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Four Audacious Goals: I will . . .
1. Identify what I already do to meet the learning needs of talented and gifted students.
2. Determine my philosophy/beliefs about talented and gifted learners.
3. Know how to identify learning needs and preferences. 4. Choose at least one strategy or practice that I can use to
increase student’s achievement, curiosity, and challenge. 5. Know a process for planning and evaluating differentiation
efforts for T and G students.
What might happen if I didn’t do anything different for talented and gifted students in my general education class?
The Optimal Experience M. Csikszentmaihalyi Attributes of Flow:
• Challenge and skill are matched • Feedback is clear • Action quickly follow inspiration • Easy to focus on relevant stimuli • Sense of control • Unselfconsciousness • Unaware of the passage of time • Intrinsic motivation
Power Thinking Cartoon
Marzano, Tactics in Thinking, 1989
• Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation
How do you want students to think?
Intrinsic Motivators n Challenge n Curiosity n Control n Fantasy n Competition
n Cooperation n Recognition n Success n Valued Purpose n Freedom and
Independence
1. Things that I do with talented and gifted learners.
1. Provide more/alternative content or skills related to the same topic. 2. Provide more/alternative assignments/tasks related to the same topic. 3. Allow students to progress on the content at an accelerated rate. 4. Provide more complex/rigorous content. 5. Provide more complex applications of content and skills 6. Encourage T & G students to tutor/mentor other students in the class. 7. Encourage T&G students to create products that will be used by other
students. 8. Pre-test students and provide qualified students with opportunities to
engage in alternative learning experiences. 9. Eliminate/replace specific homework assignments for qualified students. 10. Eliminate/replace assignments for qualified students. 11. Eliminate/replace assessments for qualified students. 12.
2. Determine your philosophy/beliefs about talented and gifted students.
n In which situations should you provide alternative learning situations?
n Should homework be eliminated for students who demonstrate mastery on pre-assessments?
n Should grading for talented and gifted students differ from others?
n How do you communicate with parents about the work of talented and gifted students?
2. Determine your philosophy/beliefs about talented and gifted students.
n Should you expect more from talented and gifted students?
n What should you do with other students who qualify for alternative learning?
n What else do you believe about talented and gifted learners?
3. Identify essential knowledge, skills, activities, and assignments.
n Which should all students know and do? n Which are only appropriate for some? n Which could be eliminated altogether for
qualified students?
Populations Ecological Relationships
Food Chains and Webs
Ecosystems
• species • population • community • ecosystem • biome • biosphere
• exponential growth • boom and bust • carrying capacity • biomagnification • extinction • pollution • commensalism • mutualism • competition • predation
• producer • primary consumer • secondary consumer • decomposer • scavenger • energy flow • energy pyramid
• climate • weather • biotic factors • abiotic factors • nutrients • matter • cycles
Organize content vocabulary and concepts visually (graphic organizer) into logical chunks/categories.
Gov’t Articles of Confederation
The Philadelphia Convention / Delegates & Proceedings
Competing Interests / Economic & Political
Principles of the Constitution
•Federalists •Anti-Federalists •Shay’s Rebellion •Northwest Ordinance
•Socio-Economic Background •Role of Self-Interest
•New Jersey Plan •Virginia Plan •Three-fifths compromise •Suffrage •Connecticut Compromise
•Limited Government •Federalism •Separation of Powers •Checks & Balances •Individual Liberties & the Bill of Rights
Social Studies
4. Pre-test students and gather information about interests and learning preferences.
1. End-of-chapter, vocabulary lists, previous learning, and other assessments are OK to use.
2. Set a goal for mastery (e.g., 80 to 90%) to qualify for alternatives learning plans and activities.
3. Determine the grading philosophy for the pre-assessment and alternatives.
4. Pre-test students and gather information about interests and learning preferences.
4. When giving an assignment of skill or practice work, determine which items represent the most difficult part of the entire task. Write the assignment on the board, starring these items. Give students a choice to participate.
5. Start small. Give a pre-test to your identified gifted students first. Pre-test in basic subjects first e.g., reading, spelling, or math). You may eventually want to offer the option to all students in the class.
Math Skills
Math: Algebra Skills
Science Skills
Science Skills
Social Studies Skills
analyze interpret identify compare describe demonstrate use maps inquire/
research define
Look at the Domains in PE/Health
Fitness Sports-Related Fitness
Health Promotion
• Cardio-Endurance • Muscular Endurance • Muscular Strength • Body Composition
• Power • Speed • Agility • Balance • Reaction Time
• Health Promotion • Prevention of
Illness • Treatment of
Illness • Prevention of
Injury • Understanding
Human Body Systems, Growth, and Development
Standards for Reading
Standards for Writing Standards for Speaking and Listening
Standards for Language
Literature and Informational Text 1. Key Ideas and
Details 2. Craft and Structure 3. Integration of
Knowledge and Ideas
4. Range of Reading and Level of Text Complexity
Arguments, Informative/Explanatory, Narrative, and Research 1. Text Types and Purposes 2. Production and
Distribution of Writing 3. Research to Build and
Present Knowledge 4. Range of Writing
Speaking and Listening 1. Comprehension
and Collaboration 2. Presentation of
Knowledge and Ideas
Language 1. Conventions of
Standard English
2. Knowledge of Language
3. Vocabulary Acquisition and Use
Functional Skills (K-5) 1. Print Concepts 2. Phonological Awareness 3. Phonics and Word Recognition 4. Fluency
Literacy in History/Social Studies, Science, and Technical Subjects 6-12) Reading for Information
Literacy in History/Social Studies, Science, and Technical Subjects 6-12) Writing
Reading Skills
1. Main/Central Idea 2. Significant Details/
Evidence 3. Sequential/Order
Relationships 4. Comparison Relationships 5. Cause and Effect
Relationships 6. Knowledge of vocabulary/
key terms 7. Generalizations and
Conclusions
8. Problem-Solution Relationships
9. Multi-step Instructions/Directions
10. Author’s Purpose, Techniques, Claims, Views, and Arguments
11. Knowledge of Maps, Charts, and Graphs
12. Literary Analysis 13. Information from
Researching
Art
• Production • Critique • Role of art in
civilizations in the past and present
• Locate contrast in a 2-D & 3-D artwork; light to dark; big to small
• Create light and dark values using monochromatic scale
• Demonstrate the use of radial balance in a 2D artwork
Music • Performance • Composition • Critique • Role of music in
civilizations in the past and present
Skills Related to . . . • Rhythm • Melody • Harmony • Form • Timbre
Look at Domains in World Languages
n Reading n Writing n Speaking Listening n Grammar n Culture
Learning Preferences and Interests 1. Use a learning styles inventory. 2. Use a multiple intelligences
questionnaire. 3. Use an interest inventory.
