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Differentiated presentation
Differentiated presentation
Differentiated presentation
Differentiated presentation
Differentiated presentation
Differentiated presentation
Differentiated presentation
Differentiated presentation
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Differentiated presentation


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Content presented to faculty of k-6 elmentary school in August of 2010.

Content presented to faculty of k-6 elmentary school in August of 2010.

Published in: Education
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  • 1. Redland Elementary School Gifted Education Presentation by Ms. Mattox August, 2010 Inservice Faculty Meeting
  • 2. Gifted Education A Right- not a Privilege
    • Gifted students, like disabled students, have special needs that cannot be met with the general education curriculum.
        • Increased complexity
        • Greater depth
        • Faster pacing
        • Development of creativity potential
  • 3. Why Should a Student Who Has Not Benchmarked Attend Gifted Classes?
    • Curriculum in gifted classes includes reading, writing, and thinking at high levels.
    • Students are often reading and writing in their interest areas to complete a project of choice – high motivation to read, write, and research.
    • Attending gifted classes maintains a desire for the student to come to and remain in school.
    • To provide for social-emotional needs.
  • 4. Why Does a Gifted Student Who is Failing Need to Receive Gifted Services?
    • To find a “safe” place where the student can feel successful and be accepted.
    • To receive affective help from the Gifted Teacher
      • Work on organizational skills
      • Set goals, academic, social, and career
      • Meet with a mentor who can serve as a positive influence
    • To provide motivation for the child to continue to come to school.
    • To meet the need for pace and complexity.
  • 5. Why Do Gifted Students Underachieve?
    • Repetition – Too many repetitions cause loss of information.
    • Fear of failure – Promote independence whenever possible.
    • Mismatch of teaching and learning styles – Differentiate instruction for different learning styles.
    • Peer pressure – Many students are pressured to hide their ability and shy away from activities.
    • Lack of organizational and study skills- Teach study skills as in an area of student interest.
  • 6. Reversing Underachievement
    • Meet independently with the student, develop a rapport, and use open discussion to identify the root needs behind the pattern of underachievement.
    • Develop an “Achievement Contract” along with the student, agreeing to provide desired opportunities.
    • Hold the student accountable for the contract. Maintain high expectations, and hold regular progress meetings with the student.
    • Maintain high expectations for students at all times. Expect them to succeed and show them how to succeed.
    • Emphasize self-efficacy to build student motivation. Show the student that they can achieve by assigning small projects at first, and building up in scope and complexity as the student’s self-confidence improves.
  • 7. What Will Work for Your Subject and Teaching Style?
    • Differentiation
      • Teachers can differentiate through
        • Content
        • Process
        • Product
        • Learning Environment
    • Differentiation
      • Is a conceptual framework for maximizing student learning, by enhancing the instructional match between the learner and various curriculum components.
        • Differentiation is responsible teaching. One size doesn’t fit all.
  • 8. Tips for Teachers
    • Recognize and act on the belief that students learn in different way.
    • Adjust instruction to meet student needs.
    • Develop and deliver differentiated lessons.
    • Consult with the gifted teachers on lessons for differentiated instruction.
    • Use a variety of instructional resources at differing levels of complexity and depth.
    • Implement “tiered lessons” by keeping the activity the same, but provide routes of access at varying degrees of difficulty.