Catering For Gifted Students In Unit Planning:

Models and Strategies of Differentiation

Framework For Gifted Education

To ensure effective provision for individual students who are gifted, state schools need to consider a range of options for their curriculum and their school organisation. These include identification procedures, differentiated curriculum and acceleration.

(Dept of Education and The Arts, 2004, p. 1)

Overview

• Curriculum Differentiation - definitions• Why do we need to differentiate the

curriculum• Types of learners• A Model For Differentiation- Maker

Model• Practical Strategies for differentiating

curriculum

Also known as:

–Differentiated Instruction

–Multilevel instruction

What is Curriculum DifferentiationCURRICULUM DIFFERENTIATION is a broad term referring to the need to tailor teaching environments and practices to create appropriately different learning experiences for different students. Keirouz (1993) suggests typical procedures in the case of gifted and talented students include:

• deleting already mastered material from existing curriculum,

• adding new content, process, or product expectations to existing curriculum,

• extending existing curriculum to provide enrichment activities,

• providing course work for able students at an earlier age than usual, and

• writing new units or courses that meet the needs of gifted students.

(http://www.gifted-children.com.au/link/resources/curriculum_differentiation, accessed 12 June, 2004)

When we recognise the diversity of the learners in our classrooms and provide for their diverse learning needs in our planning, we differentiate the curriculum.

(Braggett, 1997)

… a set of planned learning experiences that are designed to meet the specific needs of learners (Eddie Braggett,1997).

A program that is qualitatively (rather than quantitatively) different from the basic curriculum… (Maker, 1982).

To differentiate instruction is to recognize students varying background knowledge, readiness, language, preferences in learning, interests, and to react responsively. Differentiated instruction is a process to approach teaching and learning for students of differing abilities in the same class. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is, and assisting in the

learning process.

http://www.cast.org/ncac/index.cfm?i=2876 (accessed 12 June 2004)

Differentiated Curriculum refers to teaching that is adapted to take into account the individual differences and needs of students in any one classroom.

It comprises modifications to the curriculum, teaching structures, and teaching practices in combination to ensure that instruction is relevant, flexible and responsive, leading to successful achievement and the development of students as self-regulated learners.

(van Kraayenoord, 1997)

In a way, it's just shaking up the classroom so it's a better fit for more kids.

Carol Ann Tomlinson Associate Professor of Educational Leadership,

Foundations, and Policy The Curry School of Education, University of Virginia

From an interview with Leslie J. Kiernan, 1996

Why Differentiate?

• All students should be given an opportunity to develop to their full potential.

• For most students the regular classroom will provide appropriate challenge.

• For gifted learners special provision must be made in the regular classroom if they are to have the same exciting and challenging learning experiences as their classmates.

• Gifted students need the opportunity to work through the curriculum at a faster pace and need less time on basics and revision.

Learner Profiles

We need to consider differences in:

Learning rates Abilities Prior knowledge Interests Preferred learning styles Affective needs

We must take into account:

Ways students take in information

Amount of time to complete work

Assignment or tasks Means to assess what

has been learned

Characteristics Of Gifted LearnersGifted learners may display some or all of these traits:

The ability to learn new materials in much less time and in greater depth

The ability to readily retain a quantity of information The ability to handle complex and abstract ideas The ability to simultaneously focus on a number of tasks Have intense interests and passions Draw generalizations about seemingly unconnected

concepts Ask provocative questions

Susan Winebrenner (2000)

Differentiation Can Be For:

• The Gifted

And For

• In Class (mixed ability differentiation)

What Can We Differentiate?

PROCESS

CONTENT

PRODUCT LEARNING ENVIRONMENT

Maker Model of Curriculum Differentiation

The Maker Model

• June Maker• 1982• Differentiation requires modification of four

primary areas of curriculum development:– Content– Process– Product– Learning environment

ContentWhat we teach

Amount and type of new content

Degree of complexity and abstractness

Number and sophistication of resources

Depth of study

Use of specific methods of inquiry

Learner interests

• PRE-TESTING!!• Curriculum Compacting• Abstraction, more

advanced concepts• Learning Contracts• Flexible pacing

• Thematic, broad-based integrative content

• Interdisciplinary approach

•Acceleration

Content• Several elements and materials are used to support instructional content.

– These include acts, concepts, generalizations or principles, attitudes, and skills. – The variation seen in a differentiated classroom is most frequently the manner in which

students gain access to important learning. – Access to the content is seen as key.

