Differentiated Curriculum for the Gifted: An Overview of Curriculum Planning & Practices

1. Differentiated Curriculum for the Gifted: An Overview of Curriculum Planning & Practices Joyce VanTassel-Baska, Ed.D. Jody and Layton Smith Professor in Education Executive Director, Center for Gifted Education The College of William and Mary Hong Kong 10 October 2007

2. A Systemic View of School-based Talent Development INPUT SCHOOL-BASED INTERVENTIONS OUTPUT Conceptions of Giftedness and Talent Development Productive/ Creative Behaviors & Products in relevant domains Grouping Acceleration Curriculum Instruction Assessment Enrichment Mentorships Internships

3. THE LEARNER Precocity Intensity Complexity THE CURRICULUM Advanced Content Process/product depth considerations Issues/concepts/themes/ ideas across domains of learning Learner Characteristics and Corresponding Emphases in the Curriculum

4. The Integrated Curriculum Model Process-Product Dimension Advanced Content Dimension Issues/Themes Dimension - VanTassel-Baska, 1986

5. A Model For Curriculum Reform Learner Outcomes Authentic Inquiry-based of Significance Assessment Learning Higher Order Constructing Multicultural/ Reasoning Meaning Global Emphasis Conceptually- Metacognition Substantive oriented Curriculum Content Materials & Technology- Resources Intradisciplinary relevant & Interdisciplinary Connections Center for Gifted Education – School of Education – The College of William and Mary

6. Gifted Learner Needs What is taught Curriculum Assessment Instruction How it is delivered What is learned

7. Why differentiation of programs and services for gifted? • All children achieving (NCLB, 2001) • Learning differences (NRC, 2002) • Low-achieving levels of high potential learners on authentic and high level assessments (NAEP, 2000; TIMSS, 2001)

8. Leave No Child Bored Student A Proficient Student B We must expect progress for all students. --Value Added Assessment: Battelle for Kids, 2005

9. CURRICULUM DESIGN ELEMENTS 1 Learner Characteristics & Needs 2 Curriculum Goals 8 Evaluation of Curriculum/Revision 7 Assessment of Outcomes 3 Outcomes/Objectives 6 Materials & Resources 4 Activities/Task Demands/Questions 5 Teaching-Learning Strategies

10. Sample Gifted Program Goals • To provide mastery of basic content at a pace and depth appropriate to the capacity of able learners. • To promote critical thinking and reasoning abilities • To provide an environment that encourages divergent thinking • To develop high-level oral and written skills • To develop research skills and methods • To develop an understanding for systems of knowledge, themes, issues, and problems that frame the external world.

11. Sample curriculum goal: To develop critical thinking Sample outcomes and objectives Students will be able to: • Analyze different points of view on a given issue • Draw appropriate inferences, given a set of data • Forecast consequences and implications of a given decision or action

12. Social Studies Application Activity Outcome: Students will be able to: Analyze different points of view on a given issue. Ask students to form mini debate teams and argue “Should the United States continue to support transition operations in Iraq?” Assessment Ask students to respond to the following question in a 40-minute essay: What are the multiple perspectives represented in the Iraqi situation? Select three of them and describe the perspective and the values and beliefs behind each.

13. Application to Math and Science Outcome:Demonstrate an understanding of models and systems. Activity: Using the following criteria, create a model of an aquarium and explain its make-up: • Specifications of tank size • Number of fish & type • Number & type of plans • Light & water filtration system • Setting • What variables are most important to consider in constructing your aquarium? Why? • How would you describe your aquarium as a living system? Assessment: Use a predetermined rubric to judge the written product and oral presentation.

14. Application to Literature Outcome:Analyze classical literature Activity: Read Moliere’s The Misanthrope and discuss the following questions: • What characterizes a misanthrope? • How does Moliere satirize the character? • How is this play similar to others by Moliere? Assessment: Read a critique of the play and summarize the key points made about Moliere’s style as a satirist.

