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Moving from Strategies to

Learning Design

ToddKe,lerUniversityofNorthTexas

ThePedagogyofDifferen?a?on

Differen4a4on

•  Differen?a?onmeanstailoringinstruc?ontomeetindividualneeds.

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Differen4a4on

•  Differen?a?onmeanstailoringinstruc?ontomeetindividualneeds.

•  Differen?a?nginstruc?onisanapproachtoteachingthatadvocatesac?veplanningforanda,en?ontostudentdifferencesintheclassroom.

Differen4a4on

•  Differen?a?onmeanstailoringinstruc?ontomeetindividualneeds.

•  Differen?a?nginstruc?onisanapproachtoteachingthatadvocatesac?veplanningforanda,en?ontostudentdifferencesintheclassroom.

•  Differen?a?onisawayofteaching.

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Differen4a4on

•  Differen?a?onmeanstailoringinstruc?ontomeetindividualneeds.

•  Differen?a?nginstruc?onisanapproachtoteachingthatadvocatesac?veplanningforanda,en?ontostudentdifferencesintheclassroom.

•  Differen?a?onisawayofteaching.

•  Differen?a?onisawaytomeettheneedsofallstudents.

Differen4a4on for the Gi7ed

Isdifferen?a?oningiHededuca?onuniqueoris

differen?a?onacomprehensiveapproachthattrulymeetstheneedsofallstudents?

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Differen4a4on for the Gi7ed

Ifwethinkthatdifferen?a?oniscomprehensiveandmeetstheneedsofallstudents,thenwemaydecidethatgiHededuca?onisnotnecessary,solongasteachersaredifferen?a?ngforallstudents.

Differen4a4on for the Gi7ed

WhatifgiHededuca?onisbiggerthandifferen?a?on?•  Alongitudinalstudyof320giHedstudentswhopar?cipatedingiHededuca?onthroughthesecondarylevelindicatedthattheywere50?mesmorelikelytopursueadvanceddegreesthantypicalstudents.

•  Afollowupofthosestudentsatage38indicatedthat63%ofthemhadadvancedorterminaldegrees.

Kelletal,2013;Lubinskietal.,2001

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Differen4a4on for the Gi7ed

WhatifgiHededuca?onisbiggerthandifferen?a?on?•  Asampleof12,036studentscomparedlikeabilitystudentswhoeitherdidordidnotpar?cipateinaccelera?onop?onsinprimaryandsecondaryschool.

•  Theacceleratedstudentsdemonstratedhigherachievementinhighschoolandcollegethansimilarabilitynon-acceleratedstudents.

McClarty,2015

ExaminetheRoleofDifferen?a?onwithGiHedandTalentedStudentsPedagogyofDifferen?a?on

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Differen4a4on

Whiledifferen?a?onisanapproachtoteachingthatpoten?allymeetstheneedsofallstudents,thereremainsauniquepedagogyofdifferen?a?onappropriateforgiHedstudents.

Means to an End

Differen?a?onisthemeanstoanend.Differen?a?onisnottheend.Itisnotthegoal.Differen?a?onisfundamentallyateacherbehavior,butgoalsofeduca?onarealmostexclusivelyrelatedtostudentbehaviorsoroutcomes.

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Possible Goals

Goalsrequiringdifferen?a?onmayincludethefollowing:•  Studentengagement•  Makinglearningmorefunorrelevant•  Mee?ngstandardsofachievement•  Personalizedorcustomizedlearning•  Developingcareercompetencies•  Developingadvancedorelitetalent

More Specific Goals (GT Goals)

Goalsrequiringdifferen?a?onmayinclude:• Completethroughlevel8mathema?csbytheendofprimaryschool.(GTMath)• Completenearprofessionallevelscien?ficresearchprojectbytheendofsecondaryschool.(STEM)• Developapordolioofpublishedwri,enworksinoneormoregenres.(GTEnglish)

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Take a Step Back

HowdoweunderstandgiHedandtalented?

