Creativity

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Creativity Instructional Strategies
Differentiating for Gifted Students in the
Mixed-Ability Classroom

• Carol Curtiss
• 512/919-5288
• carol.curtiss_at_esc13.txed.net
• www.esc13.net/gt

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Good Morning

• Materials check
• Schedule for the day
• 830-330
• 1130 Lunch

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• Smile and say good morning to the person to your
  left and your right.
• Shake hands with a person next to you. That is
  your partner for pair activities during this
  session.

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Welcome

• Spend a minute conversing with your partner.
• When you introduce your partner to the group,
  include a color.

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Workshop Goals

• Better understand the elements of creativity
• Better understand the components of
  differentiation
• Examine selected strategies for differentiating
  instruction for gifted students

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Blooms Taxonomy
Learn specific facts, vocabulary, ideas, and
reiterate them

• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation

Communicate knowledge and interpret previous
learning
Use learned knowledge, rules, ideas, methods in
new situations
Take apart or break down a thing or idea into its
parts and perceive the interrelationship
Use elements or ideas in new and original
patterns and relationships
Make decisions or judgments based on chosen
criteria or standards
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Blooms Taxonomy

• Questioning Strategies
• Blooms Question Handout
• Q-Matrix
• Cube

Why will?
Who can?
What if?
What might?
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Label the Sides

• Cube 1
• Who
• What
• When/Where
• Why
• How
• Which

• Cube 2
• Is/Are
• Might
• Did
• Will
• Can
• Should/Would/Could

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Blooms Taxonomy

• Integrating Blooms
• Apply to a lesson
• Think about a lesson you teach
• Decide what students should
• Know
• Understand
• Be Able to do
• Design an assessment
• Create activities for each level of Blooms
  Taxonomy

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Activity

• Tell your partner 2 important things about
  Blooms Taxonomy.
• Tell us 1 thing your partner said.

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DC1
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Identification Measures for Creativity
TTCT - (Torrance Test of Creative Thinking) SOI -
Creativity Test GATES - Creativity
Checklist Renzulli - Creativity Character
Checklist Williams How Do You Really Feel About
Yourself? Inventory
quantitative
qualitative
Adapted from J. Juntune, Texas AM University,
1998
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Creative Thinking
Possessing outstanding imagination, thinking
ability, innovative or creative reasoning
ability, ability in problem solving, and/or high
attainment in original or creative thinking
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Creative Thinking Characteristics

• Independent thinker
• Exhibits original thinking in oral written
  expression
• Generates several solutions to a given problem
• Possesses a sense of humor
• Creates and invents
• Challenged by creative tasks
• Improvises often
• Does not mind being different from the crowd
• Exhibits a sense of play

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Williams Taxonomy of Creative Thinking Skills

• Fluency
• Flexibility
• Originality
• Elaboration
• Risk Taking
• Complexity
• Curiosity
• Imagination

Generate many ideas, related answers, or choices
Change everyday objects to generate a variety of
categories
Cognitive
Seek new ideas by suggesting unusual twists and
clever responses
Stretch by expanding, enlarging, enriching, or
embellishing
Deal with the unknown by taking chances or
experimenting
Create structure in an unstructured setting
Affective
Follow a hunch, question alternatives, ponder
outcomes, and think about options
Visualize possibilities, build images in the
mind, or reach beyond the limits
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Williams Taxonomy of Creative Thinking Skills

• Activity Examples for fluency
• Whats Hot?
• Brainstorming
• Turn the censor off in your brain
• Say each idea out loud as it occurs to you
• Hitchhike or piggyback ideas
• Suspend all judgment
• Encourage a free, uninterrupted flow of ideas
• Expect to be outrageous
• Creative Explanations activity in packet

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Williams Taxonomy of Creative Thinking Skills

• Activity Examples for flexibility
• Free Associations
• SCAMPER

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Williams Taxonomy of Creative Thinking Skills

• Activity Examples for originality
• Forced Association
• Glue, umbrella, toilet, restaurant, tulip
• Squiggle

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Williams Taxonomy of Creative Thinking Skills

• Activity Examples for elaboration
• Menu Item
• Example
• Tongue Twisting Taco
• Tasty, Toasty, Tantalizing Taco Treat
• Tempts, Tickles the Tongue
• Tears the Tummy
• Take Two Tums Tonight
• Tall Tales (in packet)

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Williams Taxonomy of Creative Thinking Skills

• Questioning Strategies

How many ways?
What would you ask?
Suppose that ...
What else?
How else might we?
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Activity

• Integrating Creativity
• Apply to a lesson
• Think of a lesson you teach
• Decide what students should
• Know
• Understand
• Be Able to do
• Design an assessment
• Create activities for several areas of creativity

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Questions about Creativity?

• FFOE

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Fairness and Differentiation

• Graphing activity

The Best OK Pitiful
Organized Checkbook Directions
Desk
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Graphing Activity

• In your packet

The Best OK Pitiful
Organized Balanced Giving Following
Exercising Desk Checkbook Directions
Directions Regularly
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Why Differentiate?

• One size fits all instruction does not address
  the needs of many students.
• Kids come in many shapes and sizes as well as
  interests, learning profiles and readiness
  levels.

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Assumptions Beliefs about teaching and learning

• Students differ in their learning
• preferences and need multiple and varied
  avenues to learning.

2. All students can learn what is important
for them to know.
3. Teachers make the difference.
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Assumptions Beliefs about teaching and learning
4. Instruction must be meaningful.
5. Curriculum, assessment and instruction
are all of a piece Align what is
Written-Taught-Tested.
6. Diversity should be valued and respected.
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Differentiation is not

• Individualized instruction
• Homogenous grouping
• Tailoring the same suit of clothes
• More faster

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Differentiation is

• Proactive
• Qualitative
• Rooted in Assessment
• Student Centered
• Organic

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Differentiate

• Students differ
• in their readiness to work with a particular idea
  or skill at a given time,
• in pursuits or topics that interest them, and
• in learning profiles that may be shaped by
  gender, culture, learning style, or intelligence
  preference.

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Differentiate

• Content
• Process
• Product
• (Affect)

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Differentiate

• Content (Input)
• The content should
• Be broad in scope.
• Be organized around a major and substantive
  issue, problem, or theme.
• Allow for the integration of multiple
  disciplines.

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Content (Input)

• Pacing
• The rate at which students advance through the
  content is modified
• early introduction of algebra or geometry
• student given more time to study a topic
  in-depth

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Content (Input)

• Enrichment or Depth
• An elaboration on the basic concepts taught in
  the standard program
• In U.S. history, student reads specific short
  stories to provide more information about the
  Westward Movement

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Content (Input)

• Sophistication or Complexity
• Allowing students to see the larger systems of
  ideas and concept related to the basic content
• In a study of the American Revolution, the
  student relates that war to the nature of
  revolutions and movements

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Content (Input)

• Novelty
• Introducing completely different material that
  would not be provided to the average student
• The student takes part in a mini-course in
  archaeology

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Activity

• Round Robin Brainstorming
• With your partner, take turns naming things you
  know about differentiating using content.
• In 1 minute, how many can you name?

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Differentiate

• Process (How)
• How the Input comes in
• How the Input is learned
• How the Input is used

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Process (How)

• Skills related to the subject or course of study
  that includes but is not limited to basic skills,
  creative and critical thinking skills, research
  skills and affective skills

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Carol Ann Tomlinsons Equalizer

• Foundational Transformational
• Concrete Abstract
• Simple Complex
• Single Facet Multiple Facets
• Small Leap Great Leap
• More Structured More Open
• Less Independence Greater Independence
• Slow - Quick

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Differentiate

• Products (What is produced)
• Products should be included as a means by which
  students communicate the reconceptualization of
  existing information and/or generation of new
  information.

California Association for the Gifted. Improving
Differentiated Curricula for the Gifted/Talented
A Reference and Workbook for Educators and
Parents, 1981
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Product

• Synthesis and application of the knowledge,
  concepts, and skills to communicate what is
  learned

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Product Differentiation

• Many times, the demonstration of what has been
  learned is assessed through paper and pencil
  tests. Designing and developing products goes
  way beyond this method and combines much more,
  such as advanced content, process skills, and
  organizational aspects. One or all areas of
  content can be combined into product development
  language arts, social studies, mathematics, arts,
  technology, and others.

The Ultimate Guide for Student Product
Development Evaluation
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State Goal for Gifted Services

• Students who participate in services designed
  for gifted students will demonstrate skills in
  self-directed learning, thinking, research, and
  communication as evidenced by the development of
  innovative products and creativity and are
  advanced in relation to students of similar age,
  experience, or environment. High school graduates
  who have participated in services for gifted
  students will have produced products and
  performances of professional quality as part of
  their program services.

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Consider

• How do practitioners organize their knowledge and
  skill in this field?
• How does a practitioner sense whether approaches
  and methods are effective in a given instance?
• According to what standards does the field
  measure success?

