These slides compliment a webinar on "Curriculum Differentiation for Gifted and Talented Students" held on December 1st, 2009. The webinar was presented by renowned gifted education specialists Joseph Renzulli, Sally Reis and Barbara Swicord.
The webinar focused on adapting and differentiating the regular curriculum to meet the needs of gifted students. A variety of strategies were discussed, including curriculum compacting and the use of enrichment. Strategies for identifying strength areas, assessing prior mastery, keeping records, and planning appropriate alternative activities using technology were presented.
Presented by Dr. Richlyn Vicente during the 1st Track of CITE3S Seminar entitled Multigrade Teaching and ICT Integration: Challenges to 21st Century Learners, held at Cebbans Garden Resort, Baluan, Gen. Santos City
Presented by Dr. Richlyn Vicente during the 1st Track of CITE3S Seminar entitled Multigrade Teaching and ICT Integration: Challenges to 21st Century Learners, held at Cebbans Garden Resort, Baluan, Gen. Santos City
The following presentation is a PowerPoint I completed as a part of my LAI 800 Graduate course in Gifted Education. It aims to educate people everywhere about giftedness, including who gifted children are, their strengths/needs, myths/realities about the gifted, teaching strategies to help educate the gifted, and some valuable resources with more information on gifted children/education. My goal is to spread knowledge about our gifted children and advocate for their needs. I hope you enjoy the presentation and continue to spread the knowledge. Thank you for viewing!
These are learners between the ages of four and twenty-one whose abilities, talents, and potential for accomplishment are so exceptional or developmentally advanced that they require special provisions to meet their educational programing needs.
The following presentation is a PowerPoint I completed as a part of my LAI 800 Graduate course in Gifted Education. It aims to educate people everywhere about giftedness, including who gifted children are, their strengths/needs, myths/realities about the gifted, teaching strategies to help educate the gifted, and some valuable resources with more information on gifted children/education. My goal is to spread knowledge about our gifted children and advocate for their needs. I hope you enjoy the presentation and continue to spread the knowledge. Thank you for viewing!
These are learners between the ages of four and twenty-one whose abilities, talents, and potential for accomplishment are so exceptional or developmentally advanced that they require special provisions to meet their educational programing needs.
This presentation contains information regarding gifted students and tips for teachers with respect to providing gifted students appropriate educational opportunities.
Classroom Strategies for the Support of Gifted and TalentGiftedkids.ie
Peter Lydon, Second Level Teacher, CTYI, ICEPE and NCTE tutor discusses strategies for the support of gifted learners. Recorded webinar available at Learncentral.org - http://tinyurl.com/classroomstrategies
Differentiating instruction is important to the content, management and goals in the classroom. Students of all learning styles will be able to succeed in a classroom that differentiates instruction. There are many different trends in instructional styles. When the teacher rotates instructional styles, such as the ones in this presentation, the needs of all the students can be met.
Assessing Gifted Strategies in the Classroom: An Administrator's GuideLisa Van Gemert
How Administrator's can best and most effectively assess gifted strategies in a classroom. This slidedeck accompanies my presentation of the same name. If you didn't get to attend, but still want information, please download the handouts available at http://bit.ly/gt-assess and http://bit.ly/brief-observe.
Celebrating the Reality of Inclusive STEM Education: Co-Teaching in Science a...Kelly Grillo
Recently, co-teaching in science and mathematics has largely been the result of accountability. Increased numbers of students with special needs placed in general education mathematics and science classrooms challenges educators to jointly deliver instruction to all students. This session provides practical tips aimed at inclusive science and mathematics learning outcomes.
Even if the question of eLearning quality has been intensely discussed in the recent years, with several approaches and models arising, the implementation of concepts into practices remains contested (Elhers & Hilera, 2012 ) . Higher Education Institutions (HEI) are facing an important change:from the single institutional efforts to give answer to a very changing society and labour market to the transnational debates and pressure for HEI modernization, like the case of Bologna Process.In this context, eLearning is given different importance with regard to organizational innovation and the general HEI culture of quality (Ehlers & Schneckenberg, 2010). While it has been envisaged as the panacea to promote improvements in such different dimensions as cost-benefit ratio, access and inclusiveness, or the introduction of learner centered pedagogical approaches, very often the values and motivations entrenched in these dimensions clash and enter in more or less evident contradictions. As a result, the implementation of quality eLearning in HEI could be slowed down or blocked (Conole, Smith, & White, A critique of the impact of policy and funding, 2007).