Gi7ed Students

GiHedstudentsarethosewhosepoten?alisdis?nctlyaboveaverageinoneormoreofthefollowingdomains:intellectual,crea?ve,social,andphysical.(NewSouthWalesdefini?on)GiHedindividualsarethosewhodemonstrateoutstandinglevelsofap?tudeorcompetenceinoneormoredomains.(Na?onalAssocia?onforGiHedChildren,NAGCdefini?on)

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Understanding Gi7edness

GiHednessislargelyconsideredpoten?althatisinneedofdevelopmentintotalent.Poten?almaybequitegeneralinnature,buttalentbecomesincreasinglydomainspecificinthecourseofdevelopment.

Understanding Gi7edness

Systema?ctrainingandprac?cearenecessarytodeveloppoten?alintoadvancedlevelsoftalent.GiHededuca?onoughttobethoughtofasthesystema?ctrainingandprac?ce.

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How Should you Differen4ate for Gi7ed Students? PedagogyofDifferen?a?on

Two Hard-to-Answer Ques4ons

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Two Hard-to-Answer Ques4ons

WhatshouldIwear?

Two Hard-to-Answer Ques4ons

HowdoIgetthere?

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Not-So-Hard to Answer

HowshouldIdifferen?ateforgiHedstudents?

Knowwhereyouaregoing.Knowwhereyouarestar?ng.

Clear Goals

Curriculumplanningmustbeginwithcleargoalsandobjec?vesifcurriculumeffortsaretobemeaningful.WithoutaclearconceptofwhatitisweexpectthegiHedandtalentedstudentstoachieve,whatitiswewantthemtobecome,ourcurriculareffortswillbedirec?onless.

HarryPassow(1986)

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Good Curriculum

GoodgiHedcurriculum,whereitexists,shouldsetthestandardsforlearningatworld-classlevels.JoyceVanTassel-Baska,1994

World Class Learning?

Whatdoesthatlooklike?

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Three Approaches to Differen4a4on PedagogyofDifferen?a?on

Incidental Differen4a4on

Perhapsthemostcommontypeofdifferen?a?onfoundacrossclassrooms.•  Differen?a?onmenus•  Studentchoicesinproducts•  Op?onalextensions•  Varyingac?vi?esfordifferentlearningpreferences

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Needs-Based Differen4a4on

Popula?onswithpar?cularcharacteris?csgenerateaneedfordifferen?a?onbasedonthosegroupcharacteris?cs.•  GiHedStudents•  EnglishLanguageLearners•  Studentswithlearningdisabili?es

Needs-Based Differen4a4on

ThelearningneedsofgiHedstudentsoHendiffer

fromthoseofotherstudentsandshouldbeaddressedthroughdifferen?a?on.

-NAGCPosi?onStatementonDifferen?a?onofCurriculumandInstruc?on

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Needs-Based Differen4a4on

Differen?a?onisthemodifica?onof

curriculumandinstruc?onbasedontheassessedachievementandinterestsof

individualstudents.

-NAGCPosi?onStatementonDifferen?a?onofCurriculumandInstruc?on

Needs-Based Differen4a4on

SchoolsmeettheneedsofgiHed/talentedstudentsbymodifyingthedepth,complexity,andpacingofthecurriculumordinarilyprovidedbytheschool.

TexasStatePlanfortheEduca?onofGiHed/TalentedStudents

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Pedagogy of Differen4a4on

PedagogyDirectedac?vi?eswiththepurposeofleadingchildrentospecificeduca?onalgoals.Founda?onofaPedagogyofDifferen?a?on•  Whereareyougoing?•  Fromwhereareyoubeginning?

Pedagogy of Differen4a4on

HowdowemakesenseoftheideaofneedingiHededuca?on?GoalDirectedUnderstandingofNeed•  StudentisapointAandneedstoreachpointB.• Whereareyougoing?• Whereareyoucomingfrom?

