Differentiating for Gifted Learners: Principles of

Management

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February 16, 2018 - KENT CITY SCHOOLS Professional Learning Day

SMS Media Center 2:10 - 3:00

Goals for This Module• Teachers will learn begin to develop a toolbox of varied

instructional approaches for differentiated instruction,

including techniques for creative thinking and problem

solving, simulations, research methods, independent and

cooperative learning options, and attention to the affective

characteristics and needs of gifted students.

• Teachers will incorporate various instructional strategies that

are appropriate for gifted learners while designing unit and

lesson plans.

• Teachers will explore various approaches to grouping and

task assignment to facilitate differentiation via classroom and

management structures.

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ODE Competencies & NAGC StandardsODE Competencies

(b) The ability to select, adapt, or create a variety of differentiated

curricula that incorporate advanced, conceptually challenging, in-depth,

distinctive and complex content;

(c) The ability to provide an extension or replacement of the general

education curricula, to modify the learning process through strategies

such as curriculum compacting, and to select alternative assignments and

projects based on individual student needs

NAGC Teacher Preparation Standards3.1 Beginning gifted education professionals understand the role of central concepts,

structures of the discipline, and tools of inquiry of the content areas they teach, and use

their understanding to organize knowledge, integrate cross-disciplinary skills, and

develop meaningful learning progressions within and across grade levels.

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1. Review Principles & Models

2. WHAT: How “different”?

3. HOW: Task Structures

4. WHO & WHEN: Management

considerations

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Principles & Models of DifferentiationA Review and preview

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Considerations when Differentiating

There are multiple constructs for creating differentiated tasks

Challenge Level (Bloom’s/ Webb’s)

Depth

Complexity

Acceleration/ Compacting

Resources

Outcome

● Reference Heacox, Tomlinson, Stambaugh, Kaplan...

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Process

Product

Audience

Independence

Degrees of scaffolding

Interest/ Choice

Considerations when Differentiating

Sample Models

Kaplan’s Depth and Complexity Icons

Integrated Curriculum Model (Van Tassel-Baska, College of Wm. and Mary)

Parallel Curriculum Model (Tomlinson)

Paul-Elder Critical Thinking Model

Reasoning Models (ex: College of Wm. and Mary, Ctr. for Gifted Ed.)

Creative Problem Solving

....Many, many others...

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➔ CLARIFY the GOAL - establish learning purposes/ targets:

- Academic/ Standards-based- Social- emotional- Interpersonal- Self-Discovery- Other...

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➔ CONSIDER - ‘where’ are students? - Requisite knowledge- Readiness for next steps- Level of existing mastery

Basics of Lesson Design

➔ CONSIDER the END - how will you measure growth?

- How will you know this mattered?

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➔ WHAT will they DO? - Determine leveled/ tiered/ differentiated tasks*

Basics of Lesson Design

How DIFFERENT should the tasks be?Same - Modified - Distinct

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Same/ Similar tasks that INVITE STRETCH

Examples:

1. Open/ closed questions

2. Research simulations

3. Creative thinking tasks

4. Problem solving tasks

5. Other?

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Is love a theme of this story?

Choose two words that show that love is the theme...

Do all stories have a theme of love?

What is the theme ...?

What might be one theme ….?

How would you decide what is the theme…?

Why do you see love as a theme...?

What other themes…?

Why do you think the author chose to…?

How would you change the theme from love to conflict?

How does the story make you feel? Why?

How does this story remind you of another story or personal experience about love?

O:

Same/ Similar tasks that INVITE STRETCH

Examples:

1. Open/ closed questions

2. Research simulations

3. Creative thinking tasks

4. Problem solving tasks

5. Other?

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Research Tasks/ Projects based on a real question:

“Study spiders” vs. “Should we kill spiders if we see them in our house? *

“Collect and identify leaves this fall” vs.“Should all the fallen leaves be raked up each fall?”

“What would happen if…?”

“What do you want to know… how will you find out?”

*Credit Tamra Stambaugh

Same/ Similar tasks that INVITE STRETCH

Examples:

1. Open/ closed questions

2. Research simulations

3. Creative thinking tasks

4. Problem solving tasks

5. Other?

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Substitute

Combine

Adapt

Modify/ Magnify

Put to another use

Eliminate

RearrangeReference Bob Eberle

Same/ Similar tasks that INVITE STRETCH

Examples:

1. Open/ closed questions

2. Research simulations

3. Creative thinking tasks

4. Problem solving tasks

5. Other?

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Collaborative problem solving activities

Solve a problem of a historical or fictional character/ group

Role Play/ Mock Trial

Address a real school/ community issue

Same/ Similar tasks that INVITE STRETCH

Examples:

1. Open/ closed questions

2. SCAMPER questions

3. Research simulations

4. Creative thinking tasks

5. Problem solving tasks

6. Other?

-

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Different tasks to achieve SAME or DIFFERENT learning purposes

Same learning purpose/ target

- Differentiated to reflect different learning

styles, preference, interests, pace

- Levels of scaffolds; permission to go beyond

Different learning purpose/ target

1. specific student goals

2. beyond mastered class content

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How? Sample Task structures: Managing differentiated tasks in the same classroom

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Task Structure: Single Tasks

● Varied discussion topic cards

● Varied readings

● Varied task lists/ worksheets

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Task Structure: Choice Boards

● Basic● Tic-tac-toe

● Cubing

● Etc.