• Align tasks and objectives to learning goals. – Designers of differentiated instruction determine as essential the alignment of tasks with

instructional goals and objectives. – Goals are most frequently assessed by many high-stakes tests at the state level and

frequently administered standardized measures. – Objectives are frequently written in incremental steps resulting in a continuum of skills-building

tasks. – An objectives-driven menu makes it easier to find the next instructional step for learners

entering at varying levels.

• Instruction is concept-focused and principle-driven. – The instructional concepts should be broad based and not focused on minute details or

unlimited facts. – Teachers must focus on the concepts, principles and skills that students should learn.– The content of instruction should address the same concepts with all students but be adjusted

by degree of complexity for the diversity of learners in the classroom.

http://www.cast.org/ncac/index.cfm?i=2876 (accessed 27 May 2004)

ProcessHow we teach

Thinking complexity

Learning pace

Learning style

Thinking creativity

Active decision-making

• Thinking models- Hats, Blooms, Gardner’s Multiple Intelligences

• Critical and creative Thinking Skills (HOTS)• Independent Study - student choice of topic for

study• Use of advanced novels/texts• Problem-based curriculum• Active Investigation and Discovery Learning• Simulations• Concept Mapping• Open-ended questions• Research skills• Use of technology• Student/adult mentors• Tiered lessons• Learning Centres with advanced tasks• Cooperative Learning• Use of Graphic Organisers

Process• Flexible grouping is consistently used.

– Strategies for flexible grouping are essential. – Learners are expected to interact and work together as they develop knowledge of

new content. – Teachers may conduct whole-class introductory discussions of content big ideas

followed by small group or pair work. – Student groups may be coached from within or by the teacher to complete assigned

tasks.– Grouping of students is not fixed. – Based on the content, project, and on-going evaluations, grouping and regrouping

must be a dynamic process as one of the foundations of differentiated instruction.

• Classroom management benefits students and teachers.– Teachers must consider organization and instructional delivery strategies to

effectively operate a classroom using differentiated instruction. – Carol Tomlinson (2001) identifies 17 key strategies for teachers to successfully meet

the challenge of designing and managing differentiated instruction in her text How to Differentiate Instruction in Mixed-Ability Classrooms, Chapter 7.

http://www.cast.org/ncac/index.cfm?i=2876 (accessed 27 May 2004)

ProductWhat we expect students to do or show

Tasks that reflect:

Learning levelsInterestsLearning StylesMultiple IntelligencesOpen-endednessMetacognitionReal audiencesPurposeful deadlinesShared development of

criteria for quality

• Real World Problems

• Open-ended Tasks• Advanced projects, tasks,

assignments• PEP

• Tiered tasks

• Reflection Journals• Written/recorded response as well

as oral response• Products that reflect student’s

preferred learning style• Synthesise rather than summarise

information

• Should include a self-evaluation process

Product• Initial and on-going assessment of student readiness and growth are essential

– Meaningful pre-assessment naturally leads to functional and successful differentiation. – Assessments may be formal or informal, including interviews, surveys, performance

assessments, and more formal evaluation procedures.– Incorporating pre and on-going assessment informs teachers to better provide a menu of

approaches, choices, and scaffolds for the varying needs, interests and abilities that exist in classrooms of diverse students.

• Students are active and responsible explorers – Teachers respect that each task put before the learner will be interesting, engaging, and

accessible to essential understanding and skills. – Each child should feel challenged most of the time.

• Vary expectations and requirements for student responses – Items to which students respond may be differentiated for students to demonstrate or

express their knowledge and understanding. – A well-designed student product allows varied means of expression, alternative

procedures, and provides varying degrees of difficulty, types of evaluation, and scoring.

http://www.cast.org/ncac/index.cfm?i=2876 (accessed 27 May 2004)

• Think of a specific activity that your students participated in today in your classroom

• NOW place that activity on the ladder to indicate its complexity

• Differentiate the activity in two directions- one incorporating more high level thinking and the other to provide scaffolding

• Think about the students in your class and which of the versions of the activity they would most benefit from

Learning EnvironmentWhere we teach/our class culture

Student-centred

Encouraging independence

Open to new ideas, materials, people

Accepting of others’ ideas and opinions

Freedom of movement, mobile

Flexible use of time

• Variety of resources• Extension of learning

beyond the classroom• Flexible groupings• Opportunities to work

alone• Learning centres• Cooperative learning

Learning EnvironmentP

re-a

sses

smen

t

Curriculum

(State directives and school based programs)

KLA

Outcomes

Student

Readiness

Talents/Interests

Prior knowledge

Content

What we teach

Process

How we teach

Assessment

Product

What we expect students to do or show

Su

mm

ative evaluation

(Adapted from Oaksford and Jones, 2001)

Planning for differentiation

Synthesising Phase

Enhancing Phase

Orientating

Phase

AssessmentDifferentiation/

Intervention Strategies

Passow’s Test of Appropriate Curriculum for the Gifted

• Children should be introduced to materials and activities which would be beyond the capabilities of their age-peers of average ability.

