Differentiated Curriculum for the Gifted: An Overview of Curriculum Planning & Practices Joyce...

Differentiated Curriculum for the Differentiated Curriculum for the Gifted: An Overview of Curriculum Gifted: An Overview of Curriculum

Planning & PracticesPlanning & Practices

Joyce VanTassel-Baska, Ed.D.Joyce VanTassel-Baska, Ed.D.Jody and Layton Smith Professor in EducationJody and Layton Smith Professor in Education

Executive Director, Center for Gifted EducationExecutive Director, Center for Gifted EducationThe College of William and MaryThe College of William and Mary

Hong Kong Hong Kong 10 October 200710 October 2007

A Systemic View of School-A Systemic View of School-based Talent Developmentbased Talent Development

INPUT

Conceptions of

Giftedness and Talent

Development

Productive/ Creative

Behaviors & Products in

relevantdomains

OUTPUTSCHOOL-BASED INTERVENTIONS

Curriculum Instruction

Assessment

Learner Characteristics and Learner Characteristics and Corresponding Emphases in the Corresponding Emphases in the

CurriculumCurriculum

THE LEARNERTHE LEARNER

PrecocityPrecocity

IntensityIntensity

ComplexityComplexity

THE CURRICULUMTHE CURRICULUM

Advanced ContentAdvanced Content

Process/product depth Process/product depth considerationsconsiderations

Issues/concepts/themes/Issues/concepts/themes/

ideas across domains of ideas across domains of learninglearning

The Integrated Curriculum The Integrated Curriculum Model Model

AdvancedContent

Dimension

Process-Product Dimension

Issues/Themes Dimension

- VanTassel-Baska, 1986

A Model For Curriculum ReformA Model For Curriculum Reform

Learner Outcomes Authentic Inquiry-based of Significance Assessment

Learning

Higher Order Constructing Multicultural/Reasoning Meaning Global Emphasis

Conceptually- Metacognition Substantiveoriented Curriculum Content

Materials & Technology- Resources Intradisciplinary relevant & Interdisciplinary

Connections

Center for Gifted Education – School of Education – The College of William and Mary

Gifted Learner NeedsGifted Learner Needs

What is learned

What is taught

Curriculum

Assessment How it is

delivered

Instruction

Why differentiation of programs Why differentiation of programs and services for gifted?and services for gifted?

All children achieving All children achieving (NCLB, 2001)(NCLB, 2001)

Learning differences Learning differences (NRC, 2002)(NRC, 2002)

Low-achieving levels Low-achieving levels of high potential of high potential learners on authentic learners on authentic and high level and high level assessments (NAEP, assessments (NAEP, 2000; TIMSS, 2001)2000; TIMSS, 2001)

Leave No Child BoredLeave No Child Bored

30

40

50

60

70

80

90

100

3 4 5 6 7 8

Student A

Student B

Standard

We must expect progress for all students. --Value Added Assessment: Battelle for Kids, 2005

Student A

Student B

Proficient

CURRICULUM DESIGN CURRICULUM DESIGN ELEMENTSELEMENTS

1Learner Characteristics

& Needs

2Curriculum Goals

3Outcomes/Objectives

4Activities/Task

Demands/Questions5

Teaching-LearningStrategies

6Materials &Resources

7Assessment of

Outcomes

8Evaluation of

Curriculum/Revision

Sample Gifted Program GoalsSample Gifted Program Goals

To provide mastery of basic content at a pace and To provide mastery of basic content at a pace and depth appropriate to the capacity of able learners.depth appropriate to the capacity of able learners.

To promote critical thinking and reasoning abilitiesTo promote critical thinking and reasoning abilities To provide an environment that encourages To provide an environment that encourages

divergent thinkingdivergent thinking To develop high-level oral and written skillsTo develop high-level oral and written skills To develop research skills and methodsTo develop research skills and methods To develop an understanding for systems of To develop an understanding for systems of

knowledge, themes, issues, and problems that knowledge, themes, issues, and problems that frame the external world.frame the external world.

Sample curriculum goal:Sample curriculum goal:To develop critical thinkingTo develop critical thinking

Sample outcomes and objectivesSample outcomes and objectives

Students will be able to:Students will be able to:1.1. Analyze different points of view on a given Analyze different points of view on a given

issueissue2.2. Draw appropriate inferences, given a set of Draw appropriate inferences, given a set of

datadata3.3. Forecast consequences and implications of a Forecast consequences and implications of a

given decision or actiongiven decision or action

Social Studies Application ActivitySocial Studies Application ActivityOutcome: Outcome:

Students will be able to:Students will be able to:

Analyze different points of view on a given Analyze different points of view on a given issue. issue.

