Differentiation for Gifted Learners

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Differentiation for Gifted Learners

• Lori Comallie-Caplan
• Professional Development Day
• 10/24/2008

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Session Objectives

• Session participants will
• Articulate and discuss how the AES model
  incorporates Coaching for Differentiation
• Define 8 general strategies of differentiation
  and their application to the general education
  classroom.
• Define 3 new strategies using critical thinking
  to differentiate instruction in the general
  education classroom.
• Define 3 new strategies using creativity to
  differentiate instruction in the general
  education classroom
• Be able to utilize the COS-R in coaching for
  differentiation in the general education
  classroom.

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The AES Model
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The AES Model
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The AES Model
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The AES Model
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What is Differentiated Curriculum for the Gifted
in the Context of Curriculum Standards for all?

• Features
• Acceleration
• Complexity
• Depth
• Challenge
• Creativity

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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
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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
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Differentiation FeatureDepth

• 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
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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
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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
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A Review of the Strategies

• JIGSAW
• Anchor
• Choice
• Six Hats
• Cubing
• Structured
• Academic
• Controversy
• The Profiler
• Tri - Minder
• Rafts

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Anchor

• Describe
• Strengths
• Weaknesses
• Application

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Choice

• Describe
• Strengths
• Weaknesses
• Application

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Six Hats

• Describe
• Strengths
• Weaknesses
• Application

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Cubing

• Describe
• Strengths
• Weaknesses
• Application

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Structured Academic Controvery

• Describe
• Strengths
• Weaknesses
• Application

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The profiler

• Describe
• Strengths
• Weaknesses
• Application

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Tri-Minder

• Describe
• Strengths
• Weaknesses
• Application

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RAFTS

• Describe
• Strengths
• Weaknesses
• Application

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Using Classroom Observation Scales for
Instructional Improvement
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Assessing Classroom PracticeGeneral Purposes

• Conduct classroom observations in multiple
  instructional contexts.
• Examine differences in instructional behaviors in
  different organizational patterns, different
  teacher groups, and different subject areas.
• Provide evidence of need for professional
  development

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Assessing Classroom PracticeLiterature Review

• No documented differentiation practices for
  gifted in heterogeneous classrooms (84)
  (Westberg, Archambault, Dobyns, Salvin,1993)
• Ineffective teachers over 3 years resulting in
  depressed effects on student achievement in math
  regardless of ability level (Sanders Rivers,
  1996)
• Positive effects of employing key practices (e.g.
  critical thinking or metacognition) on student
  learning in math science for elementary and
  middle school levels (Wenglinsky, 2000)

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Assessing Classroom PracticeLiterature Review

• Higher-level reform behavior takes a minimum of
  two years of intensive training to demonstrate
  results (Borko, 1993)
• Content-based curriculum intervention for gifted
  coupled with staff development results in
  significant important growth gains (Little,
  Feng, VanTassel-Baska, Rogers, Avery, 2003
  VanTassel-Baska, Zuo, Avery Little, 2002
  VanTassel-Baska, Bass, Ries, Poland Avery, 1998)

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Assessing Classroom PracticeInstrument
Construction (COS-R)

• Categories are consonant with research on
  effective teaching practices, teacher reform
  literature, and teaching high-ability learners
• Curriculum Planning and Delivery
• Accommodations for Individual Differences
• Problem Solving
• Critical Thinking Strategies
• Creative Thinking Strategies
• Research Strategies

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Assessing Classroom PracticeTechnical Adequacy
of COS-R

• Content validity (.97)
• Reliability (.91- .93)
• Inter-rater reliability (.87 - .89)
• Two study replications of scale use produce
  similar results

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Critical Thinking Strategies

• encouraged students to judge or evaluate
  situations, problems, or issues
• engaged students in comparing and contrasting
  ideas (e.g., analyze generated ideas)
• provided opportunities for students to generalize
  from concrete data or information to the
  abstract.
• encouraged student synthesis or summary of
  information within or across disciplines.

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Creative Thinking Strategies

• solicited many diverse thoughts about issues or
  ideas
• engaged students in the exploration of diverse
  points of view to reframe ideas
• encouraged students to demonstrate
  open-mindedness and tolerance of imaginative,
  sometimes playful solutions to problems
• provided opportunities for students to develop
  and elaborate on their ideas.