15. Curriculum Goal To develop critical thinking To develop creative thinking To develop research skills To understand broad overarching interdisciplinary concepts Teaching Strategy Paul model of reasoning Questioning model Concept mapping Creative problem solving model W&M research model Problem-based learning TABA model for concept development

16. Pre-assessment as a Prelude to Differentiation • To determine knowledge and skills in an area (functional level) • To determine range of differences among learners (differentiation) • To determine appropriate interventions for whole and subgroups • To revise/refine instructional plans • To rethink classroom management strategies

17. What is Differentiated Curriculum for the Gifted in the Context of Curriculum Standards for all? Features: • Acceleration • Complexity • Depth • Challenge • Creativity

18. Differentiation Feature: Acceleration • Fewer tasks assigned to master standard • Assessed earlier or prior to teaching • Clustered by higher order thinking skills Center for Gifted Education – School of Education – The College of William and Mary

19. Differentiation Feature: Complexity • Used multiple higher level skills • Added more variables to study • Required multiple resources Center for Gifted Education – School of Education – The College of William and Mary

20. Differentiation Feature:Depth • Studied a concept in multiple applications • Conducted original research • Developed a product Center for Gifted Education – School of Education – The College of William and Mary

21. Differentiation Feature: Challenge • Advanced resources employed • Sophisticated content stimuli used • Cross-disciplinary applications made • Reasoning made explicit Center for Gifted Education – School of Education – The College of William and Mary

22. Differentiation Feature: Creativity • Designed/constructed a model based on principles or criteria • Provided alternatives for tasks, products, and assessments • Emphasized oral and written communication to a real-world audience Center for Gifted Education – School of Education – The College of William and Mary

23. Meaningful Project Work • Advances content understanding • Teaches higher level skills of cognition and metacognition. • May be group or individual • Requires written and oral outcomes • May be short term or long term (1 week- 1 semester) • Is assessed by rating of skills employed and quality of product

24. Implement a math curriculum objective for the gifted by… Multiplying by 1 digit Multiplying by 2 digits Multiplying by 3 digits Complete word problems using multiplication Implement a math curriculum objective for the gifted by… Computational procedures as a tool for problem solving Using addition, subtraction, multiplication, and division to solve multi-step problems Differentiation Examples Center for Gifted Education – School of Education – The College of William and Mary

25. Discuss plot, setting, and characters in the short story “A Rose for Emily.” Compare and contrast the plot, setting, characters, motivation, theme, and climax of “A Rose for Emily” and “The Bear.” Differentiation Examples Center for Gifted Education – School of Education – The College of William and Mary

26. Choose one of the following topics and prepare an oral presentation using at least four library sources: The use of technology Science discoveries of the past Mathematics in everyday life Debate one of the following resolutions. Mankind is on a path toward human progress. Studying our past will help us cope with the future. Use multiple sources including surveys, interviews, and library sources in your preparation. Differentiation Examples

27. Joe invested $1,000 in stock in January. When he sold it in December, the price was up 12% from his purchase price. What was his profit on this stock? Which would you rather choose? a) 80% profit in year 1 and 50% loss in year 2. b) 5% profit in year 1 and 5% profit in year 2. Explain your reasoning. Differentiation Examples

28. Conduct an experiment on plant growth by measuring weekly progress of two sets of seeds, one in artificial light indoors and one outside in shade. Design an experiment on one of the following questions and share your results in an oral and written presentation: Are bees attracted to diet cola? Are earthworms attracted to light? Are boys more interested in computers than girls? Your own question Differentiation Examples

29. On a timeline, chart the evolution of atomic theory. Describe each major model of the atom according to its major features. Using generalizations derived around the concept of models, evaluate each major model of the atom over time. Evaluate the strengths and weaknesses of each, and create a visual to demonstrate how each model influenced the models succeeding it. Differentiation Examples

30. Create a differentiated activity using the principles of differentiation in your subject area and at your level of teaching.