Ask students to form mini debate teams and argue “Should the Ask students to form mini debate teams and argue “Should the United States continue to support transition operations in United States continue to support transition operations in Iraq?”Iraq?”

AssessmentAssessmentAsk students to respond to the following question in a 40-minute Ask students to respond to the following question in a 40-minute

essay:essay:

What are the multiple perspectives represented in the Iraqi What are the multiple perspectives represented in the Iraqi situation? Select three of them and describe the situation? Select three of them and describe the perspective and the values and beliefs behind each.perspective and the values and beliefs behind each.

Application to Math and ScienceApplication to Math and ScienceOutcome:Outcome: Demonstrate an understanding of models and Demonstrate an understanding of models and

systems.systems.

Activity:Activity:

Using the following criteria, create a model of an aquarium and Using the following criteria, create a model of an aquarium and explain its make-up:explain its make-up:

Specifications of tank sizeSpecifications of tank size Number of fish & typeNumber of fish & type Number & type of plansNumber & type of plans Light & water filtration systemLight & water filtration system SettingSetting

– What variables are most important to consider in constructing your What variables are most important to consider in constructing your aquarium? Why?aquarium? Why?

How would you describe your aquarium as a living system?How would you describe your aquarium as a living system?

Assessment:Assessment:

Use a predetermined rubric to judge the written product and oral Use a predetermined rubric to judge the written product and oral presentation.presentation.

Application to LiteratureApplication to Literature

Outcome:Outcome: Analyze classical literatureAnalyze classical literature

Activity:Activity:Read Moliere’s Read Moliere’s The MisanthropeThe Misanthrope and discuss the and discuss the

following questions:following questions: What characterizes a misanthrope?What characterizes a misanthrope? How does Moliere satirize the character?How does Moliere satirize the character? How is this play similar to others by Moliere?How is this play similar to others by Moliere?

Assessment:Assessment:Read a critique of the play and summarize the key Read a critique of the play and summarize the key

points made about Moliere’s style as a satirist.points made about Moliere’s style as a satirist.

Curriculum GoalCurriculum Goal• To develop critical To develop critical

thinkingthinking

• To develop creative To develop creative thinkingthinking

• To develop research To develop research skillsskills

• To understand broad To understand broad overarching overarching interdisciplinary interdisciplinary conceptsconcepts

Teaching StrategyTeaching Strategy Paul model of Paul model of

reasoningreasoning Questioning modelQuestioning model

Concept mappingConcept mapping Creative problem Creative problem

solving modelsolving model

W&M research modelW&M research model Problem-based learningProblem-based learning

TABA model for TABA model for concept developmentconcept development

Pre-assessment as a Pre-assessment as a Prelude to DifferentiationPrelude to Differentiation

To determine knowledge and skills in an To determine knowledge and skills in an area (functional level)area (functional level)

To determine range of differences among To determine range of differences among learners (differentiation)learners (differentiation)

To determine appropriate interventions for To determine appropriate interventions for whole and subgroupswhole and subgroups

To revise/refine instructional plansTo revise/refine instructional plans To rethink classroom management To rethink classroom management

strategiesstrategies

What is Differentiated Curriculum for What is Differentiated Curriculum for the Gifted in the Context of the Gifted in the Context of

Curriculum Standards for all?Curriculum Standards for all?

Features:Features: AccelerationAcceleration ComplexityComplexity DepthDepth ChallengeChallenge CreativityCreativity

Differentiation Feature: Differentiation Feature: AccelerationAcceleration

Fewer tasks assigned to master Fewer tasks assigned to master standardstandard

Assessed earlier or prior to teachingAssessed earlier or prior to teaching Clustered by higher order thinking Clustered by higher order thinking

skillsskills


Differentiation Feature: Differentiation Feature: ComplexityComplexity

Used multiple higher level skillsUsed multiple higher level skills Added more variables to studyAdded more variables to study Required multiple resourcesRequired multiple resources


Differentiation Feature:Differentiation Feature:DepthDepth

Studied a concept in multiple Studied a concept in multiple applicationsapplications