• Teachers should ask:– Would all students want to be involved in such learning

experiences?– Could all students participate in such learning

experiences?– Should all students be expected to succeed in such

learning experiences.

(Passow 1988)

Not More of the SAME!!

XMOTS

Comparing Classrooms• Student differences are masked or acted upon

when problematic• Assessment is most common at the end of the

learning to see who “got it”• A relatively narrow sense of intelligence prevails• A single definition of excellence exists• Student interest is infrequently tapped• Relatively few learning profile options are taken

into account• Whole-class instruction dominates• Coverage of texts and curriculum guides drives

instruction• Mastery of facts and skills out of context are the

focus of learning• Single option assignments are the norm• Time is relatively inflexible• A single test prevails• Single interpretation of ideas and events may be

sought• The teacher directs student behaviour• The teacher solves problems• The teacher provides whole-class standards for

grading• A single form of assessment is often used

• Student differences are studied as a basis for planning

• Assessment is ongoing and diagnostic to understand how to make instruction more responsive to learner need

• Focus on multiple forms of intelligences is evident• Excellence is defined in large measure by individual

growth from a starting point• Students are frequently guided in making interest-

based learning choices• Many instructional arrangements are used• Student readiness, interest and learning profile

shape instruction• Multi-option assessments are frequently used• Time is used flexibly in accordance with student

need• Multiple materials are provided• Multiple perspectives on ideas and events are

routinely sought• The teacher facilitates students’ skills at becoming

more self-reliant learners• Students help other students and the teacher solve

problems• Students work with the teacher to establish both

whole-class and individual learning goals• Students are assessed in multiple ways

Tomlinson, A (1999). The Differentiated Classroom: Responding to the Needs of all Learners (some chapters available online at http://www.ascd.org/publications/books/1999tomlinson/1999tomlinsontoc.html, accessed 21 June 2004)

Elaborations• Not all students are alike. • Differentiated instruction applies an approach to teaching

and learning so that students have multiple options for taking in information and making sense of ideas.

• The model of differentiated instruction requires teachers to be flexible in their approach to teaching and adjusting the curriculum and presentation of information to learners rather than expecting students to modify themselves for the curriculum.

• Classroom teaching should be a blend of whole-class, group and individual instruction.

• Differentiated Instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in

classrooms.

Guidelines that make differentiation possible for teachers to attain:

• Clarify key concepts and generalizations to ensure that all learners gain powerful understandings that serve as the foundation for future learning. Teachers are encouraged to identify essential concepts and instructional foci to ensure all learners comprehend.

• Use assessment as a teaching tool to extend versus merely measure instruction. Assessment should occur before, during, and following the instructional episode, and help to pose questions regarding student needs and optimal learning.

• Emphasize critical and creative thinking as a goal in lesson design. The tasks, activities, and procedures for students should require that students understand and apply meaning. Instruction may require supports, additional motivation, varied tasks, materials, or equipment for different students in the classroom.

• Engaging all learners is essential. Teachers are encouraged to strive for development of lessons that are engaging and motivating for a diverse class of students. Vary tasks within instruction as well as across students. In other words, and entire session for students should not consist of all drill and practice, or any single structure or activity.

• Provide a balance between teacher-assigned and student-selected tasks. A balanced working structure is optimal in a differentiated classroom. Based on pre-assessment information, the balance will vary from class-to-class as well as lesson-to-lesson. Teachers should assure that students have choices in their learning.

http://www.cast.org/ncac/index.cfm?i=2876 (accessed 27 May 2004)

Print Resources• Braggett, E. (1994). Developing programs for gifted students: A

total school approach. Highett, Vic.: Hawker Brownlow.• Braggett, E. (1997). Differentiated programs for primary

schools: Units of work for gifted and talented students. Chelterham, Vic.: Hawker Brownlow.