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Differentiating Using Critical Thinking

• Models Used by the College of William and Mary

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Pauls Model of Reasoning
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Got a Problem

• What is the problem?
• Why are we reasoning about it?
• What are the points of view?
• What are the assumptions people make?
• What are the important concepts?
• What evidence supports the point of view?
• What inferences can we make?
• What would be the consequences of different
  actions?
• --based on Paul (1992)
• Center for Gifted EducationThe College of
  William and Mary

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Elements of Reasoning
-- Paul, 1992
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Question Tree based on Reasoning Model

• What is the question or issue of interest?
• What is the purpose of _____________?
• What points of view or perspectives are important
  to
• understanding __________________?
• What assumptions underlie each perspective on
  ________?
• What data/evidence support a given perspective on
  _____?
• What inference can be made about ______________,
  based on the evidence?
• What are the implications and consequences of
  __________?

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Standards of Reasoning

• Are there enough reasons to make a convincing
  argument?
• Is the evidence correct or right?
• Are the reasons clear?
• Are specific reasons or examples included rather
  than vague generalizations?
• Are the arguments and reasons strong and
  important?
• Is the thinking logical?

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Pauls Model of ReasoningThe Crucible

• What is the central problem of the play?
• What was Millers purpose in writing it, do you
  think?
• How do the following concepts apply to The
  Crucible loyalty, truth, revenge, and absolute
  morality?
• What assumptions are made by the Salem citizenry
  about guilt and innocence?
• Which point of view is the most crucial to the
  play Abigails, Elizabeths, or Johns? What
  role does each perspective play in plot
  development?

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Pauls Model of ReasoningThe Crucible

• What data or evidence from the play would suggest
  that witchcraft is not at work?
• What inferences do you draw from the following
  statement by John Proctor for now, I do think
  I see some shred of goodness in John Proctor.
  Not enough to wave a banner with, but white
  enough to keep it from such dogs.
• What are the consequences for individuals and
  society of seeing the world in black and white
  terms (e.g. good and evil)?

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The Logic of History
Be aware Much human thinking is historical. We
use our beliefs (formed in the past) to make
thousands of decisions in the present and plans
for the future. much of this historical thinking
is deeply flawed.
Elder, L. Paul, R. (2003). The foundations of
analytic thinking. The Foundation for Critical
Thinking
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Reasoning about a Situation or Event

• Based on the elements and premise of the Paul
  model, this reasoning model should be used when
  analyzing a specific event where two or more
  people or groups of people conflict with one
  another and have a vested interest in the outcome
  of the event.

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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?
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The Literature Web

• The Literature Web is a model designed to guide
  interpretation of a literature selection by
  encouraging a reader to connect personal response
  with particular elements of the text. The web may
  be completed independently and/or as a tool for
  discussion. Recommended use is to have students
  complete the web independently and then share
  ideas in a small group, followed by a
  teacher-facilitated debriefing.

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Literature Web

• The web has five components
• Key Words interesting, unfamiliar, striking, or
  particularly important words and phrases
  contained within the text
• Feelings the readers feelings, with discussion
  of specific text details inspiring them the
  characters feelings and the feelings the reader
  infers the author intended to inspire
• Ideas major themes and main ideas of the text
  key concepts
• Images and Symbols notable sensory images in the
  text, pictures in they readers mind and the
  text that inspired them, symbols for abstract
  ideas
• Structure the form and structure of the writing
  and how they contribute to meaning may identify
  such features as use of unusual time sequence in
  narrative, such as flashbacks, use of voice, use
  of figurative language, etc. style of writing

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Hamburger Model for Persuasive Writing
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Hamburger Model continued

• The Hamburger Model uses the familiar metaphor of
  a sandwich to help students construct a paragraph
  or essay. Students begin by stating their point
  of view on the issue in question (the top bun).
  They then provide reasons, or evidence, to
  support their claim they should try to
  incorporate at least three supportive reasons
  (the patties). Elaboration on the reasons
  provides additional detail (the fixings). A
  concluding sentence or paragraph wraps up the
  sandwich (the bottom bun).

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Dagwood Model
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Dagwood Model Continued

• The Dagwood Model is an extended version of the
  sandwich metaphor (i.e. the famous sandwich of
  the cartoon character). This model is designed to
  help students construct a persuasive essay which
  also addresses the arguments of the contrasting
  viewpoint. Thus, the sandwich contains multiple
  layers of "patties" or reasons and their
  contrasting viewpoints, as well as many "fixings"
  or elaborations.

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The Vocabulary Web

• The Vocabulary Web is a tool for exploring words
  in depth. It asks students to investigate a
  single word in detail, finding its definition,
  synonyms and antonyms, and etymological
  information. With this information, students then
  identify word families, or other words using
  the same meaning-based stems as the original
  word and they provide an example of the word,
  which may be a sentence or analogy using the
  word, a visual or dramatic representation, or
  another creative form.