In this article the authors introduce the results of an initial exploratory phase undertaken as part of a participatory action research funded by the Italian Ministry of Education PRIN (Research Project of National Interest, “Progetto di Ricerca d’Interesse Nazionale”) namely, “Evaluation for the improvement of educational contexts. A research involving University and local communities in the participatory development of innovative assessment models”.
On the basis of a qualitative epistemological approach (Creswell, 2007) (Denzin & Lincoln, 2011), several stakeholders from one University were interviewed, attempting to capture the several discourses on quality in HE and the embedded idea of quality eLearning . The results obtained were later conceptualized attempting to define quality as a complex object that requires mediation for the negotiation of the several perspectives.
Supporting integration through incidental learningAndrew Brasher
The Maseltov project (“Mobile Assistance for Social Inclusion and Empowerment of Immigrants with Persuasive Learning Technologies and Social Network Services”, http://www.maseltov.eu/ ) project recognises major risks for social exclusion of immigrants and identifies the potential of mobile services for promoting integration and cultural diversity in Europe.
The project intends to exploit the potential of mobile services for promoting integration and cultural diversity in Europe, and is focusing on support for immigrants with particular needs e.g. those who have not learned foreign languages, and who have a cultural background that contrasts with that of their host country.
We will present the first iteration of an incidental learning framework developed within the Maseltov project. This framework is intended to facilitate the coordination of existing technologies, content, pedagogies, processes and practices into learning services that can be used effectively by immigrants, their networks and mentors so as to increase immigrants’ ability to function in an unfamiliar society. When fully developed, the framework is intended to support the design of learning experiences which show
(i) how incremental, opportunistic, social and game-based learning can be applied to immigrants problems, (ii) which content areas can be offered and combined (from among language, culture, information access, mobility, health care, etc.), and (iii) which technologies are best suited for each type of content and interaction.
A full description of the Incidental Learning Framework is provided by Brasher et al (2012).
Brasher, Andrew; Dunwell, Ian; Akiki, Oula and Gaved, Mark (2012). MASELTOV Deliverable D7.1.1: Incidental Learning Framework. MASELTOV Consortium, Graz, Austria. http://oro.open.ac.uk/39524/1/MASELTOV_D7.1.1_2012-09-02_IncidentalLearningFramework_final.pdf
Please cite as: Owen, H., & Schwenger, B. Using literacy tools and strategies as a foundation to enhance students' learning and study success.
Paper presented at The New Zealand Association of Bridging Educatiors: 2008 Conference.
Students’ learning and study success are at the heart of education provision. A strong concern in this context is how to enable staff to assist students more effectively in their learning journey and in their participation in the community, especially those learners who are facing difficulties in engaging with the literacy and numeracy demands of their programmes. The potential gap of course demands and student skills is at the centre of a programme initiative at Unitec New Zealand, which is at the same time concerned with curriculum redevelopment and wider institutional initiatives.
It has been identified that an integrated approach to combine content learning with literacy and numeracy skills enhances students’ learning and study success in terms of retention, completion and stair-casing into higher levels of learning. Capability building that engages staff and helps them to review their methodology is an essential ingredient for supporting tutors in implementing best practice into their every-day teaching strategies.
Tools and strategies for integrating and embedding literacy and numeracy as part of the teaching and learning experience are available but not always accessible to teaching staff. The Centre for Teaching and Learning Innovation (CTLI) at Unitec New Zealand is working closely with staff to introduce appropriate strategies and tools which can be easily integrated into courses whilst taking into account the needs identified by each school for their specific learners.
This paper is based on an initiative between Automotive Engineering staff and CTLI. At this stage, eleven literacy and numeracy related tools, sourced from a variety of places, have been chosen to demonstrate best practice in collaborative and interactive contextualised workshops. The presenter will showcase three tools and conference participants are then invited to critique and discuss in small groups if and how these tools could be adapted to fit within their context of teaching and learning. Thoughts and opinions will then be collected and discussed in the large group. The theory informing the literacy tools and strategies and the workshop delivery (including the iterative cycle of evaluation and improvement of the workshops in response to participant feedback) will be shared with conference participants to conclude the session.
An overview icluding basic principles and references. It was presented during a workshop on Differentiation for EFL teachers of the Alpha Athens School district. (There are problems with the content in the slides, which is not properly viewed. I don't have a clue why this is happening. Should I upload the file in a different format?). My sincerest apologies, anyway..
