The Columbus Group, 1991)

Examining Affective Needs
Directions: Read and discuss your “myth” Select a spokesperson to report out Summarize the discussion and conclusion Add any additional or contrary views

MYTHS ABOUT THE SOCIAL AND EMOTIONAL DEVELOPMENT OF GIFTED STUDENTS
MYTH 1: Gifted students should be with students of their own age. MYTH 2: Gifted students are better off if they spend their entire school day amidst same-age, heterogeneous classmates. MYTH 3: Being perfectly well rounded should be the primary goal for gifted student development.

MYTH 4: Being gifted is something which you are just born with. MYTH 5: Virtually everybody in the field of education is an expert on the social and emotional development of gifted students. MYTH 6: Adults (parents, teachers, and administrators) know what gifted students experience.

MYTH 7:Being smart in school is a blessing MYTH 8: All kids are gifted (no kids are gifted) See T. Cross

Twelve Red Flags “All children are gifted”
“I don’t believe in labeling kids” “I don’t believe in gifted” “More advanced students can tutor struggling students” Advanced students get to answer extra questions and problems” I use G/T kids to spark discussions.

Twelve Red Flags “What G/T kids need is socialization”
“We don’t want gifted kids to be elitist” “Your child shouldn’t have learned that last year - that’s MY curriculum” “We can’t teach that this year. What would we do with them next year?” “Don’t worry. His/her grades are fine” “Other kids will feel badly if your child is allowed….” (from Aiwazian & Worth)

Practices to Avoid Using G/T’s as tutors/aids/checkers/mentors
Providing “more” rather than “different” Mixed-ability cooperative learning, especially if: - group grades are used - ability/motivational disparities are high - pacing and content are not differentiate - the “sucker” and “free rider” effects exist Assuming G/T’s will be “discussion starters” Excessive group work to the exclusion of independent work

Effective Teachers of the Gifted:
Have a genuine interest in and liking of gifted learners Recognize the importance of intellectual development Have a strong belief in individual difference and individualization Have highly developed teaching skills and knowledge. Karen Rogers

Effective Teachers of the Gifted:
Have a high degree of intelligence and intellectual honesty. Have expertise in a specific intellectual or talent area (mathematics, writing, etc.) Are self-directed in own learning, with a love for new, advanced knowledge. Have equanimity, level-headedness and emotional stability. Karen Rogers

The Challenge of Today’s Diverse Classrooms
A Broad Spectrum of Needs (Reading readiness varies up to 12 years at the middle school level) Small Group Activity: list the types of diversity you’ve encountered this year

ISD 728: $18 million ISD 728: $110,000 2006 Federal Budget: $84 Billion Devoted to GT: $ 9.6 million

How Diverse is Your Classroom?
Cognitive Abilities Learning Styles (visual, spatial,auditory, tactile, kinesthetic) Socioeconomic factors Readiness Learning Pace Gender Influences Cultural/Ethnic Influences How students value learning Confidence in Learning Attitude toward subject Maturation Work ethic Family support Role models

The reality of the bell curve
One-half of our students are below average. NCLB implies that if teachers try harder or are sufficiently threatened, all students will meet “grade-level” standards.

The reality of the bell curve
The “Pygmalion effect” is powerful, but not all powerful. Some students will not/can not meet standards just because we demand it of them. However, if we are to help them, the best way to do so is by grouping for specific subject instruction, so instruction can be targeted appropriately.

The pygmalion effect vs. the steering effect
Slavin (1987) found that in mixed-ability classes, whole group instruction is aimed at the lower 1/4 of the student population. Gifted students learn little, and may regress in such settings Rogers, 2001

Accommodating Differences
Major point of contention: Grouping

Major point of agreement: Differentiation

Grouping is a major component of differentiation

How do we resolve this dilemma?

Rationale for Flexible/ Readiness Grouping
No cost Allows teachers to better accommodate ZPD Classroom heterogeneity maintained Deliberate reduction in number and diversity of achievement span within groups Non-stigmatizing and non-elitist Academic achievement increased within all groups if blended with targeted instruction Can be done within class or between classes Rogers, K (2001, 2003; Gentry, 1999)

Examining Grouping Directions: Read and discuss your “myth”
Select a spokesperson to report out Summarize the discussion and conclusion Add any additional or contrary views

Grouping Myths 1.Grouping is not a “picture” of the real world.
2. Grouping is elitist, undemocratic, and racist. 3. In schools that use ability grouping, the “good” teachers get the “good’ students.