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A B C

D E F

G H I

Student - developed

option?

Task Structure: Choice Boards

● Basic● Tic-tac-toe

● Cubing

● Etc.

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APredict the

sequel

BSequence

CCompare

and Contrast

DAsk the author

EWrite a

summary

FMovie Poster

GCharacter

Study

HVocabulary

Activity

IExternal

Connection

Task Structure: Choice Boards

● Basic

● Tic-tac-toe● Cubing

● Etc.

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A B C

D E F

G H I

Student - developed

option?

Task Structure: Choice Boards

● Basic

● Tic-tac-toe

● Cubing● Etc.

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A

B

C

Task Structure: MenusAllows for students to choose from or to be assigned items requiring varied levels of cognitive demand and effort that (when graded) are weighted according to complexity.

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Considerations:

● Maximizes CHOICE ...how to encourage tougher tasks?

● Assessment practices must not punish students.

● How are tasks arranged to allow all students to be successful & grade reflects evidence of expected learning?

● Students must understand what is required to earn points on a task- quality and evidence of learning is expected.

● Managing accumulations of OVER your target amount

Task Structure: Menus Example: List Menu

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Plan to

do?TASK/ ACTIVITY Point

Value

Date

CompletedPoints

Earned

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15

30

25

10

20

20

15

25

30

Task Structure: Menus Example: 2-5-8 Menu

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Points Task/ Activity Selected?

2

5

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ACTIVITY - Task Sort

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Consider variety of tasks derived from given Learning Target

Select and sort to create any of:- One or more choice boards- List Menu- 2-5-8 Menu

How did you decide to order tasks?

What challenges did you have?

How will you use this for future planning?

Task Structure: Learning Centers

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Setting up different stations at which

students accomplish varied tasks

Designed for collaborative learning

Short term

Rotating

Longer-term stations…?

Task Structure: Independent Learning

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Students choose to engage in independent learning

as substitute for classroom tasks (indiv./ group)

○ Short/ Long-term

○ Pre-assess

○ Contracts

■ Goal and processes

■ “Grading” expectations

■ Behavioral expectations

■ Logistics

Who and When?Organizational structures: Managing differentiated tasks in the same classroom

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A Critical Piece...

Building a classroom culture of learning together

by respecting differences…

- grouping and regrouping for varied reasons

- growth mindset for selves and others

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WHO?

Whole Class?

Passow’s “Would- Could-

Should” test

Different - Choice?

1. All have a choice?

2. Volunteers have a choice? (pre-assessment?)

3. Pre-Assess to assign?

• All have a specific

assignment

• Some groups have a

different assignment

• Some individuals have a

different assignment

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Groups...

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Pre-assess and use knowledge to create groups:■ Readiness vs random vs interest vs affective

■ Like or mixed?

■ Other types

● Blind v obvious ...Invisible:

■ Flexible = different members for different reasons (ability,

interest, readiness, learning style, other)

■ Neutral Names (not designating ‘advanced’, ‘target’ or ‘low’)

■ Different activities, not more/less work

■ Equally active

■ Equally interesting/ engaging (everyone gets to have fun)

■ Fair work expectations

■ Require use of key concepts, skills, ideas.

● Importance of flexibility and intentionality

● Grades are for INDIVIDUAL workReference Diane Heacox: Differentiating Instruction in the Classroom

Other..

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★ Management structures

○ Folders

○ Electronic management

■ Polling tools

■ Systems allowing individual/ group

assignments:

● Learning management systems

● Vendor systems

1. Review Principles & Models

2. WHAT: How “different”?

3. HOW: Task Structures

4. WHO & WHEN: Management

considerations

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THANK YOU!What QUESTIONS do you have???

Key References:

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Heacox, D. (2012). Differentiating Instruction in the Regular

Classroom: How to Reach and Teach All Learners. Free Spirit

Publishing.

Winebrenner, S. and Brulles, D. (2012). Teaching Gifted Kids in

Today's Classroom: Strategies and Techniques Every Teacher Can

Use. Free Spirit Publishing.

Session 3 Debrief:

• Which of your CONCERNS have answers or solutions (T-chart)??

• What NEW IDEAS did you get???• What QUESTIONS do YOU have???

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Discussion: