Title: Differentiating Instruction for the Gifted Student in a MixedAbility Classroom
1Differentiating Instruction for the Gifted
Student in a Mixed-Ability Classroom
Kathryn Shaw Instructional Coach Rincon High
School
2Objectives
- Participants will have an opportunity to
- CONTENT
- Identify needs and challenges of teaching Gifted
and Talented Students - Match specific needs with specific strategies and
techniques. - Create a lesson within your content using one of
the strategies - LANGUAGE
- read an article about one teachers experience
with teaching GATE students in a mixed-ability
classroom - discuss with peers how to apply specific
strategies to specific learner needs -
3Round the Clock Learning Partners
- Sign your name on the top of your paper.
- Avoid people seated at your table.
- Find a different partner for
- 300, 600, 900 1200
- Trade signatures.
- Sit down as soon as you have all signatures.
- You have 2 minutes 14 seconds.
4PRE-ASSESSMENT
- 4 Mat Brainstorm Activity
- What is Differentiated Instruction?
- What questions do you have?
5Who are the Gifted?
- Gifted students range from the highly gifted to
the cooperative teachers pet, and from the
artist to the rebellious underachiever. - Federal law (PL 91-230) defines gifted and
talented children in fives categories - General Intellectual Ability
- Specific Academic Aptitude
- Creative or Productive Thinking
- Leadership Ability
- Visual/Performing Arts
6Needs of Gifted Students
- Gifted and talented elementary school students
have mastered from 35 to 50 percent of the
curriculum offered in five basic subjects before
they begin the school year. - Most regular classroom teachers make few, if any,
provisions for gifted and talented children. - Most of the highest achieving students in the
nation included in Whos Who Among American High
School Students reported that they studied less
that 1 hour a day. - Its easy to see why so many gifted students say
they are bored in school. - From National Excellence A Case for Developing
Americas Talent (1993)
7How We Teach Makes A Difference!
8High performance is never an accident it is
always the result of high intention, sincere
effort, intelligent direction, careful planning,
and skillful execution it represents the wise
choice of many alternatives. Adapted from
Willa A. Foster
9Learning Cycle and Decision Factors Used in
Planning and Implementing Differentiated
Instruction
10Specific Concerns when Teaching Gifted Students
- Students could become interested in topic, but
the teaching style doesnt match the learning
style. - Student already knows the skill or concept that
is being taught. - Student will learn the information, skills and/or
concepts faster than most others in the class. - Student does not feel academically or
intellectually challenged. - Student has given up on school, is unmotivated,
wants to be entertained rather than work.
11- Student could become interested in the topic, but
learning style does not match teaching style.
Remember most of us teach the way we learn. -
- Individual lesson plans (ILPs) based on
Learning Styles, Multiple Intelligences, and/or
interests.
12SoWhat to do?
- First-Get to Know Your Students
- Learning styles
- Multiple Intelligences
- Interests
13Whats Your Learning Style?
Puppy (abstract random)
Beach Ball (concrete random)
Clipboard (concrete sequential)
Microscope (abstract sequential)
Gregory Chapman
14Which Intelligence is your Strength/Weakness?
- 3 Main Categories of Gardners Multiple
Intelligences - I. Language Related II. Object Related III.
Personal Related - Verbal/Linguistic Logical/Mathematical Intraperso
nal - Musical/Rhythmic Visual Spatial Interpersonal
- Bodily/Kinesthetic
- Naturalist
-
15How are you Smart?
16Think-Pair-Share
- Find your 600 partner
- Get together and discuss the implications for
your teaching in knowing your students learning
styles and multiple intelligences.
17ALWAYS PRE-ASSESS
- To find out.
- What the student already knows about the unit
being planned. - What misconceptions the student might have
- What further instruction and opportunities for
mastery are needed - What requires re-teaching or enhancement
- What areas of interests and feelings are in the
different areas of study - How to set up flexible groups T-total,
A-alone,P-partner, S-small group
18Pre-assessment Strategies
Anticipation guide
Journals
Word splash
Squaring Off
Written pre-test
Boxing
Placemat brainstorm
4 Corners
19When the student already knows the skill or
concept that is being taught use
- Flexible Grouping
- skill/readiness level
- interests
- multiple intelligences
- learning styles
- Curriculum Compacting
- Learning Contract
20CURRICULUM COMPACTING
21When the student will learn the information,
skills, and/or concepts faster than most others
in the class
- Independent study
- Student becomes a resident expert on some facet
of the topic - Thematic Units
- Learning Contract
22When the student does not feel academically or
intellectually challenged
- Questivities
- ILPs at the higher level of Blooms
- Enrichment activities that involve real life
problem solving - Tiered Lessons/Units
23Using Tomlinsons Equalizer to Chart Complexity
24When a student is unmotivated, wants to be
entertained rather than work
- Provide choice
- Pursuit of special interest area
- Personal goal setting
- Develop leadership skills to promote
self-confidence.
25Pair-Share-Squared
- Find your 900 partner grab another pair of
partners - Look over the examples of Flexible Grouping,
Curriculum Compacting, Learning Contracts,
Questivities, Tiered Lessons, and ILPs? - How do you see yourself utilizing these
strategies in your classroom?
26Baby Steps A Beginners Guide Find your 1200
partner. Using the Say Something Paired Reading
Strategy, read and discuss the article.
27Its Your Turn
- Find someone else in your content area.
- Choose one strategy from those we discussed
today. (Learning Contract, tic-tac-toe board, ILP
based on Learning Styles, Blooms or Multiple
Intelligences, Tiering a Lesson or Questivities) - Create a plan
28FINAL COUNTDOWN
One Question you still have
Two New Ideas
Three strategies to use with Gifted Students
29Bibliography
- Coil, Carolyn. Teaching Tools for the 21st
Century. Pieces of Learning, 2005 - Gregory, Gayle Chapman, Carolyn. Differentiated
Instructional Strategies. Corwin Press, Inc Sage
Publications,2002 - Gregory, Gayle, Kuzmich, Lin. Differentiated
Literacy Strategies. Corwin Press, Inc Sage
Publications, 2005 - Wormelli, Rick. Fair Isnt Always Equal.
Stenhouse Publishers, Portland, Maine, 2006