What questions would you add?
Questions adapted from The Parallel Curriculum
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Activity

• Describe a product that would be advanced
  compared to others for your class/content.
• Describe the expectations of the student in
  creating this product.
• What components would be included?
• How would the students present their product?
• What makes this product advanced for a G/T
  learner?

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Affect

• Risk Taking
• Complexity
• Curiosity
• Imagination

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Consider

• What are the need of the students?
• What is the teacher doing in the classroom?
• What are the students doing?
• With whom are the students interacting?
• What kind of atmosphere is created?
• How is the class differentiated?

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Questions about Differentiating?

• Content, Process, Product
• According to Readiness, Interest, Learning Style

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Activity

• Fairness and Differentiation
• Describe fair.
• How might you discuss fairness and
  differentiation in your classroom?
• Create a chart that would assess information you
  need in a meaningful way for your students.

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Strategies
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Activity

• Differentiating in Your Classroom
• The Forest and the Trees
• Sometimes the use of new vocabulary can throw
  you off think of activities or lessons you are
  already doing in the classroom that implement at
  least one of the ideas discussed so far.
• Share your ideas

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Strategies for Differentiating

• Interest and Readiness
• Choices of Books
• Homework Options
• Student/Teacher Goal Setting
• Varied Computer Programs
• Independent Study
• Learning Contracts
• Mentors
• Interest Groups

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Strategies for Differentiating

• Creativity
• Brainstorming
• Open-ended assignments
• Divergent questioning
• Creative Problem Solving
• Simulations
• Contracts
• Differentiated products
• Problem-Based Learning
• WebQuests

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Strategies for Differentiating

• General Intellectual/Specific Academic
• Compacting
• Acceleration
• Depth Complexity
• Independent Research
• Contracts
• Higher Level Thinking
• Differentiated Products
• Tiered Assignments
• Cubing
• Mentors
• Advanced Resources

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Curriculum Compacting

• 1. define the goals and outcomes of a
  particular unit or segment of instruction
• 2. determine and document which students have
  already mastered most or all of a specified set
  of learning outcomes, and
• 3. provide replacement strategies for material
  already mastered through the use of instructional
  options that enable a more challenging and
  productive use of the student's time.

Curriculum Compacting - http//www.sp.uconn.edu/7
enrcgt/sem/semart08.html
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Curriculum Compacting

• Pinpointing students for pre-testing
• Look at academic records, standardized tests,
  class performance, evaluations from former
  teachers.
• Watch for students who complete tasks quickly and
  accurately, finish reading assignments ahead of
  their peers, seem bored or lost in daydreams, or
  bring extra reading from home.
• Use achievement and aptitude tests and focus on
  sections where the students scores are above
  average.

Curriculum Compacting Reis, Burns, Renzulli
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Curriculum Compacting - http//www.sp.uconn.edu/7
enrcgt/sem/semart08.html
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Curriculum Compacting

• Pre-Test Options
• Mastery
• Partial mastery
• Study guide

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Curriculum Compacting

• Study Indicates
• 95 of the teachers were able to identify high
  ability students in their classes and document
  students' strengths.
• 80 of the teachers were able to document the
  curriculum that high ability students had yet to
  master, list appropriate instructional strategies
  for students to demonstrate mastery, and document
  an appropriate mastery standard.
• Approximately 40-50 of traditional classroom
  material could be eliminated for targeted
  students in one or more of the following content
  areas mathematics, language arts, science, and
  social studies.
• The most frequently compacted subject was
  mathematics, followed by language arts.
• Science and social studies were compacted when
  students demonstrated very high ability in those
  areas.

Curriculum Compacting Study- http//www.gifted.uco
nn.edu/reiswest.html
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Curriculum Compacting

• Decisions regarding replacement
• activities should be based on
• Time
• Space
• Resources
• School policy
• Help from other faculty
• If students understand that by demonstrating
  proficiency they will earn some time to pursue
  their own interests, they will often work to earn
  this opportunity.

