DESIGNING CURRICULUM AND INSTRUCTION FOR

GIFTED STUDENTS IN THE REGULAR EDUCATION

CLASSROOM

MILLERSVILLE UNIVERSITYJUNE 24, 2011

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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.

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What would you do for Hannah?

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Remember………………

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

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Gifted Students:

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.

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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)

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Let’s investigate some of those options further……..

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• Grade Skipping

• Early admission to school

• Early graduation

• AP, IB or College courses

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Option #1: Acceleration

What about Ravi?

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1. Exposure enrichment, exposing the student to new ideas, skills, and concepts beyond the regular curriculum.• based on student interest

2. Extension of the regular curriculum

3. Concept development or in-depth study and mastery of a concept only introduced in the regular curriculum.

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Option #2: Enrichment

4. Differentiation of process, product or content

5. Pull-out program

6. Special programs

More Enrichment

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• Cluster grouping

• Multi-grade grouping

• Homogeneous ability grouping

• Heterogeneous ability grouping

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Option #3- Grouping options

What would you do for Kim or Jana?

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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)

Cheryl Everett CCIUAdapted from Carol L. Tieso, College of William and Mary

Continuum of Teaching StrategiesLectureDrill and recitationStrategy based instructionCoachingConcept attainmentSynecticsDemonstrationSocratic questioningVisualizationRole playingCooperative learningMock trial

SimulationsInquiry based instructionConstructivismProblem based learningInternships/mentoringIndependent studyResearch and investigations

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DIRECT INSTRUCTION

INDIRECT INSTRUCTION

Adapted from Carol L. Tieso, College of William and Mary

Increasing Cognitive Demand

Provide more complex problems and applicationsIncrease the sophistication levelProvide lengthier textsProvide less text supportRequire more independence/collaboration

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Adapted from Carol L. Tieso, College of William and Mary

How could you increase the cognitive demand for Elizabeth using map skills as your topic?

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An individualized plan is key.

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

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Curriculum Adaptations for Gifted Students

In simple terms, effect size can be translated as thenumber of grade equivalent months of additionalachievement one group makes beyond the expected oneyear’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.

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Effect Size

• 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)

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Research on Instructional Management: Individualization

• 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)

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Research on Instructional Management: Grouping

• 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)

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Research on Instructional Management: Acceleration Permutations

• 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)

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Research on Instructional Delivery:Lecture, Discussion, Mentoring/Tutoring

Let’s practice with some examples of instructional strategies…………..

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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.

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http://www.flickr.com/photos/adamkr/4148322722/

Compacting – YES or NO?

1. Does the student finish tasks quickly?2. Is the student in the top reading group or reading at

an advanced level?3. Do other students look to this student for help?4. Do you think the student would benefit from more

challenging work?

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Pre-assessment, pre-assessment,…

Beginning the process…..

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http://www.flickr.com/photos/knittymarie/3542395756

Let’s try to compact for Elizabeth

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SCAMPER technique

Fostering Creativity and Problem Solving Skills

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http://www.flickr.com/photos/32356625@N00/1295496129

Substitute What can I substitute to make an improvement? What if I swap this for that and see what happens? How can I substitute the place, time, materials or people?

Combine What materials, features, processes, people, products or components can I combine? Where can I build these combinations?

Adapt What part of the product could I change? And in exchange for what? What if I were to change the characteristics of a component?

Modify What happens if I warp or exaggerate a feature or component? What will happen if I modify the process in some way?

Put to Other Use What other market could I use this product in? Who or what else might be able to use it?

Eliminate What would happen if I removed a component or part of it? How else would I achieve the solution without the normal way of doing it?

Reverse What if I did it the other way round? What if I reverse the order it is done or the way it is used? How would I achieve the opposite effect?

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Investigating from Multiple Perspectives

Kaplan’s Categories of Complexity

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Topic: Gifted Students in the Regular Education Classroom

Problem Based Learning

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RWNC Example

A catastrophic 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.

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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.

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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

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What works for differentiation

ContentProcessProductFlexibilityFluencyElaboration

OriginalityAbstractionRisk takingComplex thinkingCuriosity

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DeLisle and Lewis, 2003

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

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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.

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3-2-1

3 things you will take from this presentation

2 questions you still have

1 way you will remember the presentation tomorrow

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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 http://www.hoagiesgifted.org/identification.htm

McAleer, F. (n.d.). Learnerslink. Learnerslink. Retrieved December 13, 2010, from http://www.learnerslink.com

Research Synthesis on Gifted Provisions - Dr Karen Rogers. (n.d.). austega.com - Austega Information Services. Retrieved December 13, 2010, from http://austega.com/gifted/articles/Rogers_researchsynthesis.htm

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..

References

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