Differentiated presentation


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

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Differentiated presentation

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