Differentiating Instruction for Gifted Students

1. Differentiating Instruction for Gifted Students • Janet Inghram, Susan Myers, Erica Napoleoni, Debra Schroeder, and Melissa Sleeper

3. “Acknowledging that students learn at different speeds and that they differ widely in their ability to think abstractly or understand complex ideas is like, acknowledging that students at any given age aren’t all the same height: it is not a statement of worth, but of reality.” http://www.youtube.com/watch?v=PNfshXciwUA How to Differentiate Instruction in Mixed Ability Classrooms Carol Ann Tomlinson

4. What is it? “Differentiated instruction is an approach to teaching that is comprehensive and guides teachers in all aspects of their practice. It does not mean grading gifted students harder than other students or assigning extra work to keep students busy.” Carol Ann Tomlinson

5. “Differentiated instruction is a continuous process of learning about students’ needs and interests and using that knowledge to guide instruction. Teachers use their knowledge of students to determine how content is presented, what activities are appropriate, and how to guide students in demonstrating what they have learned.” Carol Ann Tomlinson

6. We are not all the same; we do not all have the same kinds of minds; education works most effectively for most individuals if these differences…are taken into account rather than denied or ignored. “Reflections on Multiple Intelligences” Howard Gardner

7. Think 7 to Differentiate Instruction By addressing the student: You can differentiate the: franny@learnerslink.com Content Readiness Process Interests/Passion Learning Profile Product Learning Environment

8. How does it work?

15. Time

16. Differentiating in Language Arts and Reading • Literature - Provide many experiences for students to read quality texts across subject matters. Emphasis on critical reading and the development of analysis and interpretation skills. • Writing - Emphasize the development of skills in expository and persuasive writing, focusing on the writing process and developing ideas and arguments on current issues. Gifted students also need experience in writing in other forms such as narrative and informative, using appropriate models for development • Curriculum Compacting – Determine what students already know and replace it with more challenging material that they would like to learn • Provide Choice - Focus on student interests, abilities, and preferences

17. Differentiating in Language Arts and Reading • Language Study – A major component of language study is the formal study of English grammar and vocabulary. Emphasis should involve understanding the syntactic structure of English and its concomitant uses, promoting vocabulary development, fostering an understanding of word relationships (analogies) and origins (etymology), and developing an appreciation for semantics, linguistics, and the history of language. • Oral Communication- Major emphases should include developing the following listening and speaking skills: (1) evaluative listening; (2) debate, especially for use in formal argument; and (3) discussion, particularly question-asking, probing, and building on ideas stated. • Foreign Language - Students advanced in verbal ability can benefit greatly from early foreign language study.

20. Tic Tac Toe Spelling Choose three activities “in a row” to complete for your weekly spelling assignments. Staple all work together and turn in on Friday. Label each activity with the correct number. • Taken from Carol Gebhardt, Florence Drake Elementary School

21. Differentiating in Science • Accelerate the Curriculum - Use concepts from above-average grade levels and/or combine subject areas (chemistry/physics) • Enrichment – Provide authentic activities, after-school projects, and competitions • Curriculum Compacting – Determine what students already know and replace it with more challenging material that they would like to learn • Provide Choice - Focus on student interests, abilities, and preferences • Hands-on Experiments, Use of Technology • Original Research

22. Higher Level Interactive Labs Prehistoric Climate Change Students read tree leave data to infer how high Earth’s temperature rose in the geologic past http://smithsonianeducation.org/educators/lesson_plans/idealabs/prehistoric_climate_change.html Astro-Venture Students go through modules to train as Biologists, Geologists, Atmospheric Scientists, and Astronomers in order to search for and design a habitable planet http://astroventure.arc.nasa.gov/ NASA Quest Challenges Web based interactive explorations engaging students in authentic engineering and scientific processes http://quest.nasa.gov/challenges/index.html#archives

23. Open Courseware Harvard at Home http://athome.harvard.edu/ Open Yale Courses http://oyc.yale.edu/ MIT Open Courseware http://ocw.mit.edu/index.htm Open Courseware Consortium http://ocwconsortium.org/ Berkeley webcasts of lectures http://webcast.berkeley.edu/courses.php

24. Problem Based Learning • Problem Based Learning (PBL) • The students are provided a scenario surrounding a problem. • They follow the scientific method closely in order to determine a solution to the problem. The steps to PBL include: • Analyze Problem Scenario • List what is Known about the Problem • Develop a Problem Statement • List what is Needed to Solve the Problem • List Possible Actions Necessary to Solve the Problem • Analyze Information Collected about the Problem • Report Findings

