Differentiating Instruction for Gifted Learners

1. Differentiating Instruction for Gifted Learners Most Difficult First Pre Assessment and Ongoing Assessments Tiered Assignments Curriculum Compacting Acceleration and Enrichment Learning Contracts Independent Studies Self-Evaluation Critical and Creative Thinking Skills Ascending Levels of Intellectual Demand

2. For gifted learners, in their area of strength, change the Pace Depth Objective Strategy

4. Think! – A Warm Up, Ready, Set Go!

6. Key Three Characteristics: Dr. Joseph Renzulli, University of Connecticut

7. Biological Differences  Dr. Barbara Clark, Growing Up Gifted, pp. 29-30 There is, by means of an increase in neuroglial cell production, accelerated synaptic activity that allows for more accelerated thought processing (Thompson, Berger, and Berry, 1980). The neurons become biochemically richer, allowing for more complex patterns of thought (Rosenweig,1966: Krech, 1969).

8. Giftedness – Biological Differences 3. More use is made of the activity of the prefrontal cortex of the brain. This allows more future planning, insightful thinking, and intuitive experiences (Restak, 1979; MacLean, 1978). 4. More use is made of alpha wave activity within more areas of the brain. The gifted individual can move into this state more quickly and stay in it longer than average learners. Such a state allows more relaxed and concentrated learning, higher levels of retention, and more integration of hemispheric modalities (Lozanov; 1977, Martindale, 1975). 5. There is more coherence and synchronicity of brain rhythms more often, allowing heightened concentration, focused attention, and in depth probing and inquiry (Millay, 1981).

9. Have you seen these? Characteristics Masking Giftedness  Are bored with routine task Refuse to do rote homework Difficult to get them to move onto another topic Critical of others, especially their teachers Disagree with others, as well as the teacher Make jokes or puns at inappropriate times Hand in messy work Disorganized 

10. The Learning Process

11. 1. Most Difficult First

12. 2. Pre Assessment – Think about … How do you pre assess? How do you use pre assessment to modify instruction? How do you assess as the unit progresses?

13. Pre Assessment Chapter 8: Tools of Geometry by Anna DeForest You will learn how to: Identify points, lines and planes Find the measurements of angles and sides of figures Identify and classify figures Learn about congruency, similarity and symmetry Recognize and identify geometric figures in real-world situations 8-1 Points, Lines, Segments, and Rays ___ 8-2 Angles ___ 8-3 Special Pairs of Angles ___ 8-4 Classifying Triangles ___ 8-5 Exploring and Classifying Polygons ___ 8-6 Problem Solving: use Logical Reasoning ___ 8-7 Congruent and Similar Figures ___ 8-8 Line Symmetry ___ 8-9 Transformations ___

15. 3. Tiered Assignments Students use varied approaches to explore essential ideas, issues, concepts, and develop necessary skills. Students work on tasks using a variety of resource materials that vary in complexity and are associated with different learning modes. Pretend you are building a ladder. The top rung represents activities requiring advanced skills, complex thinking and the transformation of ideas and concepts. The bottom rung represents activities that require more concrete, structured, sequential steps. www.learnerslink.com/curriculum.htm

16. 4. Compacting Compacting is an instructional technique designed to modify the curriculum to allow students to vary the Pace Depth Pursue alternate topics Compacting Creates a challenging learning environment Guarantees proficiency in basic curriculum Buys time for enrichment and acceleration

17. Compacting – YES or NO? Does the student finish tasks quickly? Is the student in the top reading group or reading at an advanced level? Do other students look to this student for help? Do you think the student would benefit from more challenging work?

19. Two Kinds of Curriculum Compacting

23. Acceleration Modifying the pace – Do you? Iowa Acceleration Scale Manual

24. Enrichment Modifying the depth - Do you? Example of student who scored 100% on the Human Body pre assessment and created this enrichment project for himself. In their study of the parts of the human body, the students grouped by interests will be able to apply the functions of the various body parts to the functions of the parts of the automobile and create a mural of their human automobile. Rich Fehl

25. Contracts Written agreements between teachers and students that outline what students will learn, how they will learn it, in what period of time, and how they will be evaluated.

26. Contract based on Pretest Chapter/Unit Pre-assessment Whole class instruction for skill instruction based on pretest Page/Skill ____ Page/Skill ____ Page/Skill ____ Enrichment Option Working Conditions Signatures

28. Independent Studies and T’NT Talented and Thinking

29. Independent Studies

30. Self-Evaluation Which creative thinking skills did I use? What did you do well? What might you improve? What resources were most important? Use the Six Thinking Hats® to evaluate your work?

33. 9. Self Critical and Creative Thinking Baker’s Dozen -- DO YOU? Do more thinking activities Use fewer memory activities Use evaluation for diagnosis Give opportunities to use knowledge creatively. Encourage spontaneous expression Provide an atmosphere of acceptance Provide a wealth of stimulation from rich and varied environments Ask provocative questions Value originality Encourage students to examine new ideas Provide for unevaluated practice and experimentation Teach skills of creative thinking Teach skills of research

34. CoRT 1 – Breadth Thinking Tools

35. 1. PMI: Plus, Minus, Interesting A Decision-Making, Scanning technique  Plus Minus Interesting

36. CoRT 1 – Breadth Thinking Tools CAF: Consider All Factors RULES: Make Life Easier and Better C&S: Consequences and Sequel AGO: Aims – Goals- Objectives PLANNING: Thinking Ahead to Get Things Done FIP: First Important Priorities APC: Alternatives – Possibilities – Choices – the Tool for Creativity Decisions: Think Clearly and Thoroughly OPV: Other People’s Views – An Exploration Tool to Broaden Perception

38. Implications or Futures Wheels

39. Open-Ended Questions How many things can you do with a circle?

40. Creative Connections for Kids The Pittsburgh Steelers I won the grand prize – a day with the Pittsburgh Steelers football team! As I entered the stadium, everyone was hustling around! It was just hours before the Sunday football game, and I could feel the WIN in the air! I was so excited that I ran towards the locker room to meet my heroes! As I opened the door, what do you think I saw?

41. The Pittsburgh Steelers Common Answers – 1 point for each of these Football helmets Footballs Pants Jerseys Gloves Mirrors Pictures Football spikes Socks Football players

42. Observe the artifact, the materials, and design! What might be its general category? What environment would you create for the artifact? What do you think its function was? Value? Name or draw four examples of objects from the same category which you could include in an exhibit to show its development in time. Name or draw four objects from other categories which could be used for a display showing one period in time. What possible cross-cultural comparisons could you make in a display or exhibit? How might it be used in other countries? Time period? Are there any particular influences in the design of the artifact?

43. Creative Thinking Skills Fluency Flexibility Originality Elaboration Risk Taking Complexity Curiosity Imagination

44. SCAMPERing … The Keys to Creativity Substitute Combine Adapt Modify – Minify, Magnify, Maxify? Put to Other Uses Eliminate Reverse or Rearrange

45. 10. Ascending Levels of Intellectual Demand Putting it all together, taking the student from Novice Apprentice Practitioner Expert

46. Ascending Intellectual DemandDr. Carol Tomlinson and Kelly Hedrick

47. ExpertiseNovice, Apprentice, Practitioner, to Expert Expertise is developed over time, with careful attention to the balance of challenge and support.

49. Kelly A. Hedrick 2009

50. Kelly A. Hedrick 2009

51. Collaborative Problems to Solve *Fortune 500 Companies in the year 2002 agree that the number one skill they want their workers to have is TEAMWORK! Tied In Knots Two Horses, How Many Ways?