View
1.214
Download
1
Category
Tags:
Preview:
DESCRIPTION
Citation preview
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
Leadership Ability
Visual/Performing Arts
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.
So…What to do?
First-Get to Know Your Students
Learning styles Multiple Intelligences Interests
What’s Your Learning Style?
Beach Ball (concrete random)
Puppy
(abstract random)
Microscope
(abstract sequential)
Clipboard
(concrete sequential)
Gregory & Chapman
Which Intelligence is your Strength/Weakness?
3 Main Categories of Gardner’s Multiple Intelligences
I. Language Related II. Object Related III. Personal Related
Verbal/Linguistic Logical/Mathematical Intrapersonal
Musical/Rhythmic Visual Spatial Interpersonal
Bodily/Kinesthetic
Naturalist
How are you Smart?
Think-Pair-Share
• Find your 6:00 partner
• Get together and discuss the implications for your teaching in knowing your students’ learning styles and multiple intelligences.
ALWAYS PRE-ASSESS
• 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 StrategiesW
ord sp
lash
Anticipation guide
Written pre-testPlacemat brainstorm
Squaring
Off
Boxing
Journals
4 Corners
When the student already knows the skill or concept that is being taught use:
• Flexible Groupingskill/readiness level
interests
multiple intelligences
learning styles
• Curriculum Compacting
• Learning Contract
CURRICULUM COMPACTING
Phase 1 Phase 2 Phase 3Exploratory 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:
• Independent study
• Student becomes a resident expert on some facet of the topic
• Thematic Units
• Learning Contract
When the student does not feel academically or intellectually challenged:
• Questivities
• ILPs at the higher level of Bloom’s
• Enrichment activities that involve real life problem solving
• Tiered Lessons/Units
Using Tomlinson’s Equalizer to Chart ComplexityFoundational Information, Ideas, Materials,
ApplicationsTransformational
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:
• Provide choice
• 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.
Bibliography
• Coil, Carolyn. Teaching Tools for the 21st Century. Pieces of Learning, 2005
• Gregory, Gayle; Chapman, Carolyn. Differentiated Instructional Strategies. Corwin Press, Inc; Sage Publications,2002
• Gregory, Gayle, Kuzmich, Lin. Differentiated Literacy Strategies. Corwin Press, Inc: Sage Publications, 2005
• Wormelli, Rick. Fair Isn’t Always Equal. Stenhouse Publishers, Portland, Maine, 2006
Recommended