3. They Are All So Different…
Children come to us in a variety
of shapes, sizes, intellectual
abilities, creative abilities, inter/
intra personal skills, and a myriad
more characteristics that makes
each child we deal with unique
and special.
Carol Ann Tomlinson
5. Diversity in students can include:
Ability (aptitude) differences
Achievement differences
Differences in affect
Enthusiasm level and personality
Differences in effort
Effort vs. Ability
6. Diversity in students can include:
Academic background differences
Potentially poor preparation
Limited exposure
Cultural differences
Second language acquisition
Interaction style differences
Differences in self-regulation and study skills
7.
8.
9. Characteristics: Seeing
¡ Unusual alertness
¡ Joy in learning
¡ Keen observation
¡ Sees “Big Picture”
¡ Makes connections
¡ Intense focus
¡ Curious
11. Characteristics: Differences
¡ Superior language
¡ Verbal fluency
¡ Large vocabulary
¡ Superior analytical and reasoning ability
¡ High-capacity memory
¡ Goes beyond what is sought
¡ Abstract, complex, and insightful thinking
18. ¡ Independent
¡ High
energy
¡ Curious
¡ Sense
of
humor
¡ Open-‐minded
¡ Need
for
privacy
and
alone
time
19. ¡ Aware
of
their
own
creativeness
¡ Originality
in
thought
and
action
¡ Attracted
to
complexity
and
novelty
¡ Artistic
tendencies
¡ Willing
to
take
risks
¡ Perceptive
38. Classroom Practices Study
Teachers reported that they never had
any training in meeting the needs of
gifted students.
61% public school teachers
54% private school teachers
Archambault, F. X., Jr., Westberg, K. L., Brown, S. W., Hallmark, B. W., Emmons, C. L., & Zhang, W. (1993). Regular
classroom practices with gifted students: Results of a national survey of classroom teachers (Research Monograph
93102). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut."
39. Classroom Practices
Observational Study
Students experienced no instructional
or curricular differentiation in 84% of
the activities in which they
participated:
Reading Language Arts
Mathematics Social Studies
Science
Westberg, K. L., Archambault, F. X., Jr., Dobyns, S. M., & Salvin, T. J. (1993). An observational study of instructional and
curricular practices used with gifted and talented students in regular classroom (Research Monograph 93104). Storrs,
CT: The National Research Center on the Gifted and Talented, University of Connecticut."
40. Types of Differentiation in Which Target
Gifted Students Were Involved
100
80 Reading
Language Arts
Mathematics
60
Percent
Science
40 Social Studies
All Subject Areas
20
0
No Differentiation
Advanced Content
Advanced Process
Advanced Product
Indep. Study w/
Assigned Topic
Indep. Study w/
Self-selected Topic
Other
Differentiation
No Differentiation Advanced Content Advanced Process Advanced Product Indep. Study w/Assigned Indep. Study w/Self-selected OtherDifferentiation
41. Ways to Differentiate Content
• Varied Texts
• Accelerated Coverage of Material
• Varied Supplementary Materials
• Independent Projects
• Tiered Lessons
• Interest Development Centers
• Compacting
42. Approximately 40-50% of
traditional classroom
material could be eliminated
for targeted students.
Reis, S. M., Westberg, K.L., Kulikowich, J., Caillard, F., Hébert, T., Plucker, J., Purcell, J.H., Rogers, J.B., & Smist,
J.M. (1993). Why not let high ability students start school in January? The curriculum compacting study (Research
Monograph 93106). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut."
43. Compacting
" Assesses what a student knows and
what content is not yet mastered
" Content not yet mastered becomes part
of learning goals
" Previously mastered content is not
required thereby “freeing up” time for
enriched, accelerated, or interest driven
activities
Renzulli & Reis (1997)
Tomlinson (1995)
44. When teachers eliminated as much as
50% of the curriculum, no differences
were found between treatment and
control groups in most content areas.
In fact, students whose curriculum was
compacted scored higher than control
group students in some areas.
Reis, S. M., Westberg, K.L., Kulikowich, J., Caillard, F., Hébert, T., Plucker, J., Purcell, J.H., Rogers, J.B., & Smist,
J.M. (1993). Why not let high ability students start school in January? The curriculum compacting study (Research
Monograph 93106). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut."
45. What is Curriculum Compacting?
" Modifying or streamlining the regular
curriculum
" Eliminating the repetition of previously
mastered material
" Upgrading the challenge level of the
regular curriculum
48. • Finishes tasks quickly
• Completes homework in class
• Appears bored during instruction time
• Brings in outside reading material
• Creates puzzles, games, or diversions
in class
49. • Tests scores consistently excellent
• Asks questions that indicate advanced
familiarity with material
• Sought after by others for assistance
• Daydreams
50. For Students, Compacting
Eliminates boredom
resulting from
unnecessary drill
and practice.
Provides challenge
leading to
continuous growth.
51. How to Compact
Step One: Identify the objectives
in a given unit and pre-test students
to ascertain mastery level.
52. How to Compact
Step Two: Eliminate or
Streamline instruction for students
who demonstrate mastery.
53.
54. How to Compact
Step Three: Keep records of the
process and instructional options
available to compacted students.
58. The Question of Equity
Equity, the quality of being fair, is not about
offering the exact same thing to every student, it
is providing individuals with suitable challenges
and experiences that will enable them to be
successful and grow beyond where they are now
or where they have been before.
63. Personality Factors
Influencing Gifted Behavior"
" Charm/Charisma" " Perception of
" Need for Self, Self-Efficacy"
Achievement" " Courage"
" Ego Strength" " Character"
" Energy" " Intuition"
" Sense of Destiny" " Personal
Attractiveness"
64. Environmental Factors
Influencing Gifted Behavior
» SES » Formal Education
» Parental » Role Model
Personalities Availability
» Education of » Physical Illness
Parents and/or Well
» Stimulation of Being
Childhood » Chance Factors
Interests » Zeitgeist
» Family Position
66. Asynchronous Development
§ Cognitively understand advanced concepts
(like mortality) but lack emotional maturity
to cope with knowledge
§ Perceived as older due to cognitive ability,
but lack behavioral maturity
67. Underachievers:
Personality
• Low
self-‐esteem
or
Low
self-‐efficacy
• Feelings
of
Pessimism
• Anxious,
impulsive,
or
inaIen%ve
• Aggressive,
hos%le
• Depressed
• Socially
immature
68. Internal
Mediators
• Fear
of
failure
• Fear
of
success
• Nega%ve
aMtude
toward
school
• An%social,
rebellious
• Self-‐cri%cal
or
perfec%onis%c
70. Not all bad…
• Demonstrate honesty and integrity when
rejecting inappropriate school work
• Intense outside interests
• Creative
71. What about these
characteristics?"
" Inability to master certain academic
skills"
" Lack of motivation"
" Disruptive classroom behavior"
" Failure to complete assignments"
" Lack of organizational skills"
" Poor listening and concentration skills"
" Unrealistic self-expectations"
72. Twice-Exceptional
• Gifted with Learning
Disability
• May also demonstrate
– Learned helplessness
– Perfectionism
– Supersensitivity
– Low self-esteem
73. Look For:
• Advanced • Advanced problem-
vocabulary use solving skills
• Exceptional • Specific aptitude
analytic abilities • Good
• Divergent thinking memory
• High levels of
creativity
• Spatial abilities