Conducted original researchConducted original research Developed a productDeveloped a product


Differentiation Feature: Differentiation Feature: ChallengeChallenge

Advanced resources employedAdvanced resources employed Sophisticated content stimuli usedSophisticated content stimuli used Cross-disciplinary applications madeCross-disciplinary applications made Reasoning made explicitReasoning made explicit


Differentiation Feature: Differentiation Feature: CreativityCreativity

Designed/constructed a model based Designed/constructed a model based on principles or criteriaon principles or criteria

Provided alternatives for tasks, Provided alternatives for tasks, products, and assessmentsproducts, and assessments

Emphasized oral and written Emphasized oral and written communication to a real-world communication to a real-world audienceaudience


Meaningful Project WorkMeaningful Project Work

• Advances content understanding

• Teaches higher level skills of cognition and metacognition.

• May be group or individual

• Requires written and oral outcomes

• May be short term or long term (1 week- 1 semester)

• Is assessed by rating of skills employed and quality of product

Differentiation ExamplesDifferentiation Examples Implement a math Implement a math

curriculum objective curriculum objective for the gifted by…for the gifted by…– Multiplying by 1 digitMultiplying by 1 digit– Multiplying by 2 digitsMultiplying by 2 digits– Multiplying by 3 digitsMultiplying by 3 digits– Complete word Complete word

problems using problems using multiplicationmultiplication

Implement a math Implement a math curriculum objective curriculum objective for the gifted by…for the gifted by…– Computational Computational

procedures as a tool procedures as a tool for problem solvingfor problem solving

– Using addition, Using addition, subtraction, subtraction, multiplication, and multiplication, and division to solve division to solve multi-step problemsmulti-step problems


Differentiation ExamplesDifferentiation Examples

Discuss plot, Discuss plot, setting, and setting, and characters in the characters in the short story “A short story “A Rose for Emily.”Rose for Emily.”

Compare and Compare and contrast the plot, contrast the plot, setting, characters, setting, characters, motivation, theme, motivation, theme, and climax of “A and climax of “A Rose for Emily” Rose for Emily” and “The Bear.”and “The Bear.”



Choose one of the Choose one of the following topics and following topics and prepare an oral prepare an oral presentation using presentation using at least four library at least four library sources:sources:– The use of technologyThe use of technology– Science discoveries of Science discoveries of

the pastthe past– Mathematics in Mathematics in

everyday lifeeveryday life

Debate Debate one one of the of the following resolutions.following resolutions. – Mankind is on a path Mankind is on a path

toward human progress.toward human progress.– Studying our past will Studying our past will

help us cope with the help us cope with the future.future.

Use multiple sources Use multiple sources including surveys, including surveys, interviews, and library interviews, and library sources in your sources in your preparation.preparation.


Joe invested Joe invested $1,000 in stock in $1,000 in stock in January. When he January. When he sold it in sold it in December, the December, the price was up 12% price was up 12% from his purchase from his purchase price. What was price. What was his profit on this his profit on this stock? stock?

Which would you Which would you rather choose?rather choose?– a) 80% profit in a) 80% profit in

year 1 and 50% loss year 1 and 50% loss in year 2.in year 2.

– b) 5% profit in year b) 5% profit in year 1 and 5% profit in 1 and 5% profit in year 2.year 2.

Explain your Explain your reasoning.reasoning.

Differentiation ExamplesDifferentiation Examples Conduct an Conduct an

experiment on plant experiment on plant growth by measuring growth by measuring weekly progress of weekly progress of two sets of seeds, two sets of seeds, one in artificial light one in artificial light indoors and one indoors and one outside in shade.outside in shade.

Design an experiment Design an experiment on one of the on one of the following questions following questions and share your and share your results in an oral and results in an oral and written presentation:written presentation:– Are bees attracted to Are bees attracted to

diet cola?diet cola?– Are earthworms Are earthworms

attracted to light?attracted to light?– Are boys more Are boys more

interested in interested in computers than girls?computers than girls?

– Your own questionYour own question


On a timeline, On a timeline, chart the chart the evolution of evolution of atomic theory. atomic theory. Describe each Describe each major model of major model of the atom the atom according to its according to its major features.major features.