Grouping Myths 4. When gifted students are grouped for instruction, this removes role models from the remainder of the class. 5. Ability grouping is rigid: once you’re in one group level, you can’t get out. 6. Low-ability students’ self-esteem suffers when they are placed with other low-ability students.

Grouping Myths 7. Low and average-ability students’ achievement is limited by the groups into which they are placed. 8. Too much time is spent on discipline and behavior modification in low-ability groups. 9. Without brighter students in a class, the quality of discussion and pro-academic norms go way down. Karen Rogers, 2001

Hetero/Homogeneous: A false dichotomy
There is a great degree of heterogeneity among students even within a selected category such as “honors” classes There is no such thing as a “homogeneous” group - even if the group consists of female mensan valedictorians who are all doctoral candidates at Harvard

What is differentiation?
Differentiation does not mean that all students receive the same instruction, materials and tasks. It means they receive the instruction, materials and tasks needed to maximize their learning.

Defining Differentiation
Examine both the written definition and visual representation of “differentiation”: At your table, determine who had a preference for each representation. Did you find the use of both a written and visual depiction of the term helpful? Does this seem like a useful way to differentiate, and if so, how could you incorporate this strategy in your classes?

Adjusting for human variability
Category Examples Benefits Detriments Vision Height ???

Adjusting for student variability
Category Examples Benefits Detriments Aptitude Language ???

Differentiation 3 X 3 Sources Processes Products 1.Whole-class
2. Small-group 3. Individual 1.Readiness 2. Interests 3. Information processing styles

Differentiation 3x3 (One)
1. Sources Layered texts, various web sites, primary and secondary research, other formats . . . 2. Processes Reading, writing, drawing, building, verbalizing, other means of processing. 3. Products Demonstrating learning via web page, report, interview, play, drawing, mobile, debate, commercial . . .

Differentiating Sources
Leveled texts Study guides for difficult texts Require/provide note taking support Search engine directories (Google) Search crawler/spider (Alta Vista & Excite) Meta-search engines (Ask.com & Dogpile) Blogs

Differentiation 3x3 (One)
1. Sources Layered texts, various web sites, primary and secondary research, other formats . . . 2. Processes Reading, writing, drawing, building, verbalizing, other means of processing. 3. Products Demonstrating learning via web page, report, interview, play, drawing, mobile, debate, commercial . . .

Differentiating Processes & Products
Tiering Multiple intelligences Triarchic intelligence Learning centers Using the “equalizer” Stratified questions R.A.F.T. Think (tic)-tac-toe boards

Differentiation 3x3 (Two)
1. Whole-group Demonstration, lecture, base-line information 2. Small-group Interest, student-selected, teacher assigned, random, readiness 3. Individual For accountability, autonomy, and talent development

Differentiation 3x3 (Three)
1. Readiness The learner’s current knowledge, understanding, and skill and the teacher’s required scaffolding. 2. Interest Requires knowledge of each student. 3. Learning profile The traits and factors (gender, culture, wiring) that affect how a student learns.

Student Characteristic #1: How READY are students?
The level of knowledge, understanding and skill a student has related to the topic of study. This does NOT mean ability. It is what the student knows, understands and is able to do at the beginning of each lesson.

Assessing Student Readiness
Pre-testing/pre-assessment Open ended discussions K-W (Know-Want to Know) Academic history/records Student learning profiles Graphic organizers & drawings Writing prompts Student self-evaluations

Preassessment Definition Information Non-examples Examples
Differentiation Non-examples Examples Directions: Complete the chart to show what you know about differentiation. Write / draw as much as you can.

Strategies for Differentiating Based on Readiness
Leveled reading materials (high-middle-low) Group by readiness or comprehension of content (small group re-teaching or advancement) Have available other than print material (audio recordings, video, websites)

Strategies for Differentiating Based on Readiness
Highlight key points in text Graphic organizers Introduce key vocabulary list early and review during lessons Level task steps (high=more steps, low=fewer steps)

Putting Theory to Practice
1) Do you feel there is relevance to knowing your Students’ Readiness? 2) How do you currently assess for Student Readiness? 3) Suggest or create new ideas for assessing Student Readiness.