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Curriculum Differentiation For Gifted And Talented Students Webinar
1. Curriculum Differentiation for
Gifted and Talented Students
These slides compliment a
live webinar held on
December 1ST, 2009
Presenters:
Joseph S. Renzulli Ed. D.
Sally M. Reis. Ph. D.
Barbara Swicord, Ed. D. Candidate
Sponsored by:
Renzulli Learning and
the Summer institute for the Gifted
2. Webinar Presenters
Joseph S. Renzulli, Ed. D. Sally M. Reis, Ph. D.
Neag Professor of Gifted Professor and Department
Education and Talented Head in the Educational
Development at the University Psychology Department
of Connecticut and Director of at the Neag School of
the National Research Center Education
on the Gifted and Talented
Barbara Swicord, Ed. D.
Candidate
President and CEO of the
Summer Institute for the Gifted
and the Executive Director of the
National Society for the Gifted
Talented (NSGT)
3. Audio Visual Webinar Recording
A free audio visual recording of the webinar is available, along with
links to additional online resources.
For information on how to access the webinar recording, please
contact the Summer Institute for the Gifted via email at
sig.info@giftedstudy.org or by phone at (866) 303-4744.
Please ask for the webinar recorded on December 1st, 2009 entitled
“Curriculum Differentiation for Gifted and Talented Students”.
6. The Schoolwide Enrichment Model
Joseph S. Renzulli Sally M. Reis
School Structures
The Total Talent Portfolio
Curriculum Modification Techniques
Enrichment Learning and Teaching
TYPE I TYPE II
GENERAL GROUP
EXPLORATORY TRAINING
ACTIVITIES
ACTIVITIES
TYPE III
INDIVIDUAL SMALL GROUP
INVESTIGATIONS OF REAL PROBLEMS
Regular Environment
Classroom
In General
Service Delivery Components
www.gifted.uconn.edu
7. 5
Dimensions
of
Differen/a/on
On-line
Courses
Blogs,
Wikis,
Podcasts,
RSS
Feeders,
Screencasts,
•Depth
Complexity
Model
Social
Networking
Sites,
(Kaplan)
Flickr,
Twitter
•The
Parallel
Curriculum
Model
Renzulli
Learning
System
(Tomlinson,
Kaplan,
et
al.)
•The
Multiple
Menu
Model
for
Learning/Teaching
Styles:
Developing
Differentiated
Curriculum
(Renzulli,
Leppien,
Technology
Lecture,
Discussion,
Peer
Tutoring,
Socratic
Inquiry,
CAI,
Hays.)
Dramatization,
Problem
KNOWLEDGE
PEDAGOGY
Based
Learning,
Guided
Unguided
Independent
Study
Curriculum
Instruc/onal
Content
ole
of
Strategies
Classroom
Organization:
Forum,
Cinema,
The
R her
Classroom
The
Teac
Laboratory,
Café,
Conference,
Boardroom,
Lecture
Hall,
Student
Expression
Styles:
Circle,
Hot
Seat,
Study
Oral,
Visual,
Graphic,
Carrels,
Science/Media
Labs,
Organiza/on
Products
Manipulative,
Artistic,
Computer
Lab,
Interest
Written,
Multi-Media,
Centers
MANAGEMENT
EXPRESSION
STYLES
Service,
Combinations
of
Grouping
by:
Interests,
Skill
the
Above
Levels,
Ability,
Within
Across-Grade
Cluster
Grouping,
Common
Tasks/Projects,
Technology
Complimentary
Talents,
Cooperative
Learning
(JSR: 1996)
8. The success of education
depends on adapting
teaching to individual
differences among learners.
Yuezheng, in 4th century B. C. Chinese
treatise, Xue Ji
9. From theory to practice
1. How and why students learn differently
2. How teachers can challenge gifted students in the regular classroom
3. How teachers can use differentiated teaching strategies to challenge
all students
10. The biggest mistake of past centuries in
teaching has been to treat all children as if
they were variants of the same individual and
thus to feel justified in teaching them all the
same subjects in the same way.
–Howard Gardner
11. Learning Differences in
Children
*Aptitude and Ability
*Achievement
*Academic background—poor preparation and limited exposure
*Cultural—second language acquisition, interaction style
differences
*Affect (enthusiasm level and personality)
*Effort (effort vs. ability issues)
*Styles of learning style
(visual, auditory, concrete, hands-on)
*Interests
*Product and processes
*Self-regulation and study skills
12. What is Differentiation?
Matching the given content area
with a student’s interests,
abilities, and learning styles
through various instructional
strategies!