Using generalizations Using generalizations derived around the derived around the concept of concept of models, models, evaluate each major evaluate each major model of the atom over model of the atom over time. Evaluate the time. Evaluate the strengths and weaknesses strengths and weaknesses of each, and create a of each, and create a visual to demonstrate how visual to demonstrate how each model influenced the each model influenced the models succeeding it. models succeeding it.

Create a differentiated activity using Create a differentiated activity using the principles of differentiation in the principles of differentiation in your subject area and at your level of your subject area and at your level of teaching. teaching.

William & Mary National Science William & Mary National Science Curriculum EmphasesCurriculum Emphases

The Problem

Process

ContentLearning

ScienceUsing

Scientific Research

ConceptUnderstand

ing “Systems”

Major Research Findings from Major Research Findings from Science StudiesScience Studies

Significant and important effects for Significant and important effects for planning an experiment were planning an experiment were evident.evident.

Effects were evident across units, Effects were evident across units, grade levels, and grouping patterns.grade levels, and grouping patterns.

High levels of engagement for both High levels of engagement for both teachers and students. teachers and students.

VanTassel-Baska, Avery, Little, & Hughes,2000VanTassel-Baska, Bass, Ries, Poland, & Avery,1998

William & Mary Social Studies William & Mary Social Studies Curriculum EmphasesCurriculum Emphases

The History of a culture, period,

or event

Process

ContentLearning

HistoryUsing

reasoning skills to analyze

history and its artifacts

ConceptUnderstanding Systems,

Change, Perspective, Nationalism, and Cause

& Effect

Major Research Findings from Major Research Findings from Social Studies ResearchSocial Studies Research

Significant treatment effects on Significant treatment effects on conceptual thinking, critical thinking, and conceptual thinking, critical thinking, and content. content.

Treatment effect was evident for non-Treatment effect was evident for non-gifted as well as gifted students. gifted as well as gifted students.

Treatment effect was consistent for males Treatment effect was consistent for males and females. and females.

Teachers who participated in the project Teachers who participated in the project over multiple years demonstrated over multiple years demonstrated increased use of differentiated strategies.increased use of differentiated strategies.

Little, Feng, VanTassel-Baska, Rogers, & Avery,2002

William & Mary Language Arts William & Mary Language Arts Curriculum EmphasesCurriculum Emphases

The Literature

Process

ContentLearning vocabulary, advanced literature, persuasive writing,

and oral communication skills

Using reasoning skills to

generate products

ConceptUnderstanding

“Change”

Major Research Findings from Major Research Findings from Quasi-Experimental StudiesQuasi-Experimental Studies

Significant and important treatment effects for Significant and important treatment effects for literary analysis and interpretation and for literary analysis and interpretation and for persuasive writingpersuasive writing

No significant gender effectsNo significant gender effects All forms of grouping worked. All forms of grouping worked. Longitudinal gains over three years.Longitudinal gains over three years. Students enhanced their learning each time Students enhanced their learning each time

they were exposed to the units and maintained they were exposed to the units and maintained their level of achievement between their level of achievement between interventions across the years.interventions across the years.

Feng, VanTassel-Baska, Quek, Bai, & O’Neill,2004;Feng, VanTassel-Baska, Quek, Bai, & O’Neill,2004; VanTassel-Baska, Zuo, Avery, & Little, 2002; VanTassel-Baska, Zuo, Avery, & Little, 2002; VanTassel-Baska, Johnson, Hughes, & Boyce, 1996VanTassel-Baska, Johnson, Hughes, & Boyce, 1996

Findings fromFindings from Project Athena Project Athena (Title I Schools) (Title I Schools)

Project Athena students showed Project Athena students showed significant learning gains in critical significant learning gains in critical thinking and reading comprehension. thinking and reading comprehension.

Gender, ethnic, and ability differences Gender, ethnic, and ability differences were evident.were evident.

Two years of training and implementation Two years of training and implementation significantly enhances teacher behaviors significantly enhances teacher behaviors in differentiation.in differentiation.