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Vocabulary Web
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Analyzing Primary Resources

• The Analyzing Primary Sources model has been
  developed as a means for teaching students how to
  confront a historical document, the questions to
  ask of it, and how to critically examine
  information they receive. The chart guides
  students from establishing a context and purpose
  for the source to evaluating and interpreting the
  source, including its authenticity/reliability
  and consequences/outcomes.

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Analyzing Primary Sources
Establishing a context and intent for the source
Understanding the Source
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Analyzing Primary Resources
Evaluating/Interpreting the source
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The Research Model

• The Research Model provides students with a way
  to approach an issue of significance and explore
  it individually and in small groups. Its
  organization follows major elements of reasoning.
  Teachers are encouraged to model each stage of
  this process in class.

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Research Model
1. Identify your issue or problem. What is the
issue or problem? Who are the stakeholders and
what are their positions? What is my position on
this issue?
2. Read about your issue and identify points of
view or arguments through information
sources. What are my print sources? What are my
media sources? What are my people sources? What
primary and secondary source documents might I
use? What are my preliminary findings based on a
review of existing sources?
Center for Gifted Education School of Education
The College of William and Mary
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3. Form a set of questions that can be answered
by a specific set of data 1) What would be the
results of _____________? 2) Who would benefit
and by how much? 3) Who would be harmed and by
how much? My research questions
4. Gather evidence through research techniques
such as surveys, interviews, or analysis of
primary and secondary source documents. What
survey questions should I ask? What interview
questions should I ask? What generalizations do
secondary sources give? What data and evidence
can I find in primary sources to support
different sides of the issue?
5. Manipulate and transform data so that they can
be interpreted. How can I summarize what I found
out? Should I develop charts, diagrams, or graphs
to represent my data?
Center for Gifted Education School of Education
The College of William and Mary
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6. Draw conclusions and make inferences. What do
the data mean? How can I interpret what I found
out? How do the data support my original point of
view? How do they support other points of
view? What conclusions can I make about the issue?
7. Determine implications and consequences. What
are the consequences of following the point of
view that I support? Do I know enough or are
there now new questions to be answered?
8. Communicate your findings. (Prepare an oral
presentation for classmates based on note cards
and written report.) What are my purpose,
issue, and point of view, and how will I explain
them? What data will I use to support my point of
view? How will I conclude my presentation?
Center for Gifted Education School of Education
The College of William and Mary
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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.

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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

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Research Example - Social Studies

• You will sign up for a person or event from the
  1920s to explore in your project. From your
  research you will create a learning booth or
  mini-museum that your classmates will visit, so
  you should make it as entertaining and
  interesting as possible.
• You will need to include the following
• Pictures or other visual aides (audio if
  appropriate)
• Timeline placing the person or event
  appropriately
• Description of your person/issue
• An explanation of the person/issues significance
  in the 1920s and today
• A handout (or brochure) that includes basic
  information on the contents of your museum and
  entices people to come and see the exhibit.
• Visitors should be able to determine who/what was
  the main focus of your museum, how the person and
  related issue/event fit on a timeline of the
  1920s, and the significance of the person and
  related issue/event(s) to life in the 1920s and
  to life today.
• The 1920s in America A Decade of Tensions,
  Grades 6-7

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Create a research task demand in your area of
learning for gifted learners.Use the examples
as prototypical models.
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Math

• Mega Math
• http//www.c3.lanl.gov/mega-math/
• Connected Math
• http//connectedmath.msu.edu/teaching/gifted.shtml
  
• National Library of Visual Manipulatives
• http//nlvm.usu.edu/en/nav/vLibrary.html
• WebMath
• http//www.webmath.com/
• Descartes Cove
• http//www.cty.jhu.edu/cde/cove
• K-12 Resources for Mathematics Education
• archives.math.utk.edu/k12.html
• Linda Sheffields Web Pages
• Resources for Teachers - www.nku.edu/mathed/tr.ht
  ml
• Resources for PreK-grade 12 students -
  www.nku.edu/mathed/p12sr.html

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Math Competitions

• American Mathematics Competitions (AMC) -
  www.unl.edu/amc The purpose of the AMC is to
  increase interest in mathematics and to develop
  problem solving ability through a friendly
  competition. MATHCOUNTS - mathcounts.org/
• MATHCOUNTS is a national program for competition
  in mathematics for 7th and 8th graders. School
  teams use materials provided by MATHCOUNTS to
  practice throughout the fall.
• Mathematics Olympiads for Elementary and Middle
  Schools - www.moems.org/These are contest
  problems that are administered 5 times during the
  school year within the school. The top few scores
  are sent as the "team score" as part of the
  competition. The problems are challenging and
  engaging.

