designing curriculum and instruction for gifted students in the regular education classroom n.
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  2. Competencies Review the traits of a gifted student, Examine the value of enrichment and/or acceleration strategies for educating gifted students Explore some specific instructional strategies to employ for gifted students in the regular education classroom. Cheryl Everett CCIU

  3. What would you do for Hannah? Cheryl Everett CCIU

  4. Remember……………… Gifted Students: 1. Learn new information in shorter time frame 2. Remember new information better 3. Can handle more abstract ideas at an earlier age 4. Will not be “gifted” if it means additional work Cheryl Everett CCIU

  5. Gifted students: 5. Have passionate and all consuming interests in certain topics 6. Need ability to express creatively 7. Need variety of ways to demonstrate intelligence. Cheryl Everett CCIU

  6. As a result: “The general education curriculum is not designed for gifted students………..Gifted students must encounter a curriculum that differs in the level of depth, complexity, challenge, creativity, abstractness, and accelerative opportunities provided.” ( VanTassel-Baska and Stambaugh, 2006) Cheryl Everett CCIU

  7. Let’s investigate some of those options further…….. Cheryl Everett CCIU

  8. Option #1: Acceleration • Grade Skipping • Early admission to school • Early graduation • AP, IB or College courses Cheryl Everett CCIU

  9. What about Ravi? Cheryl Everett CCIU

  10. Option #2: Enrichment • Exposure enrichment, exposing the student to new ideas, skills, and concepts beyond the regular curriculum. • based on student interest • Extension of the regular curriculum • Concept development or in-depth study and mastery of a concept only introduced in the regular curriculum. Cheryl Everett CCIU

  11. More Enrichment 4. Differentiation ofprocess, product or content 5. Pull-out program 6. Special programs Cheryl Everett CCIU

  12. Option #3- Grouping options • Cluster grouping • Multi-grade grouping • Homogeneous ability grouping • Heterogeneous ability grouping Cheryl Everett CCIU

  13. What would you do for Kim or Jana? Cheryl Everett CCIU

  14. What are the 10 Components of A Comprehensive Lesson? • Content • Assessment • Teaching strategies • Learning activities • Grouping strategies • Products • Resources • Extension Activites • Modification (increasing cognitive demand) Adapted from Carol L. Tieso, College of William and Mary Cheryl Everett CCIU

  15. Continuum of Teaching Strategies DIRECT INSTRUCTION Lecture Drill and recitation Strategy based instruction Coaching Concept attainment Synectics Demonstration Socratic questioning Visualization Role playing Cooperative learning Mock trial Simulations Inquiry based instruction Constructivism Problem based learning Internships/mentoring Independent study Research and investigations INDIRECT INSTRUCTION Adapted from Carol L. Tieso, College of William and Mary Cheryl Everett CCIU

  16. Increasing Cognitive Demand Vary the depth Adjust the abstraction Change the complexity Make contexts less familiar Adjust the pace Use more advanced materials/texts Provide more scaffolding Provide more intermittent feedback Increase use of inference making activities Provide fewer examples Be less explicit/more inductive Provide more complex problems and applications Increase the sophistication level Provide lengthier texts Provide less text support Require more independence/collaboration Adapted from Carol L. Tieso, College of William and Mary Cheryl Everett CCIU

  17. How could you increase the cognitive demand for Elizabeth using map skills as your topic? Cheryl Everett CCIU

  18. An individualized plan is key. Cheryl Everett CCIU

  19. Curriculum Adaptations for Gifted Students They take time and effort, So are they worthwhile? What does the research say? The Research - Does DI Work?Keynote by Dr. Karen Rogers, University of St. Thomas, April, 2004 Cheryl Everett CCIU

  20. Effect Size In simple terms, effect size can be translated as the number of grade equivalent months of additional achievement one group makes beyond the expected one year’s gain designed in an achievement test. • An effect size of .30 = 3 grade equivalent months of achievement a treatment group made that their equivalent control group did not. • Effect sizes of .30 or higher = “substantial” gain. Cheryl Everett CCIU

  21. Research on Instructional Management: Individualization • Non-graded classrooms (ES= .38) • One-to-one mentoring/tutoring (ES= .57) • Compacting - readiness (ES=.83,.26) • Credit for prior learning (ES= .56) • Independent Study (ES= 0) Cheryl Everett CCIU

  22. Research on Instructional Management: Grouping • Full-time ability grouping (ES= .49,.33) • Regrouping for specific instruction (ES= .34, .79) • Cluster grouping for GT students (ES= .62) • Pull-out grouping (ES=65,.44,.32) • Within class ability grouping (ES= .34) • Cross-graded classes (ES= .45,.46) Cheryl Everett CCIU

