the pedagogy of differen?aon - school of education - … 2 differenaon • differen?aon means...
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Moving from Strategies to
Learning Design
ToddKe,lerUniversityofNorthTexas
ThePedagogyofDifferen?a?on
Differen4a4on
• Differen?a?onmeanstailoringinstruc?ontomeetindividualneeds.
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Differen4a4on
• Differen?a?onmeanstailoringinstruc?ontomeetindividualneeds.
• Differen?a?nginstruc?onisanapproachtoteachingthatadvocatesac?veplanningforanda,en?ontostudentdifferencesintheclassroom.
Differen4a4on
• Differen?a?onmeanstailoringinstruc?ontomeetindividualneeds.
• Differen?a?nginstruc?onisanapproachtoteachingthatadvocatesac?veplanningforanda,en?ontostudentdifferencesintheclassroom.
• Differen?a?onisawayofteaching.
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Differen4a4on
• Differen?a?onmeanstailoringinstruc?ontomeetindividualneeds.
• Differen?a?nginstruc?onisanapproachtoteachingthatadvocatesac?veplanningforanda,en?ontostudentdifferencesintheclassroom.
• Differen?a?onisawayofteaching.
• Differen?a?onisawaytomeettheneedsofallstudents.
Differen4a4on for the Gi7ed
Isdifferen?a?oningiHededuca?onuniqueoris
differen?a?onacomprehensiveapproachthattrulymeetstheneedsofallstudents?
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Differen4a4on for the Gi7ed
Ifwethinkthatdifferen?a?oniscomprehensiveandmeetstheneedsofallstudents,thenwemaydecidethatgiHededuca?onisnotnecessary,solongasteachersaredifferen?a?ngforallstudents.
Differen4a4on for the Gi7ed
WhatifgiHededuca?onisbiggerthandifferen?a?on?• Alongitudinalstudyof320giHedstudentswhopar?cipatedingiHededuca?onthroughthesecondarylevelindicatedthattheywere50?mesmorelikelytopursueadvanceddegreesthantypicalstudents.
• Afollowupofthosestudentsatage38indicatedthat63%ofthemhadadvancedorterminaldegrees.
Kelletal,2013;Lubinskietal.,2001
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Differen4a4on for the Gi7ed
WhatifgiHededuca?onisbiggerthandifferen?a?on?• Asampleof12,036studentscomparedlikeabilitystudentswhoeitherdidordidnotpar?cipateinaccelera?onop?onsinprimaryandsecondaryschool.
• Theacceleratedstudentsdemonstratedhigherachievementinhighschoolandcollegethansimilarabilitynon-acceleratedstudents.
McClarty,2015
ExaminetheRoleofDifferen?a?onwithGiHedandTalentedStudentsPedagogyofDifferen?a?on
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Differen4a4on
Whiledifferen?a?onisanapproachtoteachingthatpoten?allymeetstheneedsofallstudents,thereremainsauniquepedagogyofdifferen?a?onappropriateforgiHedstudents.
Means to an End
Differen?a?onisthemeanstoanend.Differen?a?onisnottheend.Itisnotthegoal.Differen?a?onisfundamentallyateacherbehavior,butgoalsofeduca?onarealmostexclusivelyrelatedtostudentbehaviorsoroutcomes.
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Possible Goals
Goalsrequiringdifferen?a?onmayincludethefollowing:• Studentengagement• Makinglearningmorefunorrelevant• Mee?ngstandardsofachievement• Personalizedorcustomizedlearning• Developingcareercompetencies• Developingadvancedorelitetalent
More Specific Goals (GT Goals)
Goalsrequiringdifferen?a?onmayinclude:• Completethroughlevel8mathema?csbytheendofprimaryschool.(GTMath)• Completenearprofessionallevelscien?ficresearchprojectbytheendofsecondaryschool.(STEM)• Developapordolioofpublishedwri,enworksinoneormoregenres.(GTEnglish)
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Take a Step Back
HowdoweunderstandgiHedandtalented?