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Four Aspects of Curriculum

CourseofStudy

CurriculumStandards

LearningDesign

Authen?cEngagement

Hierarchy of Differen4a4on

IncidentalDifferen?a?on•  Simpleandsporadic

Needs-BasedDifferen?a?on•  Perceivedneedsleadtodifferen?a?on

PedagogyofDifferen?a?on•  Clearanddis?nctoutcomegoalsdrivedifferen?a?on

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Hierarchy of Differen4a4on

IncidentalDifferen?a?on•  Be,erthannodifferen?a?onatall•  Incidentalratherthantheore?cal•  Entry-leveldifferen?a?ontoolssuchaschoices,menus,andlearningpreferenceaccommoda?ons•  Notconnectedtoeitherforma?veorsumma?veassessment

Hierarchy of Differen4a4on

Needs-BasedDifferen?a?on•  Moresophis?catedthanincidentaldifferen?a?on•  Drivenbyneedsthoughneedsmaynotbeclear•  Inconsistentuseofforma?veassessment•  Morereac?ve,lesssystema?c•  Randomactsofdifferen?a?on

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Hierarchy of Differen4a4on

PedagogyofDifferen?a?on•  Clearstudentoutcomegoals•  Forma?veassessmentinformsinstruc?on•  Systema?c,purposefulmodifica?onoflearning•  Customizedfordevelopingtalentandexper?se•  Informedbystudentinterestsandmo?va?ons

Gi7ed and Talented Educa4on

Whiledifferen?a?onisanapproachtoteachingthatpoten?allymeetstheneedsofallstudents,thereremainsauniquepedagogyofdifferen?a?onappropriateforgiHedstudents.

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Gi7ed and Talented Educa4on

IncidentalDifferen?a?on•  Differen?a?onforall

NeedsBasedDifferen?a?on•  Differen?a?onforspecialgroups(GT,ELL,dyslexia,etc.)

PedagogyofDifferen?a?on•  Sophis?catedapproachforgiHededuca?on

Leading Differen4a4on PedagogyofDifferen?a?on

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3 Components of Differen4a4on

TeachingSkills

Differen?a?onDisposi?ons

ContentKnowledge

Leading Differen4a4on

TeachingSkills•  Classroommanagement•  Mul?pletechniquesforforma?veassessment•  Clearcommunica?onofconcepts,ideas,andexamples•  Useofauthen?c,open-endedassessment•  Useofinquirymodels•  Abilitytoteachcri?calandcrea?vethinking•  Knowledgeofdifferen?a?onstrategies

•  Tieredinstruc?on•  Compac?ngandmicro-accelera?onstrategies•  Groupingtac?cs

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Leading Differen4a4on

ContentKnowledge•  Knowledgeandskillsofthecurriculum•  Concepts,bigideas,andenduringques?ons•  Deepandcomplexunderstandingsoftopics•  Abovegradelevelstandardstosupportaccelera?on•  Abilitytoinspirestudentinterestintopicsofthefield•  Ongoinglearnerinthefield(readwidely,engageinprac?cesofthefield,etc.)

Leading Differen4a4on

Differen?a?onDisposi?ons•  Adeepconvic?onthatgiHedandadvancedstudentsneeddifferen?atedlearningexperiences•  Desiretomakemodifica?onsandaccommoda?onsonanrou?nebasis•  Valueindividualdifferences• Willingnesstocustomize•  Altudeofflexibility

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Leadership

TheLawofBuy-InPeoplegenerallybuyintotheleaderfirst,thevisionsecond.

•  Becomethepersonotherswanttofollow.

•  TirelesslystudythecraHofdifferen?a?onandthenatureofgiHedstudents.

Leadership

TheLawofNaviga?onAnyonecansteeraship,butittakesaleadertochartthecourse

•  Chartacoursetomovepastincidentaldifferen?a?ontowardthePedagogyofDifferen?a?on.

•  Clearlyar?culatewhatisexpectedfromeducators,andconstantlysupportthemonthejourney.

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Leadership

Leadingdifferen?a?onrequireseducatorstodevelopaboldvisionofgiHedstudentsandgiHededuca?on.Theboldvisionsofaleaderarefoundedon•  Deepunderstanding•  Imagina?on•  Convic?on

ToddKe,ler

CollegeofEduca?on UniversityofNorthTexasTodd.Ke,ler@UNT.edu@ToddKe,ler©2016ToddKe,ler