25. Problem Based Learning Example The number of frogs in a school pond are decreasing. The rumors that are floating around school include: Some say bats are eating the frogs. Others say someone is dumping chemicals into the water. Still others say snakes are eating the frogs. Another strong rumor is the water is becoming polluted What is known: The number of frogs in the pond has decreased from 25 to 16 in just two weeks. The grass surrounding the pond was sprayed to control weeds about two weeks ago. The other animals and fish in the pond are doing fine, their numbers have not changed. The last test of the water's condition was made one month ago and everything was normal

26. Differentiating Instructionwith Menus(Elementary)

27. Science Competitions • Chemistry Olympiad • The Dupont Challenge • ExploraVision Awards • Intel Science & Engineering Fair • The National Ocean Sciences Bowl • National Science Bowl • Science Olympiad • Team America Rocketry Challenge • United States Physics Olympiad Competition • USA Biology Olympiad • Young Epidemiology Scholars Competition • Young Naturalist Awards

28. Differentiating in Math • “Gifted students differ from their classmates in three key areas that are especially important in mathematics…. • Pace at which they learn • Depth of their understanding • Interests that they hold • Relationship to Mathematics Learning • The sequential nature of math content makes pacing an issue. • Deeper levels of understanding and abstraction are possible for most mathematical topics, so differentiation becomes important. • If the interest is snuffed out early, the talent may not be developed.” • Dana Johnson

29. Differentiating in Math • Give pre-assessments so that students who already know the material do not have • to repeat it but may be provided with instruction and activities that are • meaningful. • Create assessments that allow for differences in understanding, creativity, and • accomplishment; give students a chance to show what they have learned. Ask students to explain their reasoning both orally and in writing. • Choose textbooks that provide more enriched opportunities. • Use multiple resources. No single text will adequately meet the needs of these learners. • Be flexible in your expectations about pacing for different students.

30. Differentiating in Math • Use inquiry-based, discovery learning approaches that emphasize open-ended problems with multiple solutions or multiple paths to solutions. Allow students to design their own ways to find the answers to complex questions. Gifted students may discover more than you thought was possible. • Use lots of higher-level questions in justification and discussion of problems. Ask "why" and "what if" questions. • Provide units, activities, or problems that extend beyond the normal curriculum. Offer challenging mathematical recreations such as puzzles and games. • Provide AP level courses in calculus, statistics, and computer science or encourage prepared students to dual enroll at local colleges. • Differentiate assignments.

31. Differentiating in Math • Expect high level products (e.g., writing, proofs, projects, solutions to challenging problems). • Provide opportunities to participate in contests such as Mathematical Olympiads for the Elementary School (grades 4-6), Math Counts (grades 7-8), and the American Junior High School Mathematics Exam (grades 7-8) or the American High School Mathematics Exam (grades 9-12). • Provide access to male and female mentors who represent diverse linguistic and cultural groups. • Provide some activities that can be done independently or in groups based on student choice. • Provide useful concrete experiences.

33. Valedictory Address “My fellow 1/2 Baked students and esteemed deans. Today marks the end of our time at HBU. We have all done well, which is to say, we are all well done, in spite of being only half-baked.” Caitlyn Fifth Grade Student

34. Differentiating in Social Studies General Ideas for Differentiating Social Studies Instruction • Cover text sequentially. • Use PowerPoint™ presentations or overhead transparencies for visual learners when lecturing. • Teach key concepts and generalizations unique to each topic or period. • Examine various points of view. • Use a variety of text, video, and taped material of varying degrees of difficulty. • Contrast historical or abstract facts with current events to bring relevancy to students. • Offer several options for projects so that each student can express his or her understanding in individual ways. • Allow students options for assessment, such as using an exam and an alternative form of assessment to form a whole grade. From: http://teachingtoday.glencoe.com/howtoarticles/differentiating

35. The First Americans Tic Tac Toe Essential Question: What values/beliefs are reflected through words/works of the First Americans? Choose one activity from each horizontal row. Read from The House Made of Dawn and Coyote Finishes His Work and create a Venn diagram to compare and contrast the two pieces. 30 points Create a PowerPoint depicting four Ancient American tribes. Include how their stories reflected their beliefs/values. 15 slides is minimum. 50 points In Lit book, read pp. 20-21, and then read p. 22“The Sky Tree ”and write a one page personal response about the story. 20 points Create a crossword puzzle based on information you find on the Maya, Aztec, and Inca civilizations. Go to Discovery.com Puzzlemaker. You need 20 items. Be sure to include a key! 20 points Create an acrostic with the words First Americans using relevant, accurate, and descriptive words. 30 points Write three I Am Poems reflecting thoughts, values, and beliefs of three ancient tribes. Emphasize the differences and portray those differences accurately. 20 points Create a replica of an Aztec or Mayan temple from clay or other medium. Include signage-title and your name. 20 points Write a five paragraph essay comparing the Pueblo people (known as Anasazi)and the Nez Perce. 30 points Create an original written or artistic piece that reflects life, values, or spirituality of the Ancient First Americans. 50 points