VanTassel-Baska & Bracken,2005VanTassel-Baska & Bracken,2005

VanTassel-Baska, Feng, & Brown, in pressVanTassel-Baska, Feng, & Brown, in press

ModelsModels

Concept Concept Development Development ModelModel

Reasoning ModelReasoning Model Research ModelResearch Model Problem-Based Problem-Based

LearningLearning Literature WebLiterature Web

Hamburger ModelHamburger Model Dagwood ModelDagwood Model Vocabulary WebVocabulary Web Analyzing Primary Analyzing Primary

SourcesSources Reasoning about a Reasoning about a

Situation or EventSituation or Event

Concept DevelopmentConcept Development

Examples of Examples of ConceptsConcepts

(used in W&M curriculum (used in W&M curriculum units)units)

ChangeChangeSystemsSystemsCause And EffectCause And EffectAuthorityAuthorityPerspectivePerspective

Concept Concept Development Development

ProcessProcessCite examples.Cite examples.Categorize.Categorize.Cite non-Cite non-examples.examples.Generalize.Generalize.

Sample Concepts Useful in Sample Concepts Useful in Curriculum DevelopmentCurriculum Development

ChangeChange Life and DeathLife and Death ScaleScale

ConstancyConstancy ModelsModels Signs and Signs and SymbolsSymbols

EvolutionEvolution OriginsOrigins SystemsSystems

FamilyFamily PatternsPatterns TimeTime

Good and EvilGood and Evil Patterns of Patterns of ChangeChange

TruthTruth

KnowledgeKnowledge PowerPower WisdomWisdom

SystemsSystems

A system is a collection of items or A system is a collection of items or processes that interact with each processes that interact with each other to constitute a meaningful other to constitute a meaningful whole.whole.

All systems haveAll systems have

1.1. ElementsElements

2.2. BoundariesBoundaries

3.3. Interactions among elements to generate Interactions among elements to generate system behavior system behavior

4.4. Many systems receive input and produce Many systems receive input and produce outputoutput

Analyzing a SystemAnalyzing a System

Boundaries

Elements

Inputs Outputs

Interactions

Change MatrixChange Matrix

Literature Changes in characters

Changes in setting

Changes in relationships

Change in you as a result of reading

“Shells”

The Green Book

Poems

“The Ugly Duckling”

Bringing the Rain to Kapiti Plain

Your own story

Elements of ReasoningElements of Reasoning

-- Paul, 1992

Issue/Problem

Evidence/Data

Point of View

Implications/Consequences

InferencesConcepts/

Ideas

Purpose/Goal

Assumptions

Reasoning about a Situation or Reasoning about a Situation or EventEvent

What is the situation?

Who are the stakeholders?

What is the pointof view for each

stakeholder?

What are theassumptions of

each group?

What are theimplications ofthese views?

Characteristics of an IssueCharacteristics of an Issue

Real worldReal world Multiple points of viewMultiple points of view Researchable and substantial Researchable and substantial

information availableinformation available Worthy topic and personal Worthy topic and personal

involvementinvolvement

Developing an IssueDeveloping an Issue

State the issue:

Identify the stakeholder groups:

Describe each group’s position:

State your initial position:

Should library resources intended for older students be withheld from younger students?

Should books be censored?

Should technology as aneducational tool be controlled?

Research Example – Research Example – Science & MathScience & Math

Ask students to design an experiment to test a question Ask students to design an experiment to test a question of interest to them:of interest to them:

Examples:Examples:– Do people prefer Product X over Product Y?Do people prefer Product X over Product Y?– Are ants attracted to sugar?Are ants attracted to sugar?– Are girls more addicted to computers than boys?Are girls more addicted to computers than boys?

A research report must be prepared and A research report must be prepared and presented, using technology applications. Be sure presented, using technology applications. Be sure to address hypothesis, data collection techniques, to address hypothesis, data collection techniques, appropriate data tables, conclusions, and appropriate data tables, conclusions, and implications of the findings based on the original implications of the findings based on the original question.question.

Research Example - Research Example - Language ArtsLanguage Arts

Over the years there have been many ways to preserve Over the years there have been many ways to preserve memories, or to keep important things from being memories, or to keep important things from being forgotten. Brainstorm some of the ways people preserve forgotten. Brainstorm some of the ways people preserve memories. How many can you think of? Which of these memories. How many can you think of? Which of these ways require technology such as electricity? Divide your ways require technology such as electricity? Divide your list into two groups – traditional methods that do not list into two groups – traditional methods that do not depend on technology and modern methods that use depend on technology and modern methods that use technology. What are the advantages and disadvantages technology. What are the advantages and disadvantages of each type? of each type?

Choose a point of view about the best ways to preserve Choose a point of view about the best ways to preserve memories. Do some research to support your point of view. memories. Do some research to support your point of view. Your research might include library materials, interviews, Your research might include library materials, interviews, or a poll.or a poll.

