Differentiating Instruction for the Gifted Student in a Mixed-Ability

Classroom

Kathryn Shaw

Instructional Coach

Rincon High School

Who are the Gifted?

Gifted students range from the highly gifted to the cooperative “teacher’s 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

Needs 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 Who’s Who Among American High School Students reported that they studied less that 1 hour a day.– It’s easy to see why so many gifted students say they

are bored in school.

– From National Excellence: A Case for Developing America’s Talent (1993)

How We Teach Makes A Difference!

High 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

Learning Cycle and Decision Factors Used in Planning and Implementing Differentiated

Instruction

Specific Concerns when Teaching Gifted Students

• Students could become interested in topic, but the teaching style doesn’t 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.

• 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.

So…What to do?

First-Get to Know Your Students

Learning styles Multiple Intelligences Interests

What’s Your Learning Style?

Beach Ball (concrete random)

Puppy

(abstract random)

Microscope

(abstract sequential)

Clipboard

(concrete sequential)

Gregory & Chapman

Which Intelligence is your Strength/Weakness?

3 Main Categories of Gardner’s Multiple Intelligences

I. Language Related II. Object Related III. Personal Related

Verbal/Linguistic Logical/Mathematical Intrapersonal

Musical/Rhythmic Visual Spatial Interpersonal

Bodily/Kinesthetic

Naturalist

How are you Smart?

Think-Pair-Share

• Find your 6:00 partner

• Get together and discuss the implications for your teaching in knowing your students’ learning styles and multiple intelligences.

ALWAYS 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

Pre-assessment StrategiesW

ord sp

lash

Anticipation guide

Written pre-testPlacemat brainstorm

Squaring

Off

Boxing

Journals

4 Corners

When the student already knows the skill or concept that is being taught use:

• Flexible Groupingskill/readiness level

interests

multiple intelligences

learning styles

• Curriculum Compacting

• Learning Contract

CURRICULUM COMPACTING

Phase 1 Phase 2 Phase 3Exploratory Phase

Pre-Assessment:

Test

Conference

Portfolio conference

To find out what the learner

Knows

Needs to know

Wants to know

Analyze Data

Mastery: skills, concepts

What have they mastered

Needs to Master:

What else do they need to know?

How will they learn it?

Gain with whole class

Independent study

Homework

Mentor/buddy in or out of school

On-line learning

Advanced Level Challenge

Investigation

Problem-based learning

Service Learning

Project

Contract

Opportunities for Successful Intelligence

(Sternberg, 1996)

Analytical

Practical

Creative

Assessment

When 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

When the student does not feel academically or intellectually challenged:

• Questivities

• ILPs at the higher level of Bloom’s

• Enrichment activities that involve real life problem solving

• Tiered Lessons/Units

Using Tomlinson’s Equalizer to Chart ComplexityFoundational Information, Ideas, Materials,

ApplicationsTransformational

Concrete Representations, Ideas, Applications, Materials

Abstract

Simple Resources, Research, Issues, Problems, Skills, Goals

Complex

Few Facets Disciplinary Connections, Directions, Stages of Development

Many Facets

Smaller Leap Applications, Insight, Transfer Greater Leap

More Structured Solutions, Decisions, Approaches Less Structured

(experts, GATE)

Clearly defined

Problems

Process, Research, Products Fuzzy Problems

Less Independence Planning, Design, Monitoring More Independence

Slower Pace of study, Pace of Thought Quicker

When 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.

Baby Steps: A Beginner’s Guide

Find your 12:00 partner.

Using the Say Something Paired Reading Strategy, read and discuss the article.

Bibliography

• 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 Isn’t Always Equal. Stenhouse Publishers, Portland, Maine, 2006