1. DESIGNING CURRICULUM AND INSTRUCTION FOR GIFTED STUDENTS IN THE REGULAR EDUCATION CLASSROOM MILLERSVILLE UNIVERSITY JUNE 24, 2011 Cheryl Everett CCIU

2. Competencies Review the traits of a gifted student, Examine the value of enrichment and/or acceleration strategies for educating gifted students Explore some specific instructional strategies to employ for gifted students in the regular education classroom. Cheryl Everett CCIU

3. What would you do for Hannah? Cheryl Everett CCIU

4. Remember……………… 1. Learn new information in shorter time frame 2. Remember new information better 3. Can handle more abstract ideas at an earlier age 4. Will not be “gifted” if it means additional work Cheryl Everett CCIU Gifted Students:

5. Gifted students: 5. Have passionate and all consuming interests in certain topics 6. Need ability to express creatively 7. Need variety of ways to demonstrate intelligence. Cheryl Everett CCIU

6. As a result: “The general education curriculum is not designed for gifted students………..Gifted students must encounter a curriculum that differs in the level of depth, complexity, challenge, creativity, abstractness, and accelerative opportunities provided.” ( VanTassel-Baska and Stambaugh, 2006) Cheryl Everett CCIU

7. Let’s investigate some of those options further…….. Cheryl Everett CCIU

8. Grade Skipping Early admission to school Early graduation AP, IB or College courses Cheryl Everett CCIU Option #1: Acceleration

9. What about Ravi? Cheryl Everett CCIU

10. 1.Exposure enrichment, exposing the student to new ideas, skills, and concepts beyond the regular curriculum. based on student interest 2.Extension of the regular curriculum 3.Concept development or in-depth study and mastery of a concept only introduced in the regular curriculum. Cheryl Everett CCIU Option #2: Enrichment

11. 4. Differentiation of process, product or content 5. Pull-out program 6. Special programs More Enrichment Cheryl Everett CCIU

12. Cluster grouping Multi-grade grouping Homogeneous ability grouping Heterogeneous ability grouping Cheryl Everett CCIU Option #3- Grouping options

13. What would you do for Kim or Jana? Cheryl Everett CCIU

14. What are the 10 Components of A Comprehensive Lesson? Content Assessment Teaching strategies Learning activities Grouping strategies Products Resources Extension Activites Modification (increasing cognitive demand) Cheryl Everett CCIU Adapted from Carol L. Tieso, College of William and Mary

15. Continuum of Teaching Strategies Lecture Drill and recitation Strategy based instruction Coaching Concept attainment Synectics Demonstration Socratic questioning Visualization Role playing Cooperative learning Mock trial Simulations Inquiry based instruction Constructivism Problem based learning Internships/mentoring Independent study Research and investigations Cheryl Everett CCIU DIRECT INSTRUCTION INDIRECT INSTRUCTION Adapted from Carol L. Tieso, College of William and Mary

16. Increasing Cognitive Demand Vary the depth Adjust the abstraction Change the complexity Make contexts less familiar Adjust the pace Use more advanced materials/texts Provide more scaffolding Provide more intermittent feedback Increase use of inference making activities Provide fewer examples Be less explicit/more inductive Provide more complex problems and applications Increase the sophistication level Provide lengthier texts Provide less text support Require more independence/collaboration Cheryl Everett CCIU Adapted from Carol L. Tieso, College of William and Mary

17. How could you increase the cognitive demand for Elizabeth using map skills as your topic? Cheryl Everett CCIU

18. An individualized plan is key.

19. They take time and effort, So are they worthwhile? What does the research say? The Research - Does DI Work? Keynote by Dr. Karen Rogers, University of St. Thomas, April, 2004 Cheryl Everett CCIU Curriculum Adaptations for Gifted Students

20. In simple terms, effect size can be translated as the number of grade equivalent months of additional achievement one group makes beyond the expected one year’s gain designed in an achievement test.  An effect size of.30 = 3 grade equivalent months of achievement a treatment group made that their equivalent control group did not.  Effect sizes of.30 or higher = “substantial” gain. Cheryl Everett CCIU Effect Size

21. Non-graded classrooms (ES=.38) One-to-one mentoring/tutoring (ES=.57) Compacting - readiness (ES=.83,.26) Credit for prior learning (ES=.56) Independent Study (ES= 0) Cheryl Everett CCIU Research on Instructional Management: Individualization

22. Full-time ability grouping (ES=.49,.33) Regrouping for specific instruction (ES=.34,.79) Cluster grouping for GT students (ES=.62) Pull-out grouping (ES=65,.44,.32) Within class ability grouping (ES=.34) Cross-graded classes (ES=.45,.46) Cheryl Everett CCIU Research on Instructional Management: Grouping

23. Grade Skipping (ES=.49) Subject Acceleration (ES=.57) Grade Telescoping (ES=.40) Advanced Placement courses (ES=.27) Early Admission to College (ES=.30) Credit by Examination (ES=.59) Cheryl Everett CCIU Research on Instructional Management: Acceleration Permutations

24. Mentorships which further understanding in a specific field result in – socialization effects (ES=.47) – self-esteem effects (ES=.42) – academic effects (ES=.57) One-to-one tutoring, with a focus on advancing, not remediating, knowledge(ES of 2.00) Cheryl Everett CCIU Research on Instructional Delivery: Lecture, Discussion, Mentoring/Tutoring