Later in this unit you will write a short paper (1-2 pages) Later in this unit you will write a short paper (1-2 pages) and give a two-minute presentation on your point of view, and give a two-minute presentation on your point of view, supported by your findings. supported by your findings.

Journeys and Destinations, Grades 2-3Journeys and Destinations, Grades 2-3

Research Example - Research Example - Social StudiesSocial Studies

You will sign up for a person or event from the 1920s to You will sign up for a person or event from the 1920s to explore in your project. From your research you will create a explore in your project. From your research you will create a learning booth or “mini-museum” that your classmates will learning booth or “mini-museum” that your classmates will visit, so you should make it as entertaining and interesting as visit, so you should make it as entertaining and interesting as possible. possible.

You will need to include the following:You will need to include the following:– Pictures or other visual aides (audio if appropriate)Pictures or other visual aides (audio if appropriate)– Timeline placing the person or event appropriatelyTimeline placing the person or event appropriately– Description of your person/issue Description of your person/issue – An explanation of the person/issue’s significance in the 1920s and An explanation of the person/issue’s significance in the 1920s and

todaytoday– A handout (or brochure) that includes basic information on the A handout (or brochure) that includes basic information on the

contents of your museum and entices people to come and see the contents of your museum and entices people to come and see the exhibit.exhibit.

Visitors should be able to determine who/what was the main Visitors should be able to determine who/what was the main focus of your museum, how the person and related issue/event focus of your museum, how the person and related issue/event fit on a timeline of the 1920s, and the significance of the 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 person and related issue/event(s) to life in the 1920s and to life today.life today.

The 1920s in America: A Decade of Tensions, Grades 6-7The 1920s in America: A Decade of Tensions, Grades 6-7

Create a research task demand in Create a research task demand in your area of learning for gifted your area of learning for gifted

learners.learners.

Use the examples as prototypical Use the examples as prototypical models.models.

What is PBL?What is PBL?

Problem-based learning is an Problem-based learning is an instructional strategy (a curricular instructional strategy (a curricular framework) that, through student framework) that, through student and community interests and and community interests and motivation, provides an appropriate motivation, provides an appropriate way to “teach” sophisticated content way to “teach” sophisticated content and high-level process… all while and high-level process… all while building self-efficacy, confidence, building self-efficacy, confidence, and autonomous learner behaviors.and autonomous learner behaviors.

Problem-Based LearningProblem-Based LearningCharacteristics Characteristics of the Giftedof the Gifted

Characteristics Characteristics of PBLof PBL

Desire for self-Desire for self-directed learningdirected learning

Students in Students in charge of their charge of their learninglearning

Curious inquirers Curious inquirers about the worldabout the world

Inquiry-based at Inquiry-based at multiple levelsmultiple levels

Ability to handle Ability to handle higher level higher level thinking and thinking and make make connectionsconnections

Real world Real world problem that is problem that is both complex both complex and inter-and inter-disciplinarydisciplinary

Problem Statement Problem Statement (Tailored for Local Area)(Tailored for Local Area)

You are the supervisor of the day shift of the Virginia State Highway You are the supervisor of the day shift of the Virginia State Highway Patrol in Williamsburg, Virginia. It is 6:00 a.m. on a steamy June Patrol in Williamsburg, Virginia. It is 6:00 a.m. on a steamy June morning. You are awakened by the ringing phone. When you answer morning. You are awakened by the ringing phone. When you answer you are told, “Come to the Queen’s Creek overpass on eastbound you are told, “Come to the Queen’s Creek overpass on eastbound Interstate 64. There has been a major accident and you are needed.”Interstate 64. There has been a major accident and you are needed.”