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• To use Q Matrix
• 1. Identify the level of thinking you wish your
  question to elicit and select word pairs to match
  your instructional focus
• knowledge word pairs upper left portion of
  matrix
• evaluation word pairs lower right
• As you move in any direction from the What is?
  you are moving toward questions which require
  more in-depth thinking

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• To use Q Matrix
• 1. Identify the level of thinking you wish your
  question to elicit and select word pairs to match
  your instructional focus
• knowledge word pairs upper left portion of
  matrix
• evaluation word pairs lower right
• As you move in any direction from the What is?
  you are moving toward questions which require
  more in-depth thinking

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• 2. Choose any word pair
• -use this word pair as the first two words in
• your question followed by the appropriate
  content.
• Example Which might
• Which might be the best way to solve this
  problem?
• OR
• -embed the words in your question
• Example Of all the solutions weve
  discussed, which do you do feel might provide the
  best solution to this problem?

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• 3. The horizontal items represent the subject of
  the question (event, situation, choice, person,
  reason, means)
• 4. The vertical items represent the process
  (present, past, possibility, probability,
  prediction, imagination)

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• Quadrants
• I Asks for facts
• II Asks for comparisons, explanations,
  examples
• III Asks for predictions and possibilities
• IV Asks for speculations, probabilities and
  evaluation

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Argument Mapping Tool

• Tutorial 1 - Simple Arguments Introduces simple
  arguments, the most basic units of reasoning.
  Discusses various kinds, their parts, and how to
  map them.
• Tutorial 2 - Simple Argument Structure
• Looks in more detail at the internal structure of
  simple arguments. Gives simple guidelines for
  identifying assumptions and ensuring that the
  whole thing hangs together properly.
• Tutorial 3 - Multi-Reason Arguments
• Studies arguments in which more than one reason
  or objection bear upon a single claim.  Discusses
  some common mistakes in mapping such arguments.
• Tutorial 4 - Multi-Layer Arguments
• In multi-layer arguments, reasons or objections
  are themselves supported or opposed by further
  arguments.  This tutorial covers the main kinds
  of multi-layer arguments, how to map them, and
  how to avoid some common errors.
• Tutorial 5 - Inference Objections
• Inference objections are a kind of multi-layer
  argument, and mapping them is particularly
  challenging.  This tutorial shows how to map
  inference objections as objections to hidden
  premises.
• Tutorial 6 - Macrostructure
• The "macrostructure" is the structure of complex
  arguments on a large scale.  This tutorial covers
  some fundamental principles for producing maps of
  well-structured complex arguments.
• By the end of these tutorials, if you have done
  the exercises properly, you should have acquired
  basic skills of argument mapping, and have a
  deeper understanding of the nature of reasoning
  and argumentation.
• http//austhink.com/reason/tutorialhttp//austhink
  .com/reason/tutorials/s/

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Explora Tree

• http//www.exploratree.org.uk/
• Free online library of thinking guides
• Print them out or fill in and complete your
  project on the exploratree website
• Build up a personal portfolio of useful thinking
  guides
• Change or customise them using images, text and
  shapes

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Differentiation through Creativity
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According to Torrance,

• When a person has no learned or practiced
  solution to a problem, some degree of creativity
  is required

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1. Use Humor

• Go to http//www.cagle.com
• Cartoons are changed frequently

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Humor

• Another tack is to have participants draw
  cartoons to represent current or historical
  events, OR

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Humor

• Or, create a cartoon to represent the other side
  of the issue. Here, participants could discuss
  the issues on both sides of a controversy, such
  as the Patriot Act, and draw an editorial cartoon
  in answer to this one.

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Humor

• Cartoons can be used to teach science, art,
  journalism, English, and research, too.

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2. Use an encounter experience

• EXAMPLE Introducing a Lesson on Native Americans
• What kind of Native American are you?
• What do you see? Hear? Smell? Taste? Feel?
• You are away from the rest of your people. Why?
• You hear voices of the enemy near. Who are they?
  What are they doing?
• What have you learned about? What would you like
  to know?

• Question of
• Identity
• Awareness
• Isolation
• Risk or danger
• Wisdom

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3. Inkblot

• Groups of 4 with inkblot or paint blot on paper

• Fold the paper in half horizontally and
  vertically.
• 2. Then put a few drops of paint, refold paper
  and press to smear.
• 3. Number the 4 sides and brainstorm for 2-3
  minutes on each side what the blob could be.

