Differentiation for Gifted & Talented Students

1. Differentiation for Gifted & Talented Students Presented by Diane Heacox, Ed.D. Differentiating Instruction in the Regular Classroom at NAGC Convention, November, 2006

2. For All Students Applies state academic standards Provides activities which reflect rigor and variety For Gifted & Talented Extends academic standards into “next” level Incorporates advanced, in-depth, novel, complex content and processes Authentic Differentiation

3. For All Students Provides modeling, guided practice, and scaffolding Engages students in choices based on interest in topic, process, or product Uses appropriate pacing, may remediate through acceleration For Gifted & Talented Provides cognitively complex learning Provides larger blocks of time to pursue interests some of which may be outside the school curriculum Acceleration as appropriate based on talent profile

4. For All Students Provides opportunities for collaboration with like readiness, interest or learning preference peers Adjusts instruction in response to on-going learning progress For Gifted & Talented Plans for associations with expert level mentors to extend learning Individualizes learning plans and experiences based on interests, need, readiness

5. For All Students Selects, adapts, and plans for differences in readiness, interests, and learning preference Incorporates appropriate technologies to lead to mastery or enrichment Provides systematic feedback on learning progress For Gifted & Talented Selects, adapts, and/or creates materials and activities that respond to exceptional gifts and talent Uses technology to extend content, processes, or product differentiation Provides “expert” feedback on authentic tasks

6. For All Students Increases independence, responsibility, and self-management Uses assessment tools to identify and plan for learning preferences, readiness, and interests For Gifted & Talented Increases skills for autonomous learning to reach high levels of independence Uses assessment tools to identify mastery and then eliminates, replaces, or extends learning tasks

7. For All Students Uses multiple assessment methods to monitor learning progress ForGifted & Talented Uses assessment data to identify exceptional learning needs and prescribe appropriate academic intervention

8. General Education Concrete------------------- Simple--------------------- Subject specific content & ideas------------------ Research skills------------ Gifted Education Abstract Representations Complex, advanced content and skill acquisition Cross-disciplinary content & ideas; conceptual themes Advanced methodologies Content Modifications

9. General Education Readiness-based pace------ Structured tasks, ------------ determined sequence of activities Balance of basic and ----------advanced thinking (HOTS) Gifted Education Accelerated pace, access to content/skills before grade- or age-level expectations Open ended tasks, ability to structure tasks based on strengths and interests High levels of rigor, creative and critical thinking Process Modifications

10. General Education Application to real life context----------------- Authentic feedback ----based on criteria Multiple modes of -----expression Gifted Education Solving real problems “Expert” feedback Products and performances requiring high levels of innovation, transformations Product Modification

11. Differentiating Content for Gifted and Talented Students • “Next level” standards • Abstract, more metaphorical • Complex, advanced, in-depth content • Conceptual themes • Cross disciplinary • Advanced methodologies

12. Differentiating Process for Gifted and Talented Students • Acceleration, access to content/skills before grade- or age-level expectations • More independent, less teacher directed • Open ended, less structure • Based on strengths, interests • High level of rigor, creative and critical thinking

13. Differentiating Product for Gifted and Talented Students • Real problems • Moving beyond the familiar or known • Expert feedback • High levels of innovation, transformation

14. What do you notice about the distinctions between general differentiation and differentiation necessary for Gifted and Talented students?