Curriculum Compacting Reis, Burns, Renzulli
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Sandra Kaplans Depth and Complexity
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I-Search

• Research, but with focus on the process
• Eliminates cut-and-paste reports
• Interview/communication skills
• Clearly defined rubric
• Choice

Ken Macrorie, The I-Search Paper
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I-Search

• Ask
• What do I know?
• What do I want to know?
• Plan
• How can I find out? What resources can I use?
• Search
• Produce
• What did I learn?
• About the search process
• About the topic

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DBQ

• Focused
• Big, open-ended question
• Primary sources
• Scaffolding questions
• Vary to meet individual needs
• Maintain high rigor
• Graded with rubric
• http//www.esc13.net/ships/
• http//regentsprep.org/Regents/ushisgov/essays/ind
  ex.htm

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Learning Contracts

• Learning contracts support differentiation by
  organizing students responsibilities for
  replacement tasks and documenting the customized
  learning plan and process. Contracts provide
  opportunities for students to work independently
  with some freedom while maintaining the teachers
  instructional objectives.

Dr. Bertie Kingore Differentiation Simplified,
Realistic, and Effective
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Learning Contracts

• Contracts can be used for a variety of reasons,
  including students who are compacting out of the
  regular curriculum.
• Communicate what is expected
• Encourage students responsibility for learning
• Specify positive work behaviors

Dr. Bertie Kingore Differentiation Simplified,
Realistic, and Effective
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Learning Contracts

• More information on contracts can be found in
• Teaching Gifted Kids in the Regular Classroom by
  Susan Winebrenner
• Differentiation Simplified, Realistic, and
  Effective by Bertie Kingore

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Tiered Lessons/Activities

• Addresses a particular standard, key concept, and
  generalization, but allows several pathways for
  students to arrive at an understanding of these
  components, based on the students interests,
  readiness, or learning profiles.

Critical Questions About Tiered Lessons -
http//www.bsu.edu/teachers/services/ctr/javits/In
struction/criticalquestions.htm
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Tiered Lessons/Activities

• Used when the teacher wants all students to focus
  on the same essential ideas and key skills.
• The use of tiered assignments maximizes the
  likelihood that
• each student comes away with key skills and
  understandings.
• each student is appropriately challenged.

http//www.rockwood.k12.mo.us/curriculum/staffdev/
diff/tiered_files/frame.htm
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Tiered Lessons/Activities

• What can you tier?
• Activities
• Lessons
• Homework
• Learning centers

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Tiered Lessons/Activities

• Steps
• Identify the grade level and subject
• Identify the standard being targeted
• Identify key concepts and generalizations

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Tiered Lessons/Activities

• 4. Be sure students have the background necessary
  to be successful
• 5. Develop the assessment
• 6. Create one activity that is interesting,
  requires high-level thinking and is clearly
  focused on the key concept, skill or
  generalization.

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Tiered Lessons/Activities

• 7. Determine what you will tier (content,
  process, product)
• 8. Determine how you will group (readiness,
  interest, learning style)
• 9. Determine the number of tiers necessary (based
  on the students in your classroom)

Critical Questions About Tiered Lessons -
http//www.bsu.edu/teachers/services/ctr/javits/In
struction/criticalquestions.htm
http//www.rockwood.k12.mo.us/curriculum/staffdev/
diff/tiered_files/frame.htm
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Movie
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Middle School Examples
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Activity

• Investigate a Tiered Assignment
• Group according to level (h.s., m.s., elem.)
• Read packet
• Discuss what and how lessons are differentiated
• Thoughts, Feelings, Ideas, etc.
• Be prepared to give a brief explanation of lesson
  and summary of discussion to the whole group
• Samples Online
• http//ideanet.doe.state.in.us/exceptional/gt/tier
  ed_curriculum/welcome.html

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Tiered Lessons/Activities

• Things to consider
• Scaffolding
• Equally Engaging Activities
• Flexible Grouping
• Groups can and should change depending on the
  activity.
• Does grouping mean that students have to sit
  together?

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Cubing

• Cubing has many of the same functions as tiered
  lessons for differentiation
• Primary difference is the hands-on nature

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Cubing

• Each side of the cube has a prompt

Explain
Compare
Describe
The words themselves can vary for different
activities as long as every cube has the same
prompts
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Cubing

• Each prompt has an activity geared toward the
  students readiness, interest, or learning
  profile

Illustrate the similarities.
Compare
Create a T-chart listing the similarities.
Describe the similarities in a short paragraph.
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Cubing

• Things to consider (again)
• Scaffolding
• Equally Engaging Activities
• Flexible Grouping
• Groups can and should change depending on the
  activity.
• Does grouping mean that students have to sit
  together?

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ActivityYour Turn to Plan

• Compacting
• Contracts
• Tiered Lessons
• Cubing
• Which is most appropriate for you?
• Use it? Modify it Make a hybrid

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Things to Consider

• What do you want the student to know and be able
  to do?
• What resources and support are available?
• Pre-assessment?
• (See handout)

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Will my plan work?