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Inkblot Applications

• Creativity--discuss who had the most
• Responses (fluency),
• Unusual response (originality),
• Detailed response (elaboration),
• Categories of responses (flexibility)
• Recognize other attributes of creativity such as
  humor, emotion, fantasy, etc.
• Geometry--Use graph paper make a polygon out of
  the figure figure (or estimate) the area
• Art--Have students choose to draw or paint
  details to complete the picture
• Language Arts/English/Foreign Language--Have
  students write stories about the picture

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4. Movement

• Familiarize students with Rube Goldberg machines
  like the one below.

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Machine

• Machine
• A volunteer makes a repeated machine-like
  movement.
• one by one others add a motion to the machine.
• remaining students are asked to brainstorm what
  the machine is and how the various movements work
  together.
• Gives students an opportunity to express
  creativity through movement.

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5.Brainstorming and Just Suppose

• Principles
• 1. Deferment of judgment.
• 2. Quantity breeds quality.
• Rules
• 1. Criticism is ruled out.
• 2. Free wheeling is welcomed.
• 3. Quantity is wanted.
• 4. Combination and improvement are
  sought--hitchhiking.
• Economics Example Just suppose you won the
  lottery, what would you do with the money? What
  might some effects be?
• Science/Social Studies Just suppose we could
  cure all diseases. What would be the effect?
• Mathematics Just suppose you could invent your
  own symbol system for mathematics. What might be
  some symbols you would create, and what would
  they mean?

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6. Scamper (Eberle, 1971)

• Substitute
• Combine
• Adapt
• Magnify or minify
• Put to other uses
• Eliminate
• Reverse or rearrange

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What are some ways that we could make zoos
better for animals?

• Substitute--group animals and vegetation together
  as in the wild and let them hunt or forage for
  their own food
• Combine--have the birds from the aviary in the
  same place with the monkeys
• Adapt--use climate control domes and vegetation
  to simulate their natural environment
• Magnify or minify--make zoos larger with more
  space breed smaller versions of animals so that
  the space seems larger

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What are some ways that we could make zoos
better for animals? (Contd)

• Put to other uses--give the animals activities to
  occupy them
• Eliminate--remove as many unnatural sensations as
  possible--sights, sounds, smells, foods,
  textures, etc.
• Reverse or rearrange-- put the people in
  enclosures and let the animals run free

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Scamper--Application

• Language Arts How might you use the SCAMPER
  techniques to change a familiar story?
• Social Studies How might you apply the ideas of
  SCAMPER to create a new society?
• Mathematics Can you write word problems using
  the ideas of SCAMPER?
• Science How can you design a new experiment
  using the principles of SCAMPER.

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7. Metaphorical Thinking

• Life is like...
• ...a jigsaw puzzle but you don't have the
  picture on the front of the box to know what it's
  supposed to look like. Sometimes you're not even
  sure you have all the pieces.
• ...riding an elevator. It has a lot of ups and
  downs and someone is always pushing your buttons.
  Sometimes you get the shaft, but what really
  bothers you are the jerks."
• What do you think life is like?

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8. Forced Fit

• If you cant think of a comparison, try choosing
  anything and figuring out how they are alike.
• Life is like a book. How?
• What is a garden like? How?
• How are schools like businesses? prisons?
  gardens? Zoos?
• Play a game with two teams each must think of a
  problem and an unlikely object with which to
  solve it. If the solvers can think of a
  reasonable solution using the object, they get a
  point. Otherwise those presenting the problem get
  the point. Take turns.
• Example How could you use a spoon to get
  children to clean their rooms?
• (If anyone can help solve this problem, with or
  without a spoon, all of us parents will be
  eternally grateful!

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The Parable of the Sad Bear
An Allegory On The School Experience of A
Creative Child
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• Once upon a time there was a very sad bear who
  was kept in a very small cage at the town zoo.
  When he wasnt eating or sleeping, he spent his
  time pacing--8 paces forward and 8 paces back.
  Again and again he paced the cage.

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• One day the zoo keeper said, Its sad to see
  this bear pacing back and forth. I shall build
  him a great, open space where he can run and
  play. So he did.

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As the space was completed, great waves of
anticipation charged through the town.
Finally the magic day came to move the bear to
his headquarters. The mayor gave a speech as the
children screamed with excitement.
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The town band played loudly as the great beast
was moved to his new large space. Everyone
watched as the bear looked to his left, then to
his right and began to move
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1 step, 2, 5, 8 paces forward, and 8 back again.
To the shocked amazement of the crowd, he paced
the parameters of his old, very small cage.
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Minds, like bears, grow accustomed to narrow
spaces.