• Eyre, D & McClure, L. (2001). Curriculum provision for the gifted and talented in the primary school. London: David Fulton Publishers.

• Heacox, D. (2002). Differentiating instruction in the regular classroom: How to reach and teach all learners, grades 3-12. Minneapolis: Free Spirit Publishing.

• Renzulli, J. (1986). Systems and models for developing programs for the gifted and talented. Highett, Vic.:Hawker Brownlow

• Renzulli, J. (1994). Schools for talent development: A practical plan for total school improvement. Chelterham, Vic.: Hawker Brownlow.

Links to Learn More About Differentiated Instruction

• Differentiated Curriculum Information on The Learning Place http://www.learningplace.com.au/deliver/content.asp?pid=14958 contains definition, guidelines, frameworks and proformas for differentiated units as well as a range of practical strategies.

• Guild, P.B., and Garger, S (1998). What Is Differentiated Instruction? Marching to Different Drummers 2nd Ed. (ASCD, p.2) http://www.ascd.org/pdi/demo/diffinstr/differentiated1.html

Initially published in 1985, Marching to Different Drummers was one of the first sources to pull together information on what was a newly-flourishing topic in education. Part I defines style and looks at the history of style research; Part II describes applications of style in seven areas; Part III identifies common questions and discusses implementation and staff development.

• Hall, Tracey. (2003). Differentiated Instruction.http://www.cast.org/ncac/index.cfm?i=2876

• Tomlinson, C.A., (1995). Differentiating instruction for advanced learners in the mixed-ability middle school classroom. ERIC Digest E536. http://www.ed.gov/databases/ERIC_Digests/ed389141.html

The ability to differentiate instruction for middle school aged learners is a challenge. Responding to the diverse students needs found in inclusive, mixed-ability classrooms is particularly difficult. This digest provides an overview of some key principles for differentiating instruction, with an emphasis on the learning needs of academically advanced students.

• Web Article: Mapping a route toward differentiated instruction. http://www.ascd.org/pdi/demo/diffinstr/tomlinson2.html

Carol Ann Tomlinson, an Associate Professor of Educational Leadership, Foundations and Policy at the Curry School of Education, University of Virginia, Charlottesville, VA provides an article entitled; Mapping a route toward differentiated instruction. Educational Leadership, 57,1.

• The Association for Supervision and Curriculum Development (ASCD) Web site www.ascd.org/pdi/demo/diffinstr/differentiated1.html

A site by ASCD (2000). which discusses differentiated instruction. Page links to other pages with examples from a high school* and elementary school*, key characteristics of a differentiated classroom, benefits, related readings, discussion, and related links to explore. *might be good to look at for case story ideas

• Holloway, J.H., (2000). Preparing Teachers for Differentiated Instruction. Educational Leadership, 58 (1). http://web.uvic.ca/~jdurkin/edd401su/Differentiated.html

This site is from an education course by Dr. John Durkin. It includes a diagram with suggestions for approaches to differentiated instruction. It also includes a listing of what differentiated instruction is and is not, rules of thumb on how to instruct, and management strategies.

• Theroux, P. (2001). Enhance Learning with Technology. Differential Instruction. www.cssd.ab.ca/tech/oth/learn/differentiating.htm

Theroux provides a thorough site on differential instruction for a Canadian school district. Provides links to teacher attitudes, learning strategies, teacher resources, integrating technology, integrating outcomes, exploring projects, sample lesson plans*, planning projects, thinking skills, developing Web pages, assessing, and tutorials.

• Differentiated Instruction: Sources of Information

http://tst1160-35.k12.fsu.edu/mainpage.html

A site with sources about differentiated instruction plus links to lesson plans for Elementary and Middle school, and a differentiated instruction lesson template.

Links to Learn More About Differentiated Instruction

Links to Learn More About Differentiated Instruction

• Differentiating Instruction www.ascd.org/pdi/demo/diffinstr/differentiated1.html (accessed 1 April 2004)

• Elements Integrated into Curricula http://www.edu.gov.mb.ca/metks4/curricul/k-s4curr/elements.html (accessed 1 April 2004)

• Partners in Enrichment: Preparing teachers for multiple classrooms www.cec.sped.org/bk/martec.html (accessed 1 April 2004)

• Selected ERIC Abstracts on Differentiated Instruction http://www.ascd.org/educationnews/eric/differinstructionabs.html (accessed 1 April 2004)