25. Let’s practice with some examples of instructional strategies………….. Cheryl Everett CCIU

26. Easy strategy - Most Difficult First For content areas that focus on drill and practice Students have to do less and spend less time to demonstrate mastery. Cheryl Everett CCIU http://www.flickr.com/photos/adamkr/4148322722/

27. Compacting – YES or NO? 1.Does the student finish tasks quickly? 2.Is the student in the top reading group or reading at an advanced level? 3.Do other students look to this student for help? 4.Do you think the student would benefit from more challenging work? Cheryl Everett CCIU

28. Pre-assessment, pre-assessment,… Beginning the process….. Cheryl Everett CCIU http://www.flickr.com/photos/knittymarie/354 2395756

30. Let’s try to compact for Elizabeth Cheryl Everett CCIU

31. SCAMPER technique Fostering Creativity and Problem Solving Skills Cheryl Everett CCIU http://www.flickr.com/photos/32356625@N00/1295496129

32. SubstituteWhat can I substitute to make an improvement? What if I swap this for that and see what happens? How can I substitute the place, time, materials or people? CombineWhat materials, features, processes, people, products or components can I combine? Where can I build these combinations? AdaptWhat part of the product could I change? And in exchange for what? What if I were to change the characteristics of a component? ModifyWhat happens if I warp or exaggerate a feature or component? What will happen if I modify the process in some way? Put to Other UseWhat other market could I use this product in? Who or what else might be able to use it? EliminateWhat would happen if I removed a component or part of it? How else would I achieve the solution without the normal way of doing it? ReverseWhat if I did it the other way round? What if I reverse the order it is done or the way it is used? How would I achieve the opposite effect? Cheryl Everett CCIU

35. Investigating from Multiple Perspectives Kaplan’s Categories of Complexity Cheryl Everett CCIU

37. Topic: Gifted Students in the Regular Education Classroom

38. Problem Based Learning Cheryl Everett CCIU

39. RWNC Example A catastrophic event has occurred at the Limerick Power Plant causing the plant to close, eliminating power to the surrounding areas formerly powered by the plant. The power plant has released an unknown amount of radioactive materials into the environment and the matter is being investigated by local authorities. The US Navy resources in Philadelphia have pledged their support to the State of Pennsylvania and will provide expertise and support as needed. You are a member of a team and need to create plans and investigate any current impacts on your community. Cheryl Everett CCIU

40. Your turn to try: An educational company has asked for your help to create an activity with the following materials. 20 pieces of paper, 4 paper clips, 10 inches of tape and a tennis ball. The activity must teach collaboration/team building skills as well as math and science. Work in groups of 3 to 5. You have 20 minutes to complete and present your group results. Cheryl Everett CCIU

41. Other Strategies Learning contracts Study Guide and Extension Menu Independent research Socratic seminar Personal Interest Independent Study Project Apprenticeships/Men torships Resident Expert Project Learning Centers Inquiry Simulations Cheryl Everett CCIU

42. What works for differentiation Content Process Product Flexibility Fluency Elaboration Originality Abstraction Risk taking Complex thinking Curiosity Cheryl Everett CCIU DeLisle and Lewis, 2003

43. It was a wise man who said that there is no greater inequality than the equal treatment of unequals. Felix Frankfurter, US Supreme Court Justice, 1939-1962 Cheryl Everett CCIU

44. Let’s Practice Think of a gifted student in your charge or one of the imaginary students we have worked with today. Develop a plan to support differentiated curriculum for this student in a regular education classroom. Cheryl Everett CCIU

45. 3-2-1 3 things you will take from this presentation 2 questions you still have 1 way you will remember the presentation tomorrow Cheryl Everett CCIU

46. Conklin, W., & Frei, S. (2007). Differentiating the curriculum for gifted learners. Huntington Beach, CA: Shell Education. DeLisle,J.,& Lewis,S. (2003). The Survival Guide for Teachers of Gifted Kids. Minneapolis, MN: Free Spirit Pub.. Gosfield, M. W. (2008). Expert approaches to support gifted learners: professional perspectives, best practices, and positive solutions. Minneapolis, MN: Free Spirit Pub.. Manning, S. (2006, Winter). Recognizing Gifted Students: A Practical Guide for Teachers. Kappa Delta Pi Record, 1, 64-68. Retrieved November 28, 2010, from http://www.hoagiesgifted.org/identification.htm McAleer, F. (n.d.). Learnerslink. Learnerslink. Retrieved December 13, 2010, from http://www.learnerslink.com Research Synthesis on Gifted Provisions - Dr Karen Rogers. (n.d.). austega.com - Austega Information Services. Retrieved December 13, 2010, from http://austega.com/gifted/articles/Rogers_researchsynthesis.htm http://austega.com/gifted/articles/Rogers_researchsynthesis.htm VanTassel-Basca,J., & Stambaugh, T. (2006). Comprehensive Curriculum for Gifted Learners. Boston, MA: Pearson. Winebrenner, S., & Espeland, P. (1992). Teaching gifted kids in the regular classroom: strategies and techniques every teacher can use to meet the academic needs of the gifted and talented. Minneapolis, MN: Free Spirit Pub.. References Cheryl Everett CCIU