The Pre-Assessment Station
Complete Step 1, questions 1-3 alone Discuss Step 1, questions 4-7 at your table Read Steps 2 & 3 Skip to Step 4 and share any thoughts Move to Step 5 and discuss with the class Use pp. 71, 73, and 74 to create a pre-assessment for one of your lessons or units

Increasing Motivation
Appeal Challenge Choice

Appeal “Learning is more effective when students enjoy what they are doing; therefore, learning experiences should be constructed and assessed with as much concern for enjoyment as for other goals.” Renzulli, 1994, p. 204

Appeal Combines interest and enjoyment, and indicates a pleasant, safe, and satisfying learning environment. This environment positively engages students and reflects their preferences for topics and activities.

Appeal As you differentiate, think in terms of students rather than curriculum Try fewer, more complex problems Share your interests and passions Assess, incorporate, develop, and share interests Appreciate creativity and humor Assign uniform requirements only as needed

Challenge Varies based on individuals, engaging them for optimal learning. Challenge involves rigor, depth, and complexity, and includes elements of content, process, product, and audience.

Challenge “People will be most creative when motivated primarily by the interest, enjoyment, satisfaction, and challenge of the work itself - not by outside external pressures.” Amabile & Hennessey, 1992, p.55)

Choice “A measure of choice is arguably the ingredient most crucial to the realization of intrinsic rewards in the classroom.” Csikzentmihalyi, Rathunde, & Whalen, 1993, p. 186)

Choice Provide many and varied choices:
Products and presentation styles Who (alone, together, audience) What (outcome, content, expression) How (methods & materials) When (due dates, order)

Self-Efficacy “Goals are unlikely to have much effect if there is little personal commitment to them When people select their own goals, they are likely to have greater self-involvement in achieving them. (Bandura, 1997, p. 218) See also Gentry, M. 2002

Student Characteristic #2: What are the students’ INTERESTS?
What the student enjoys learning/thinking about and doing within a subject area. Interest is What motivates Hooks learners Make connections between old and new information Makes information relevant and worthwhile

Assessing Student Interests
Interest inventory Pre-view topic: what piqued your interest? Connecting personal (student and teacher) life to the subject/topic

Rank Your Interests? Unit themes
Commonality & diversity___ Conflict & cooperation___ Continuity & change___ Individualism & interdependence___ Your idea--see me___ Team with others like you and create a project to share your theme Connect your project to music, art, literature, science, math, sports, family life, or the life of a person like you.

Strategies for Differentiating Based on Interest
Group by interests--then Jig-saw (from alike to mixed) Allow students to do “Passion” work (opt out of assigned work if mastery has been demonstrated) Develop lessons and projects that require multiple interests to be used Design units, lessons and projects based on student interests Allow students to design units, lessons or projects based on their interests Share your own passions or interest in a topic or subject

Classroom Activities That Incorporate Student INTEREST
Design “project-based” units of study where students ask critical questions, and develop their own projects to answer those questions Use simulations to involve students in understanding various points of view--court, legislatures, debate Play music that links memory to specific learning tasks Have students write reflectively every day to reiterate and consolidate learning Pose visual problems or puzzles to challenge thinking so that students learn there are many ways to solve a problem Use physical challenges to solve problems and build collaboration Involve students in real-life apprenticeships--authentic products for authentic audiences Use peer collaboration or cooperative learning Develop integrated curriculum that encourages students to raise issues and concerns and then weave those thematically into all disciplines

Putting Theory to Practice
1) Do you feel there is relevance to knowing your Students’ Interests? 2) How do you currently assess Student Interests? 3) Suggest or create new ideas for assessing Student Interests.

The Interest assessment Station
Complete Steps alone Discuss p. 89 at your table Complete the Step 5 chart at your table Skip to Step 4 and share any thoughts Move to Step 6 and discuss at your table

The Learning Profile Station
Complete Step 1 alone Discuss Step 1 at your table Read Steps 2 & 3 Skip to Step 4 and share any thoughts Move to Step 5 and discuss with the class Use p. 85 to begin incorporating learning profiles in your planning See the examples to follow

Big Lake Workshop: Differentiation for Gifted Students

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