Quickly you dress and hurry to the overpass. As you approach the Quickly you dress and hurry to the overpass. As you approach the bridge, you see an overturned truck that is completely blocking both bridge, you see an overturned truck that is completely blocking both eastbound lanes of the freeway. You see “CORROSIVE” on small signs eastbound lanes of the freeway. You see “CORROSIVE” on small signs on the side and rear of the truck. The truck has lost at least one on the side and rear of the truck. The truck has lost at least one wheel and is resting on the freeway guard rail. There is a large gash wheel and is resting on the freeway guard rail. There is a large gash in the side of the truck; from this gash, a clear liquid is running down in the side of the truck; from this gash, a clear liquid is running down the side of the truck, onto the road, and down the hill into Queen’s the side of the truck, onto the road, and down the hill into Queen’s Creek. Steam is rising from the creek. All traffic has been halted and Creek. Steam is rising from the creek. All traffic has been halted and everyone has been told to remain in their cars. Many of the motorists everyone has been told to remain in their cars. Many of the motorists in the traffic jam appear to be angry and frustrated. Police officers, in the traffic jam appear to be angry and frustrated. Police officers, firemen, and rescue squad workers are at the scene. They are all firemen, and rescue squad workers are at the scene. They are all wearing coveralls and masks. The rescue squad is putting the wearing coveralls and masks. The rescue squad is putting the unconscious truck driver onto a stretcher. Everyone seems hurried unconscious truck driver onto a stretcher. Everyone seems hurried and anxious.and anxious.

Problem StatementProblem StatementWhat a Find!What a Find!

You are an archaeologist working as a junior You are an archaeologist working as a junior partner at a local research museum. In recent partner at a local research museum. In recent times, the museum has suffered from a lack of times, the museum has suffered from a lack of use, and everyone is looking for ways to bring use, and everyone is looking for ways to bring more people into the museum.more people into the museum.

Your supervisor has just received a call from a Your supervisor has just received a call from a local construction site. While doing construction local construction site. While doing construction to build a new school, construction workers to build a new school, construction workers found an old clay pot. They halted construction found an old clay pot. They halted construction and need to know what to do. Your supervisor and need to know what to do. Your supervisor has assigned you the task of figuring out what is has assigned you the task of figuring out what is going on.going on.

Need to Know BoardNeed to Know Board

What do we What do we know?know?

What do we What do we need to need to know?know?

How can we How can we find out?find out?

Features of Features of Problem-based LearningProblem-based Learning

Learner-centeredLearner-centered Real world problemReal world problem Teacher as tutor or coachTeacher as tutor or coach Emphasis on collaborative Emphasis on collaborative

teamsteams Employs metacognitionEmploys metacognition Uses alternative assessmentUses alternative assessment Embodies scientific processEmbodies scientific process

Ill-Structured ProblemsIll-Structured Problems

• AmbiguousAmbiguous• No single “right” answerNo single “right” answer• Data is often incompleteData is often incomplete• Definition of problem changesDefinition of problem changes• Information needs change or Information needs change or

growgrow• StakeholdersStakeholders• Deadline for resolutionDeadline for resolution

Literature WebLiterature Web

Key Words

READING

Feelings

Ideas

Structure

Images/Symbols

Wild GeeseWild GeeseYou do not have to be good.You do not have to be good.You do not have to walk on your kneesYou do not have to walk on your kneesfor a hundred miles through the desert, repenting.for a hundred miles through the desert, repenting.You only have to let the soft animal of your bodyYou only have to let the soft animal of your body

love what it loves.love what it loves.Tell me about despair, yours, and I will tell you mine.Tell me about despair, yours, and I will tell you mine.Meanwhile the world goes on.Meanwhile the world goes on.Meanwhile the sun and the clear pebbles of the rainMeanwhile the sun and the clear pebbles of the rainare moving across the landscapes,are moving across the landscapes,over the prairies and the deep trees,over the prairies and the deep trees,the mountains and the rivers.the mountains and the rivers.Meanwhile the wild geese, high in the clean blue air,Meanwhile the wild geese, high in the clean blue air,are heading home again.are heading home again.Whoever you are, no matter how lonely,Whoever you are, no matter how lonely,the world offers itself to your imagination,the world offers itself to your imagination,calls to you like the wild geese, harsh and exciting –calls to you like the wild geese, harsh and exciting –over and over announcing your placeover and over announcing your placein the family of things.in the family of things.

-- M. Oliver-- M. Oliver

Questioning ModelQuestioning Model

Memory/cognition level questions – factual, Memory/cognition level questions – factual, one right answerone right answer

Convergent level questions – multiple right Convergent level questions – multiple right answers answers

Divergent level questions - hypothetical, Divergent level questions - hypothetical, multiple answers that may be wide-rangingmultiple answers that may be wide-ranging

Evaluative level questions – judgmental, Evaluative level questions – judgmental, answers derived from interpreting criteria answers derived from interpreting criteria or selecting best perspective based on or selecting best perspective based on optionsoptions

Lower to Higher Order QuestionsLower to Higher Order QuestionsMemory/Memory/

Cognition LevelCognition LevelWhen did the Korean When did the Korean War take place?War take place?