• Does the content show
• Authentic skills
• Increasing depth and complexity
• That all levels of the assignment are equally
  challenging.
• At each level are there
• Significant opportunities for higher-level
  thinking, complex problem solving and/or
  open-ended response
• Thinking skills that are taught in an authentic
  context

Adapted from Proposed Rubric for Self-Reflection
of Tiered Assignments    by Sally Simon -
http//170.161.50.3/Goals2000/rubric1.htm
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Will my plan work?

• Student products would
• Show a synthesis of learning and express that
  learning in a complex way
• Be based on authentic professional models
• Be presented to an authentic, appropriate
  audience for critique
• Pre-assessments
• Pre-assessment matches the content and task on
  many levels of complexity

Adapted from Proposed Rubric for Self-Reflection
of Tiered Assignments    by Sally Simon -
http//170.161.50.3/Goals2000/rubric1.htm
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Will my plan work?

• Instruction
• A variety of learning styles are addressed in
  instruction
• Anchor activities are available
• Student grouping is flexible
• Assessment
• Clear expectations for quality are established
  and communicated to students prior to assessment
• Students have an opportunity to self-evaluate
  their work and get feedback from peers.

Adapted from Proposed Rubric for Self-Reflection
of Tiered Assignments    by Sally Simon -
http//170.161.50.3/Goals2000/rubric1.htm
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Assessment
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State Goal for Gifted Services

• Students who participate in services designed
  for gifted students will demonstrate skills in
  self-directed learning, thinking, research, and
  communication as evidenced by the development of
  innovative products and performances that reflect
  individuality and creativity and are advanced in
  relation to students of similar age, experience,
  or environment. High school graduates who have
  participated in services for gifted students will
  have produced products and performances of
  professional quality as part of their
  program services.

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Assessment

• In a differentiated classroom, students often
  work at different paces and are assessed
  according to varied learning goals. Two
  important features of a differentiated classroom
  are students rights to begin where they are
  and to expect to grow as learners.
• - Carol Ann Tomlinson
• How to Differentiate Instruction in Mixed
  Ability Classrooms

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Assessment

• Assessments are tasks assigned to students in
  order to determine the extent to which they have
  acquired the knowledge and/or skills embedded
  within a performance standard or content goal.
  
  

Adapted from The Parallel Curriculum pp. 48-52
Corwin Press
94
Assessment

• A good assessment instrument can be a learning
  experience. But more to the point, it is
  extremely desirable to have assessment occur in
  the context of students working on problems,
  projects, or products that genuinely engage them,
  that hold their interest and motivate them to do
  well. Such exercises may not be as easy to
  design as the standard multiple-choice entry, but
  they are far more likely to elicit a students
  full repertoire of skills and to yield
  information that is useful for subsequent advice
  and placement.
• -Howard Gardner
• From Multiple Intelligences The Theory in
  Practice

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Assessment

• Rubrics
• Many FREE sites are available on the Web
• Teach-nology.com
• School.discovery.com
• Rubistar.com
• 4teachers.org

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Assessment

• Classroom Based Informal Assessment
• Reflective Journals and Logs
• The main thing Ill remember is
• A new insight or discovery is
• I really understood
• Im really confused about
• Something I can use beyond school is
• Connections Im making with other things I know
  are

David Lazear Multiple Intelligence Approaches
to Assessment
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Assessment

• Before-and-After Scenarios
• Analyze the impact of the unit or lesson on
  yourself using this chart
• Now write How Im different as a result of this
  unit or lesson.

David Lazear Multiple Intelligence Approaches
to Assessment
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Considerations for Lesson Development

• State Goal for Gifted Services
• Students who participate in services designed for
  gifted students will demonstrate skills in
  self-directed learning, thinking, research, and
  communication as evidenced by the development of
  innovative products and creativity and are
  advanced in relation to students of similar age,
  experience, or environment. High school graduates
  who have participated in services for gifted
  students will have produced products and
  performances of professional quality as part of
  their program services.

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Have we met the Workshop Goals?

• Better understanding of the elements of
  creativity
• Better understanding of the components of
  differentiation
• Examine selected strategies for differentiating
  instruction for gifted students

106
Contact Information

• Susan Maxey
• 919-5285
• Susan.Maxey_at_esc13.txed.net

• Carol Curtiss919-5288Carol.Curtiss_at_esc13.txed.n
  et