gifted and talented students


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  • All these activities are useful in helping students develop, organize, strengthen, and expand their knowledge structures.
  • gifted and talented students

    1. 1. Differentiating Instruction for the Gifted Student in a Mixed-Ability Classroom Kathryn Shaw Instructional Coach Rincon High School
    2. 2. Who are the Gifted? <ul><li>Gifted students range from the highly gifted to the cooperative “teacher’s pet”, and from the artist to the rebellious underachiever . </li></ul><ul><li>Federal law (PL 91-230) defines gifted and talented children in fives categories: </li></ul><ul><li>General Intellectual Ability </li></ul><ul><li>Specific Academic Aptitude </li></ul><ul><li>Creative or Productive Thinking </li></ul><ul><li> Leadership Ability </li></ul><ul><li>Visual/Performing Arts </li></ul>
    3. 3. Needs of Gifted Students <ul><li>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. </li></ul><ul><li>Most regular classroom teachers make few, if any, provisions for gifted and talented children. </li></ul><ul><li>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. </li></ul><ul><ul><li>It’s easy to see why so many gifted students say they are bored in school . </li></ul></ul><ul><ul><ul><ul><li>From National Excellence: A Case for Developing America’s Talent (1993) </li></ul></ul></ul></ul>
    4. 4. How We Teach Makes A Difference!
    5. 5. 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
    6. 6. Learning Cycle and Decision Factors Used in Planning and Implementing Differentiated Instruction
    7. 7. Specific Concerns when Teaching Gifted Students <ul><li>Students could become interested in topic, but the teaching style doesn’t match the learning style. </li></ul><ul><li>Student already knows the skill or concept that is being taught. </li></ul><ul><li>Student will learn the information, skills and/or concepts faster than most others in the class. </li></ul><ul><li>Student does not feel academically or intellectually challenged. </li></ul><ul><li>Student has given up on school, is unmotivated, wants to be entertained rather than work. </li></ul>
    8. 8. <ul><li>Student could become interested in the topic, but learning style does not match teaching style. Remember most of us teach the way we learn. </li></ul><ul><li>Individual lesson plans (ILPs) based on Learning Styles, Multiple Intelligences, and/or interests. </li></ul>
    9. 9. So…What to do? <ul><li>First-Get to Know Your Students </li></ul><ul><li>Learning styles </li></ul><ul><li>Multiple Intelligences </li></ul><ul><li>Interests </li></ul>
    10. 10. What’s Your Learning Style? Beach Ball (concrete random) Puppy (abstract random) Microscope (abstract sequential) Clipboard (concrete sequential) Gregory & Chapman
    11. 11. Which Intelligence is your Strength/Weakness? <ul><li>3 Main Categories of Gardner’s Multiple Intelligences </li></ul><ul><li>I . Language Related II. Object Related III. Personal Related </li></ul><ul><li>Verbal/Linguistic Logical/Mathematical Intrapersonal </li></ul><ul><li>Musical/Rhythmic Visual Spatial Interpersonal </li></ul><ul><li>Bodily/Kinesthetic </li></ul><ul><li>Naturalist </li></ul>
    12. 12. How are you Smart?
    13. 13. Think-Pair-Share <ul><li>Find your 6:00 partner </li></ul><ul><li>Get together and discuss the implications for your teaching in knowing your students’ learning styles and multiple intelligences . </li></ul>
    14. 14. ALWAYS PRE-ASSESS <ul><li>To find out…. </li></ul><ul><ul><li>What the student already knows about the unit being planned. </li></ul></ul><ul><ul><li>What misconceptions the student might have </li></ul></ul><ul><ul><li>What further instruction and opportunities for mastery are needed </li></ul></ul><ul><ul><li>What requires re-teaching or enhancement </li></ul></ul><ul><ul><li>What areas of interests and feelings are in the different areas of study </li></ul></ul><ul><ul><li>How to set up flexible groups: T-total, A-alone,P-partner, S-small group </li></ul></ul>
    15. 15. Pre-assessment Strategies Word splash Anticipation guide Written pre-test Placemat brainstorm Squaring Off Boxing Journals 4 Corners
    16. 16. When the student already knows the skill or concept that is being taught use: <ul><li>Flexible Grouping </li></ul><ul><li>skill/readiness level </li></ul><ul><li>interests </li></ul><ul><li>multiple intelligences </li></ul><ul><li>learning styles </li></ul><ul><li>Curriculum Compacting </li></ul><ul><li>Learning Contract </li></ul>
    17. 17. 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
    18. 18. When the student will learn the information, skills, and/or concepts faster than most others in the class: <ul><li>Independent study </li></ul><ul><li>Student becomes a resident expert on some facet of the topic </li></ul><ul><li>Thematic Units </li></ul><ul><li>Learning Contract </li></ul>
    19. 19. When the student does not feel academically or intellectually challenged: <ul><li>Questivities </li></ul><ul><li>ILPs at the higher level of Bloom’s </li></ul><ul><li>Enrichment activities that involve real life problem solving </li></ul><ul><li>Tiered Lessons/Units </li></ul>
    20. 20. 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
    21. 21. When a student is unmotivated, wants to be entertained rather than work: <ul><li>Provide choice </li></ul><ul><li>Pursuit of special interest area </li></ul><ul><li>Personal goal setting </li></ul><ul><li>Develop leadership skills to promote self-confidence. </li></ul>
    22. 22. Baby Steps: A Beginner’s Guide Find your 12:00 partner. Using the Say Something Paired Reading Strategy, read and discuss the article.
    23. 23. Bibliography <ul><li>Coil, Carolyn. Teaching Tools for the 21 st Century . Pieces of Learning, 2005 </li></ul><ul><li>Gregory, Gayle; Chapman, Carolyn. Differentiated Instructional Strategies . Corwin Press, Inc; Sage Publications,2002 </li></ul><ul><li>Gregory, Gayle, Kuzmich, Lin. Differentiated Literacy Strategies. Corwin Press, Inc: Sage Publications, 2005 </li></ul><ul><li>Wormelli, Rick. Fair Isn’t Always Equal . Stenhouse Publishers, Portland, Maine, 2006 </li></ul>