Convergence LevelConvergence Level What were the What were the causes of the Korean causes of the Korean War?War?

Divergence LevelDivergence Level What would have What would have happened if the happened if the Communists had won Communists had won the war?the war?

Evaluative LevelEvaluative Level How successful was How successful was the result of the war the result of the war for North and South for North and South Korea, based on the Korea, based on the criteria of economics criteria of economics and politics?and politics?

Create a question cluster Create a question cluster to discuss the to discuss the fluctuations in gasoline fluctuations in gasoline prices.prices.

Instructional Purpose:Instructional Purpose:To check for understanding of the World War IITo check for understanding of the World War II

How could you differentiate more effectively the following How could you differentiate more effectively the following activities for gifted learners?activities for gifted learners?

From the chapter on the history of the World War II that you From the chapter on the history of the World War II that you read last night, choose one of the following tasks and work read last night, choose one of the following tasks and work alone or with a partner to complete it.alone or with a partner to complete it.

Draw a comic strip to show the events in the chapter.Draw a comic strip to show the events in the chapter.In your journal, chronicle the events in the chapter.In your journal, chronicle the events in the chapter.Describe the setting and how it related to the events in the Describe the setting and how it related to the events in the chapter.chapter.If you were a newscaster, what would your progress report be?If you were a newscaster, what would your progress report be?Rewrite a passage of the chapter in your own words. Use Rewrite a passage of the chapter in your own words. Use synonyms to replace some of the author’s words.synonyms to replace some of the author’s words.

Classroom Management Strategies for Classroom Management Strategies for Implementing High-End LearningImplementing High-End Learning

Tiered instructionTiered instruction Learning centersLearning centers Flexible groupingFlexible grouping Diagnostic-prescriptive approachDiagnostic-prescriptive approach Differentiated tasks within topical Differentiated tasks within topical

studystudy Allowing alternative choiceAllowing alternative choice ContractsContracts

Assessments used in W&M Units Assessments used in W&M Units

Performance-based (pre and post)Performance-based (pre and post) PortfoliosPortfolios Content and concept assessmentsContent and concept assessments Self, peer, and teacher assessmentsSelf, peer, and teacher assessments Project and presentation assessmentsProject and presentation assessments Overall unit assessmentsOverall unit assessments Informal assessments (discussion, Informal assessments (discussion,

observation)observation)

Implications for Instructional Implications for Instructional LeadershipLeadership

Staff development planningStaff development planning Monitoring of classroom Monitoring of classroom

implementation of relevant teacher implementation of relevant teacher behaviorbehavior

Teacher conferencing on lesson Teacher conferencing on lesson planning every nine weeksplanning every nine weeks

Curriculum and instructional alignmentCurriculum and instructional alignment Parent development planningParent development planning Collaborative relationship with Collaborative relationship with

universities, research labs, museums, universities, research labs, museums, and other community resources. and other community resources.

What is Positive Change?What is Positive Change?

Enhancing learning for studentsEnhancing learning for students

Climate of excellenceClimate of excellence

Learning-centered students, Learning-centered students, parents, and teachersparents, and teachers

““For me, the fundamental mandate of For me, the fundamental mandate of school reform is to examine every school reform is to examine every decision, practice, and policy, and ask the decision, practice, and policy, and ask the question: question:

What, if anything, is anyone learning What, if anything, is anyone learning

as a consequence of this? as a consequence of this? Whether we are called teachers, principals, Whether we are called teachers, principals, or parents, our primary responsibility is to or parents, our primary responsibility is to promote learning in others and in promote learning in others and in ourselves. That is what it means to be an ourselves. That is what it means to be an educator.educator. ----Roland BarthRoland Barth

Center for Gifted Education Center for Gifted Education Contact InformationContact Information

Center for Gifted EducationCenter for Gifted Education

The College of William and MaryThe College of William and Mary

P.O. Box 8795P.O. Box 8795

Williamsburg, VA 23187-8795Williamsburg, VA 23187-8795

757-221-2362757-221-2362

http://cfge.wm.eduhttp://cfge.wm.edu

Differentiated Curriculum for the Gifted: An Overview of Curriculum Planning & Practices Joyce...

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