differentiating for gifted, high achieving, and high potential learners: quality, not quantity
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Differentiating for Gifted, High Achieving, and High Potential Learners: Quality, Not Quantity. Katherine R. Fielder, Ed.S . Piedmont College July 31, 2010. Who is Gifted?. Area for most gifted behaviors. Joseph Renzulli’s Three Ring Model of Giftedness. Who is Gifted?. Gifted Students. - PowerPoint PPT PresentationTRANSCRIPT
Katherine R. Fielder, Ed.S.Piedmont College
July 31, 2010
Differentiating for Gifted, High Achieving, and High Potential
Learners: Quality, Not Quantity
Who is Gifted?
Area for most gifted
behaviors
Joseph Renzulli’s Three Ring Model of Giftedness
Who is Gifted?Grades Multiple
CriteriaPsychometric
K-2 A 90% or above in three out of the four following areas: AbilityAchievementCreativityMotivation
99% or higher composite score on the CogAT 90% or higher on the ITBS Math Total, Reading Total, or composite
3-5 A 90% or above in three out of the four following areas: AbilityAchievementCreativityMotivation
96% or higher composite score on the CogAT 90% or higher on the ITBS Math Total, Reading Total, or composite
Cognitive Traits Social/Emotional TraitsVery observant Very sensitiveExtremely curiousIntense interests
Interested in philosophical and social issues
Excellent memoryExcellent reasoning skills
Concerned about fairness and injustice
Usually intrinsically motivated Well-developed sense of humor
PerfectionismUnderachievement
Interpersonal problems
Well-developed powers of abstraction, conceptualization, and synthesis
Poor self-imageDepressionExcessive self-criticism
Quickly and easily sees relationships in ideas, objects, or facts
Nonconformity
Gifted Students
“…because of instructional requirements imposed by No Child Left Behind legislation, many of today’s teachers are asked to focus more on students who perform below proficiency than on those who excel. By requiring all students to be [mathematically] proficient by 2014, the law is, in effect, negatively impacting the education of those students who are already considered academically proficient.”
Rita H. Barger, 2009
No Child Left Behind?
“With the advent of No Child Left Behind (2001), increased pressure has been placed on educators to identify and remediate students who do not demonstrate mastery of curriculum standards, however, little attention has been given to advanced learners.”
Manning, Stanford, and Reeves, 2010
No Child Left Behind?
“The ‘love-hate’ relationship society has had with gifted education has led to both an energetic focus on gifted students and a near total ignoring of their needs.”
Colangelo & Davis, 2003
No Child Left Behind?
10%-20% of high school dropouts score in the gifted range on standardized tests.
40% of the top 5% of high school graduates will not graduate from college.
Over 50% of the gifted identified population do not demonstrate academic achievement commensurate with their tested ability.
Gifted elementary students have already mastered 35%-50% of the current grade-level standards before entering the classroom.
No Child Left Behind?
What is the answer?
Differentiation is NOTgiving students more
of the same types of problems
giving students busy work to complete when they finish assignments early
using advanced learners as peer tutors
a teacher’s response to learner’s needs
meaningful, respectful tasks for all learners
variety, choices, and options
flexible groupingongoing assessment
What is differentiation?Differentiation IS
What is differentiation?“Differentiation is not a
recipe for teaching. It is not an instructional strategy. It is not what the teacher does when he or she has time. It is a way of thinking about teaching and learning. It is a philosophy.”
Carol Tomlinson, 2000
Carol Tomlinson’s Differentiation Model
K KNOWU UNDERSTANDD DO
KUDs
The Students Will KNOW:
Knowledge/Remembering: Retrieving, recognizing, and recalling Terms, definitions, locations
The Students Will UNDERSTAND:
Comprehension/Understanding, Applying: Constructing meaning, interpreting, summarizing, inferring, comparing, explaining Venn diagrams, journal entries, essay questions
The Students Will DO:
Analyzing, Evaluating, Creating: Breaking material into parts & determining how parts relate, making judgments, reorganizing elements into a new pattern or structure
Role Audience
Format Topic
Magnet Refrigerator Explanation/Essay
“I’m stuck on you!”
South pole of magnet
North pole of magnet
Poem “Opposites attract”
South pole of magnet
South pole of magnet
Song “I’m just not attracted to you, but we can still be friends”
Magnet Classroom objects
Poster/Chart “Who am I attracted to?”
RAFTs
Jamie Miller, 2009
Optional Free Space
Tic-Tac-Toe/Think-Tac-ToeTrace the
Lewis & Clark Expedition on
a map.
Compare and contrast Lewis
& Clark and the Native
Americans of the time.
Discuss ways Lewis
& Clark impacted
our country.
Main Dish (complete all)
Side Dish (choose 2)
Dessert (you may do 1 or both)
Learning Menu
Questions?
Barger, R.H. (2009). Gifted, talented, and high achieving. Teaching Children Mathematics, October 2009.
Chapman, C. & King, R. (2008). Differentiated instructional management: Work smarter, not harder. Thousand Oaks, CA: Corwin Press.
Manning, S., Stanford, B., Reeves, S. (2010). Valuing the advanced learner: Differentiating up. The Clearing House, 83(4).
http://differentiationcentral.com/http://renzullilearning.com http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
References