13. Purpose of Differentiation
1. Enhance learning to improve
match between student and
curriculum;
2. Change depth or breadth of
student learning;
3. Use varied learning strategies,
appropriate grouping and
management;
4. Enable all students to make
continuous progress in all
content areas.
15. Different teaching strategies to help
teachers challenge gifted students and
differentiate in the classroom, including:
Curriculum Compacting
Tiered Assignments
Alternate Choice Assignments
Enrichment Clusters
Acceleration
Enrichment Teaching and Learning
Using Higher Order Questions
Grouping Options
Independent Study and Research Studies
Competitions and Mentorships
16. To begin to differentiate, you should
think about your teaching experiences….
1. Think about one or two students who have
gifted learning needs in your classroom.
2. Consider what these learners need to make
continuous progress in learning.
3. Think about how you can meet the needs of
students with diverse (a) readiness levels, (b)
interests, (c) learning styles?
4. What can you do to modify, enrich, and
differentiate curriculum and instruction for
diverse learners?
17. Goals of Compacting
Create a challenging learning environment in the
classroom and the enrichment programn for all
children!
Define objectives and guarantee proficiency in basic
curriculum.
Find time for alternative learning activities based on
advanced content and individual student interest.
18.
19. In a national study, researchers
learned that
Approximately 40-50% of
traditional classroom
material could be
eliminated for academically
talented students.
20. Other Strategies for
Differentiation
Learning Centers
The SEM and Enrichment Clusters
Independent or Group Type III Projects
Renzulli Learning
22. What Is Tiering?
One form of differentiation.
Ensures that students with different learning needs
work with the same essential ideas and use the same
key skills but at different levels of
complexity
abstractness
open-endedness
Tomlinson, C. (1995). The Differentiated Classroom. Alexandria, VA: ASCD.
23. Acceleration
Different books, same subject, different level of
reading
Math: odd problems only, to free up time for
independent study of another facet of math that
the student would not otherwise study
Skip a grade
Skip a grade in one subject
A Nation Deceived Report
24. Rationale for Use
Builds on student interest
Satisfies curiosity
Teachers planning and research skills
at advanced levels
Encourages independence
Allows work with complex abstract
ideas
Allows long-term and in-depth work
on topics of interest
Taps into high motivation
25. Grouping can help to
differentiate
Flexible grouping within classrooms
Cluster grouping within and across
classrooms
Separate classes for gifted and high
achieving students
26. Prof. Dumbledore:
It is our choices, Harry, that
show what we truly are, far
more than our abilities.
J. K. Rowling
Harry Potter and The Chamber of Secrets
27. It Begins with Good Instruction
How will you start to
differentiate?
28. Renzulli
Learning
System
Overview
At-‐A-‐Glance
Resource
Matching With
Search Engine
Individualized Strength And Data Bases
Assessment
•
Reproducible
AcLviLes
•
Teacher
Monitoring
Tools
•
Lesson
Plans
Learning
Maps
•
Grouping
By
Interest
Areas,
etc.
Total Talent Portfolio •
Teacher
Favorites
PorRolio
•
Curricular
Related
“Push
-‐Ins”
•
Built-‐In
Assessment
Tools
•
Parent
Review
Access
•
24/7/365
Usage
•
Staff
Development
Tutorials
Application of Resources to •
Built
In
Accountability
and
Class Work And Projects
Staff
Development
for
Teachers
29. Renzulli Profiler
Computer Assessment of:
Academic Strength Areas
Interests
Learning Styles
Preferred Modes of
Expression
All done at the computer in
about forty-five minutes…
32. Steph is a fifth grade student who has special interests
and abilities in school….Her primary interest
appears to be in science. She seems to enjoy learning
about scientific subjects such as biology, chemistry,
environmental protection, animals, or geology and
doing something with this knowledge, such as
working on an experiment or a science project, or
collecting items such as leaves or insects.
33. Open-Ended Questions on Interest
Assessments
Imagine that you have written your first
book and you are ready to submit it for
publication. What is the title of your book
and what is your book about?
Student Response:
The title of my book would be “Runaway”.
It will be about a girl from ancient Egypt
who runs away from home because she has
a dream that she must find an ancient amulet
from Alexandria. The amulet is the key to
discovering an important fact about her
great-great grandfather.!
34. Strength
Based
Resource
Matching
Approx.
40,000
Total
Resources
DifferenLaLon
Search
EngineTM
32,000
Online
/
8,000
Offline
Each child receives approximately 2,000 recommended resources. For
example, there are over 1,200 Research Sites – this child received 54
recommendations based on her individual learning profile.