Gi7ed Students
GiHedstudentsarethosewhosepoten?alisdis?nctlyaboveaverageinoneormoreofthefollowingdomains:intellectual,crea?ve,social,andphysical.(NewSouthWalesdefini?on)GiHedindividualsarethosewhodemonstrateoutstandinglevelsofap?tudeorcompetenceinoneormoredomains.(Na?onalAssocia?onforGiHedChildren,NAGCdefini?on)
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Understanding Gi7edness
GiHednessislargelyconsideredpoten?althatisinneedofdevelopmentintotalent.Poten?almaybequitegeneralinnature,buttalentbecomesincreasinglydomainspecificinthecourseofdevelopment.
Understanding Gi7edness
Systema?ctrainingandprac?cearenecessarytodeveloppoten?alintoadvancedlevelsoftalent.GiHededuca?onoughttobethoughtofasthesystema?ctrainingandprac?ce.
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How Should you Differen4ate for Gi7ed Students? PedagogyofDifferen?a?on
Two Hard-to-Answer Ques4ons
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Two Hard-to-Answer Ques4ons
WhatshouldIwear?
Two Hard-to-Answer Ques4ons
HowdoIgetthere?
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Not-So-Hard to Answer
HowshouldIdifferen?ateforgiHedstudents?
Knowwhereyouaregoing.Knowwhereyouarestar?ng.
Clear Goals
Curriculumplanningmustbeginwithcleargoalsandobjec?vesifcurriculumeffortsaretobemeaningful.WithoutaclearconceptofwhatitisweexpectthegiHedandtalentedstudentstoachieve,whatitiswewantthemtobecome,ourcurriculareffortswillbedirec?onless.
HarryPassow(1986)
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Good Curriculum
GoodgiHedcurriculum,whereitexists,shouldsetthestandardsforlearningatworld-classlevels.JoyceVanTassel-Baska,1994
World Class Learning?
Whatdoesthatlooklike?
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Three Approaches to Differen4a4on PedagogyofDifferen?a?on
Incidental Differen4a4on
Perhapsthemostcommontypeofdifferen?a?onfoundacrossclassrooms.• Differen?a?onmenus• Studentchoicesinproducts• Op?onalextensions• Varyingac?vi?esfordifferentlearningpreferences
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Needs-Based Differen4a4on
Popula?onswithpar?cularcharacteris?csgenerateaneedfordifferen?a?onbasedonthosegroupcharacteris?cs.• GiHedStudents• EnglishLanguageLearners• Studentswithlearningdisabili?es
Needs-Based Differen4a4on
ThelearningneedsofgiHedstudentsoHendiffer
fromthoseofotherstudentsandshouldbeaddressedthroughdifferen?a?on.
-NAGCPosi?onStatementonDifferen?a?onofCurriculumandInstruc?on
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Needs-Based Differen4a4on
Differen?a?onisthemodifica?onof
curriculumandinstruc?onbasedontheassessedachievementandinterestsof
individualstudents.
-NAGCPosi?onStatementonDifferen?a?onofCurriculumandInstruc?on
Needs-Based Differen4a4on
SchoolsmeettheneedsofgiHed/talentedstudentsbymodifyingthedepth,complexity,andpacingofthecurriculumordinarilyprovidedbytheschool.
TexasStatePlanfortheEduca?onofGiHed/TalentedStudents
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Pedagogy of Differen4a4on
PedagogyDirectedac?vi?eswiththepurposeofleadingchildrentospecificeduca?onalgoals.Founda?onofaPedagogyofDifferen?a?on• Whereareyougoing?• Fromwhereareyoubeginning?
Pedagogy of Differen4a4on
HowdowemakesenseoftheideaofneedingiHededuca?on?GoalDirectedUnderstandingofNeed• StudentisapointAandneedstoreachpointB.• Whereareyougoing?• Whereareyoucomingfrom?