5. Differentiate to meet students’ learning needs.
Teachers can differentiate by
varying . . .
According to the students . . .
Content Readiness Process Interest Product Learning Styles Learning Environment
Enrichments/alternative learning . . . n should be rewarding and exciting
learning opportunities. n should be challenging. n should appeal to the need for
achievement, affiliation, and/or control.
Differentiate Content 1. Engage students in more abstract
concepts and challenging skills. 2. Replace already mastered content with
more complex, advanced, in-depth content.
3. Engage the students in interdisciplinary content.
Differentiate Content 4. Introduce the students to more advanced
research skills so they can develop greater independence in finding answers to their questions and pursuing their curiosities.
5. Use curriculum compacting (e.g., pre-test and increase challenge developmentally)
6. Use tiered content. 7. Eliminate repetition and “busy work”.
Tiered Assignment Everyone Do you want a
challeng? Most Difficult
Differentiate Process 1. Tutor/mentor peers. 2. Engage in creating materials and
activities for current or future units. 3. Use advanced computer-assisted
lessons. 4. Locate background materials for future
or current topics.
Differentiate Process 5. Plan to teach a mini-unit/lesson. 6. Apply knowledge to a new situation. 7. Engage in inquiry-based research and
tasks (see list below).
Inquiry and Performance Tasks
1. Retelling Tasks 2. Compilation Tasks 3. Mystery Tasks 4. Journalistic Tasks 5. Design Tasks 6. Creative Product Tasks 7. Virtual Fieldtrip Tasks 8. Consensus Building
Tasks
9. Persuasion Tasks 10. Self-Knowledge
Tasks 11. Analytical Tasks 12. Judgment Tasks 13. Scientific Tasks
Journalistic Task
Creative Tasks and Compilation Tasks
2007 1959
Teaching and Assessing Skills
Compare Then and Now
Differentiate Product 1. Create bulletin boards and displays. 2. Develop additional formative
assessments. 3. Develop practice exercises. 4. Develop related media materials. 5. Complete special projects, and
experiments.
Differentiate Product 6. Developing games, problems, and
contests. 7. Solve “real problems” in contexts that
show application of their learning. 8. Engage in inquiry-based research and
tasks (see list below).
Writing Portfolio
1. Explanatory/Informative
2. Persuasive 3. Argumentative 4. Research 5. Functional
(e.g., letters, directions, technical content-related pieces)
6. Summary • Describe it • Compare it • Associate it • Analyze it • Apply it • Argue for/ against
it • Relate it
• Trace/
sequence it
• Predict it • Create/
invent it • Define it • Solve it
Differentiate the Learning Environment Differentiate n Seating n Grouping n Movement n Atmosphere n Resources
Flexible Grouping 1. Collect student data:
n Readiness levels n Learning profiles n Interests
2. Create an index card for each student. 3. Use information on index cards to assign
students to varying groups. 4. Differentiate the instructional activity for
each group.
Organizing the Classroom Consider the areas for small group work. n Small group instructional areas n Places for student-to-student interaction n Meeting places for the entire class n Balance between quiet and not-so-quiet
areas
Organizing the Classroom Use . . . n Signs and labels n Materials/supplies/equipment organized
for students’ use n Written, audio, video, and graphic
directions and task cards
Organizing the Classroom Keep Records with . . . n Interviews/ Conferences n Observation Check Sheets n “Seating Charts” n Clipboards and Post-Its n Notes
6. Assess differentiation efforts and make necessary changes.
Monitor the plan, adjust, and celebrate. 1. Recognize incremental progress and determine
what created positive results. 2. Adjust the plan and strategies and/or establish a
new goal. 3. Share the feedback with other teachers, parents,
and talented and gifted staff. 4. Radically celebrate progress and provide
encouragement and optimism.
The Self-Assessment and Goals Setting Strategy 1. What did you accomplish? 2. What strategies, steps, or practices did
you successfully apply? 3. What do you need to abandon or
change? 4. What’s your plan? 5. What assistance do you need?
Power Thinking Cartoon
Marzano, Tactics in Thinking, 1989
A Few Tips 1. Remember . . . The first step is pre-
assessment! 2. Try one new idea or strategy at a time. 3. Once you feel comfortable using it, try
another. 4. Select one assignment, lesson or unit
to differentiate – not your whole curriculum.