31. William & Mary National Science Curriculum Emphases The Problem Content Process Learning Science Using Scientific Research Concept Understanding “Systems”

32. Major Research Findings from Science Studies • Significant and important effects for planning an experiment were evident. • Effects were evident across units, grade levels, and grouping patterns. • High levels of engagement for both teachers and students. VanTassel-Baska, Avery, Little, & Hughes,2000 VanTassel-Baska, Bass, Ries, Poland, & Avery,1998

33. William & Mary Social Studies Curriculum Emphases The History of a culture, period, or event Content Process Learning History Using reasoning skills to analyze history and its artifacts Concept Understanding Systems, Change, Perspective, Nationalism, and Cause & Effect

34. Major Research Findings from Social Studies Research • Significant treatment effects on conceptual thinking, critical thinking, and content. • Treatment effect was evident for non-gifted as well as gifted students. • Treatment effect was consistent for males and females. • Teachers who participated in the project over multiple years demonstrated increased use of differentiated strategies. Little, Feng, VanTassel-Baska, Rogers, & Avery,2002

35. William & Mary Language Arts Curriculum Emphases The Literature Content Process Learning vocabulary, advanced literature, persuasive writing, and oral communication skills Using reasoning skills to generate products Concept Understanding “Change”

36. Major Research Findings from Quasi-Experimental Studies • Significant and important treatment effects for literary analysis and interpretation and for persuasive writing • No significant gender effects • All forms of grouping worked. • Longitudinal gains over three years. • Students enhanced their learning each time they were exposed to the units and maintained their level of achievement between interventions across the years. Feng, VanTassel-Baska, Quek, Bai, & O’Neill,2004; VanTassel-Baska, Zuo, Avery, & Little, 2002; VanTassel-Baska, Johnson, Hughes, & Boyce, 1996

37. Findings fromProject Athena (Title I Schools) • Project Athena students showed significant learning gains in critical thinking and reading comprehension. • Gender, ethnic, and ability differences were evident. • Two years of training and implementation significantly enhances teacher behaviors in differentiation. VanTassel-Baska & Bracken,2005 VanTassel-Baska, Feng, & Brown, in press

38. Concept Development Model Reasoning Model Research Model Problem-Based Learning Literature Web Hamburger Model Dagwood Model Vocabulary Web Analyzing Primary Sources Reasoning about a Situation or Event Models

39. Examples of Concepts (used in W&M curriculum units) Change Systems Cause And Effect Authority Perspective Concept Development Process Cite examples. Categorize. Cite non-examples. Generalize. Concept Development

40. Sample Concepts Useful in Curriculum Development

41. Systems A system is a collection of items or processes that interact with each other to constitute a meaningful whole. All systems have • Elements • Boundaries • Interactions among elements to generate system behavior • Many systems receive input and produce output

42. Boundaries Elements Inputs Outputs Interactions Analyzing a System

43. Change Matrix

44. Purpose/ Goal Point of View Assumptions Evidence/ Data Issue/ Problem Inferences Concepts/ Ideas Implications/ Consequences Elements of Reasoning -- Paul, 1992

45. Reasoning about a Situation or Event What is the situation? Who are the stakeholders? What is the point of view for each stakeholder? What are the assumptions of each group? What are the implications of these views?

46. Characteristics of an Issue • Real world • Multiple points of view • Researchable and substantial information available • Worthy topic and personal involvement

47. Developing an Issue

48. Should library resources intended for older students be withheld from younger students? Should books be censored? Should technology as an educational tool be controlled?

49. Research Example – Science & Math Ask students to design an experiment to test a question of interest to them: • Examples: • Do people prefer Product X over Product Y? • Are ants attracted to sugar? • Are girls more addicted to computers than boys? • A research report must be prepared and presented, using technology applications. Be sure to address hypothesis, data collection techniques, appropriate data tables, conclusions, and implications of the findings based on the original question.

50. Research Example - Language Arts • Over the years there have been many ways to preserve memories, or to keep important things from being forgotten. Brainstorm some of the ways people preserve memories. How many can you think of? Which of these ways require technology such as electricity? Divide your list into two groups – traditional methods that do not depend on technology and modern methods that use technology. What are the advantages and disadvantages of each type? • Choose a point of view about the best ways to preserve memories. Do some research to support your point of view. Your research might include library materials, interviews, or a poll. • Later in this unit you will write a short paper (1-2 pages) and give a two-minute presentation on your point of view, supported by your findings. • Journeys and Destinations, Grades 2-3