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Four Aspects of Curriculum
CourseofStudy
CurriculumStandards
LearningDesign
Authen?cEngagement
Hierarchy of Differen4a4on
IncidentalDifferen?a?on• Simpleandsporadic
Needs-BasedDifferen?a?on• Perceivedneedsleadtodifferen?a?on
PedagogyofDifferen?a?on• Clearanddis?nctoutcomegoalsdrivedifferen?a?on
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Hierarchy of Differen4a4on
IncidentalDifferen?a?on• Be,erthannodifferen?a?onatall• Incidentalratherthantheore?cal• Entry-leveldifferen?a?ontoolssuchaschoices,menus,andlearningpreferenceaccommoda?ons• Notconnectedtoeitherforma?veorsumma?veassessment
Hierarchy of Differen4a4on
Needs-BasedDifferen?a?on• Moresophis?catedthanincidentaldifferen?a?on• Drivenbyneedsthoughneedsmaynotbeclear• Inconsistentuseofforma?veassessment• Morereac?ve,lesssystema?c• Randomactsofdifferen?a?on
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Hierarchy of Differen4a4on
PedagogyofDifferen?a?on• Clearstudentoutcomegoals• Forma?veassessmentinformsinstruc?on• Systema?c,purposefulmodifica?onoflearning• Customizedfordevelopingtalentandexper?se• Informedbystudentinterestsandmo?va?ons
Gi7ed and Talented Educa4on
Whiledifferen?a?onisanapproachtoteachingthatpoten?allymeetstheneedsofallstudents,thereremainsauniquepedagogyofdifferen?a?onappropriateforgiHedstudents.
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Gi7ed and Talented Educa4on
IncidentalDifferen?a?on• Differen?a?onforall
NeedsBasedDifferen?a?on• Differen?a?onforspecialgroups(GT,ELL,dyslexia,etc.)
PedagogyofDifferen?a?on• Sophis?catedapproachforgiHededuca?on
Leading Differen4a4on PedagogyofDifferen?a?on
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3 Components of Differen4a4on
TeachingSkills
Differen?a?onDisposi?ons
ContentKnowledge
Leading Differen4a4on
TeachingSkills• Classroommanagement• Mul?pletechniquesforforma?veassessment• Clearcommunica?onofconcepts,ideas,andexamples• Useofauthen?c,open-endedassessment• Useofinquirymodels• Abilitytoteachcri?calandcrea?vethinking• Knowledgeofdifferen?a?onstrategies
• Tieredinstruc?on• Compac?ngandmicro-accelera?onstrategies• Groupingtac?cs
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Leading Differen4a4on
ContentKnowledge• Knowledgeandskillsofthecurriculum• Concepts,bigideas,andenduringques?ons• Deepandcomplexunderstandingsoftopics• Abovegradelevelstandardstosupportaccelera?on• Abilitytoinspirestudentinterestintopicsofthefield• Ongoinglearnerinthefield(readwidely,engageinprac?cesofthefield,etc.)
Leading Differen4a4on
Differen?a?onDisposi?ons• Adeepconvic?onthatgiHedandadvancedstudentsneeddifferen?atedlearningexperiences• Desiretomakemodifica?onsandaccommoda?onsonanrou?nebasis• Valueindividualdifferences• Willingnesstocustomize• Altudeofflexibility
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Leadership
TheLawofBuy-InPeoplegenerallybuyintotheleaderfirst,thevisionsecond.
• Becomethepersonotherswanttofollow.
• TirelesslystudythecraHofdifferen?a?onandthenatureofgiHedstudents.
Leadership
TheLawofNaviga?onAnyonecansteeraship,butittakesaleadertochartthecourse
• Chartacoursetomovepastincidentaldifferen?a?ontowardthePedagogyofDifferen?a?on.
• Clearlyar?culatewhatisexpectedfromeducators,andconstantlysupportthemonthejourney.
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Leadership
Leadingdifferen?a?onrequireseducatorstodevelopaboldvisionofgiHedstudentsandgiHededuca?on.Theboldvisionsofaleaderarefoundedon• Deepunderstanding• Imagina?on• Convic?on
ToddKe,ler
CollegeofEduca?on UniversityofNorthTexasTodd.Ke,[email protected]@ToddKe,ler©2016ToddKe,ler