35. Unit Supplement Concept
• A portfolio of curriculum content and product recommendations
across four key “knowledge acquisition” components:
• Let’s take a Science theme example...
Explora/on
of
the
Human
Body
(Grade
3)
The
Virtual
Body
The
Body
Scrapbook
The
Big
Story
on
Bones
Hands-‐on
Experiments
Introduce
the
science
of
Perfect
for
your
students
Embark
on
a
small
group
Hundreds
of
experiments
the
body
and
launch
with
visual
games
research
project
to
learn
submiNed
by
kids
that
class-‐wide
discussions
learning
styles.
all
about
the
skeleton.
require
limited
materials,
through
an
in-‐depth
tour
Answer
ques/ons
about
Renzulli
can
help
unlimited
opportuni/es
of
the
brain,
skeleton,
the
human
body
through
teachers
group
their
to
prac/ce
the
science
heart,
diges/ve
track.
a
“photo
shoot”
game.
students
by
learning
trade,
and
even
submit
expression
styles
too.
their
findings
to
the
world!
36. The
Renzulli
Differen'a'on
EngineTM
Matches
required
content
with
each
student’s
interests,
abili/es,
learning
styles,
and
preferred
product
styles.
State
Standards
37. Renzulli are endless onlinebetween yourunique learning stylesstudents?
There knows what fitsadd your directions, onesRenzullicurriculum.
Create a connection resources: which
Differentiate student’s students and the
does the rest.
You set the topic, eachthis topic: Climate match your and interests.
and Change
40. I
O
pportunities
R
esources
E
ncouragement
Interest
41. The Schoolwide Enrichment Model
Joseph S. Renzulli Sally M. Reis
School Structures
The Total Talent Portfolio
Curriculum Modification Techniques
Enrichment Learning and Teaching
TYPE I TYPE II
GENERAL GROUP
EXPLORATORY TRAINING
ACTIVITIES
ACTIVITIES
TYPE III
INDIVIDUAL SMALL GROUP
INVESTIGATIONS OF REAL PROBLEMS
Regular Environment
Classroom
In General
Service Delivery Components
www.gifted.uconn.edu
42. Out of School Activities
Students need differentiation 24/7/365
Ways to supplement school-based differentiation
Afterschool and weekend programs
Community resource-based activities
Individualized activities at home
Online learning programs
Summer programs
43. Research support for short term
programs
Accelerative, short-term, and intensive
learning experiences are retained well by
gifted learners and allow them to advance
academically in math, science, and
humanities coursework
(Lynch, 1992; Stanley et al. 1991; Stocking
Goldstein, 1992, Swiatek, 2007)
44. Further research
Enrichment models can give a more in-depth and
hands-on immersion into a subject than schools
(Brown, 2006).
Instruction can be done at a much faster pace in
summer academic programs without sacrificing
the level of subject mastery for future course work
and students experience a higher degree of
satisfaction from the learning (Olszewski-
Kubilius, 2006).
48. Social component
Very important to differentiation
Need supportive relationships
Tendency to minimize talents to fit in
socially
Benefit from being grouped with similarly
accelerated students in enriched classes
(Kulik Kulik, 1984)
49. Components of the Residential
Program
Academic
Residential
Student Activities
50. Bryn Mawr SIG Student Quote
“Here, unconventional and
intelligent are the norms. We
can be our own person
without fear of being judged
harshly. SIG offers us a
haven in which we are
supported whole-heartedly.”
Sarah Anne Stern
(Maryland)
51. Student Comment
I made the best friends I have ever had at SIG,
and I am still in contact with them. I think I was
able to do this because, in most situations, I don't
make super-close friends because I'm a little bit
different, but at SIG, being different is normal!
– Anya, Bryn Mawr College, 2005; Princeton
University 2006; Bryn Mawr College 2007
52.
53. Additional Resources
The Neag Center for Gifted Education and Talent Development at the
University of Connecticut
http://www.gifted.uconn.edu/
Renzulli Learning
http://www.renzullilearning.com/
Summer Institute for the Gifted
http://www.giftedstudy.org/
For information on how to access the webinar recording, please
contact the Summer Institute for the Gifted via email at
sig.info@giftedstudy.org or by phone at (866) 303-4744. Please ask
for the webinar recorded on December 1st, 2009 entitled
“Curriculum Differentiation for Gifted and Talented Students”.