  23. Research on Instructional Management: Acceleration Permutations • Grade Skipping (ES= .49) • Subject Acceleration (ES= .57) • Grade Telescoping (ES= .40) • Advanced Placement courses (ES= .27) • Early Admission to College (ES= .30) • Credit by Examination (ES= .59) Cheryl Everett CCIU

  24. Research on Instructional Delivery:Lecture, Discussion, Mentoring/Tutoring • Mentorships which further understanding in a specific field result in • socialization effects (ES= .47) • self-esteem effects (ES= .42) • academic effects (ES= .57) • One-to-one tutoring, with a focus on advancing, not remediating, knowledge (ES of 2.00) Cheryl Everett CCIU

  25. Let’s practice with some examples of instructional strategies………….. Cheryl Everett CCIU

  26. Easy strategy - Most Difficult First • For content areas that focus on drill and practice • Students have to do less and spend less time to demonstrate mastery. Cheryl Everett CCIU

  27. Compacting – YES or NO? • Does the student finish tasks quickly? • Is the student in the top reading group or reading at an advanced level? • Do other students look to this student for help? • Do you think the student would benefit from more challenging work? Cheryl Everett CCIU

  28. Beginning the process….. Pre-assessment, pre-assessment,… Cheryl Everett CCIU

  29. Let’s try to compact for Elizabeth Cheryl Everett CCIU

  30. Fostering Creativity and Problem Solving Skills SCAMPER technique Cheryl Everett CCIU

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  34. Investigating from Multiple Perspectives Kaplan’s Categories of Complexity Cheryl Everett CCIU

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  36. Topic: Gifted Students in the Regular Education Classroom Cheryl Everett CCIU

  37. Problem Based Learning Cheryl Everett CCIU

  38. RWNC Example Acatastrophic event has occurred at the Limerick Power Plant causing the plant to close, eliminating power to the surrounding areas formerly powered by the plant.  The power plant has released an unknown amount of radioactive materials into the environment and the matter is being investigated by local authorities.The US Navy resources in Philadelphia have pledged their support to the State of Pennsylvania and will provide expertise and support as needed.   You are a member of a team and need to create plans and investigate any current impacts on your community. Cheryl Everett CCIU

  39. Your turn to try: An educational company has asked for your help to create an activity with the following materials. 20 pieces of paper, 4 paper clips, 10 inches of tape and a tennis ball. The activity must teach collaboration/team building skills as well as math and science. Work in groups of 3 to 5. You have 20 minutes to complete and present your group results. Cheryl Everett CCIU

  40. Other Strategies • Learning contracts • Study Guide and Extension Menu • Independent research • Socratic seminar • Personal Interest Independent Study Project • Apprenticeships/Mentorships • Resident Expert Project • Learning Centers • Inquiry • Simulations Cheryl Everett CCIU

  41. What works for differentiation Content Process Product Flexibility Fluency Elaboration Originality Abstraction Risk taking Complex thinking Curiosity DeLisle and Lewis, 2003 Cheryl Everett CCIU

  42. It was a wise man who said that there is no greater inequality than the equal treatment of unequals. Felix Frankfurter, US Supreme Court Justice, 1939-1962 Cheryl Everett CCIU

  43. Let’s Practice Think of a gifted student in your charge or one of the imaginary students we have worked with today. Develop a plan to support differentiated curriculum for this student in a regular education classroom. Cheryl Everett CCIU

  44. 3-2-1 3 things you will take from this presentation 2 questions you still have 1 way you will remember the presentation tomorrow Cheryl Everett CCIU

  45. References Conklin, W., & Frei, S. (2007). Differentiating the curriculum for gifted learners . Huntington Beach, CA: Shell Education. DeLisle,J.,& Lewis,S. (2003). The Survival Guide for Teachers of Gifted Kids. Minneapolis, MN: Free Spirit Pub.. Gosfield, M. W. (2008). Expert approaches to support gifted learners: professional perspectives, best practices, and positive solutions. Minneapolis, MN: Free Spirit Pub.. Manning, S. (2006, Winter). Recognizing Gifted Students: A Practical Guide for Teachers. Kappa Delta Pi Record, 1, 64-68. Retrieved November 28, 2010, from McAleer, F. (n.d.). Learnerslink. Learnerslink. Retrieved December 13, 2010, from Research Synthesis on Gifted Provisions - Dr Karen Rogers. (n.d.). - Austega Information Services. Retrieved December 13, 2010, from VanTassel-Basca,J., & Stambaugh, T. (2006). Comprehensive Curriculum for Gifted Learners. Boston, MA: Pearson. Winebrenner, S., & Espeland, P. (1992). Teaching gifted kids in the regular classroom: strategies and techniques every teacher can use to meet the academic needs of the gifted and talented. Minneapolis, MN: Free Spirit Pub.. Cheryl Everett CCIU