gifted and talented studentsPresentation Transcript
Differentiating Instruction for the Gifted Student in a Mixed-Ability Classroom Kathryn Shaw Instructional Coach Rincon High School
Who are the Gifted?
Gifted students range from the highly gifted to the cooperative “teacher’s pet”, and from the artist to the rebellious underachiever .
Federal law (PL 91-230) defines gifted and talented children in fives categories:
General Intellectual Ability
Specific Academic Aptitude
Creative or Productive Thinking
Needs of Gifted Students
Gifted and talented elementary school students have mastered from 35 to 50 percent of the curriculum offered in five basic subjects before they begin the school year.
Most regular classroom teachers make few, if any, provisions for gifted and talented children.
Most of the highest achieving students in the nation included in Who’s Who Among American High School Students reported that they studied less that 1 hour a day.
It’s easy to see why so many gifted students say they are bored in school .
From National Excellence: A Case for Developing America’s Talent (1993)
How We Teach Makes A Difference!
High performance is never an accident; it is always the result of high intention, sincere effort, intelligent direction, careful planning, and skillful execution; it represents the wise choice of many alternatives. Adapted from Willa A. Foster
Learning Cycle and Decision Factors Used in Planning and Implementing Differentiated Instruction
Specific Concerns when Teaching Gifted Students
Students could become interested in topic, but the teaching style doesn’t match the learning style.
Student already knows the skill or concept that is being taught.
Student will learn the information, skills and/or concepts faster than most others in the class.
Student does not feel academically or intellectually challenged.
Student has given up on school, is unmotivated, wants to be entertained rather than work.
Student could become interested in the topic, but learning style does not match teaching style. Remember most of us teach the way we learn.
Individual lesson plans (ILPs) based on Learning Styles, Multiple Intelligences, and/or interests.
Get together and discuss the implications for your teaching in knowing your students’ learning styles and multiple intelligences .
To find out….
What the student already knows about the unit being planned.
What misconceptions the student might have
What further instruction and opportunities for mastery are needed
What requires re-teaching or enhancement
What areas of interests and feelings are in the different areas of study
How to set up flexible groups: T-total, A-alone,P-partner, S-small group
Pre-assessment Strategies Word splash Anticipation guide Written pre-test Placemat brainstorm Squaring Off Boxing Journals 4 Corners
When the student already knows the skill or concept that is being taught use:
CURRICULUM COMPACTING Phase 1 Phase 2 Phase 3 Exploratory Phase Pre-Assessment: Test Conference Portfolio conference To find out what the learner Knows Needs to know Wants to know Analyze Data Mastery: skills, concepts What have they mastered Needs to Master: What else do they need to know? How will they learn it? Gain with whole class Independent study Homework Mentor/buddy in or out of school On-line learning Advanced Level Challenge Investigation Problem-based learning Service Learning Project Contract Opportunities for Successful Intelligence (Sternberg, 1996) Analytical Practical Creative Assessment
When the student will learn the information, skills, and/or concepts faster than most others in the class:
Student becomes a resident expert on some facet of the topic
When the student does not feel academically or intellectually challenged:
ILPs at the higher level of Bloom’s
Enrichment activities that involve real life problem solving
Using Tomlinson’s Equalizer to Chart Complexity Foundational Information, Ideas, Materials, Applications Transformational Concrete Representations, Ideas, Applications, Materials Abstract Simple Resources, Research, Issues, Problems, Skills, Goals Complex Few Facets Disciplinary Connections, Directions, Stages of Development Many Facets Smaller Leap Applications, Insight, Transfer Greater Leap More Structured Solutions, Decisions, Approaches Less Structured (experts, GATE) Clearly defined Problems Process, Research, Products Fuzzy Problems Less Independence Planning, Design, Monitoring More Independence Slower Pace of study, Pace of Thought Quicker
When a student is unmotivated, wants to be entertained rather than work:
Pursuit of special interest area
Personal goal setting
Develop leadership skills to promote self-confidence.
Baby Steps: A Beginner’s Guide Find your 12:00 partner. Using the Say Something Paired Reading Strategy, read and discuss the article.
Coil, Carolyn. Teaching Tools for the 21 st Century . Pieces of Learning, 2005