Differentiating for the High Ability Learners Tanya Morret

Differentiating for the High Ability Learners Tanya Morret and Dr. Christine Lay August 7, 2012

WELCOME! • Print your first name in LARGE letters on both sides of a name tent, using a marker. • On the bottom left, print your best teaching trait. • On the bottom right, print the grade you teach. Tanya passionate 3/8/2021 3 rd 2

Learning Goals • What is gifted? • What do gifted children need/want? • How is gifted support changing? • What does education for the gifted look like?

Points to Ponder • If during the first five or six years of school, a child earns good grades and high praise without having to make much effort, what are all the things he doesn’t learn that most children learn by third grade?

Is it a wonder we sometimes see negative behaviors? Daydream s Off Task Procrastinates Refuses to do work Seem lazy Bothers other Children Doesn’t Complete work

What is Gifted? • A greater awareness, greater sensitivity, and a greater ability to understand transform perceptions into intellectual and emotional experiences. – Annemarie Roeper

U. S. Office of Education – Five Domains of Giftedness General Intellectual Ability Visual/ Performing Arts Ability Psychosocial/ Leadership Ability Specific Academic Ability Creative/ Productive Ability

Paired with Their Intensities… • According to Jim Delisle, intensity takes many forms that can be both strengths and weaknesses. Recognizing and understanding these intensities can help toward improving the social and emotional life of a gifted child.

Read the profile… • How is this child gifted? • Do you recognize any intensities?

Learning Goals • What is gifted? • What do gifted children need/want? • How is gifted support changing? • What does education for the gifted look like?

Please do not go on to the next slide until after the next activity.

Assignment • What would you observe and/or hear (from the teachers or from the students) that would convince you are in the presence of the kind of teacher who is best suited for gifted students?

What kind of teacher is best for a gifted student? • Intelligent • High Degree of Intellectual honesty • Expertise in a specific academic area • Genuine Interest in and liking of gifted learners • Recognizes the importance of intellectual development

What kind of teacher is best for a gifted student? • Strong belief in individual differences/individualization • Highly developed teaching skill/knowledge of how to teach • Self-directed learner with a love for new, advanced knowledge • Level headed and emotionally stable

Go back to the profile… • What teacher characteristics would be best suited when working with this student?

Quick Break

Learning Goals • What is gifted? • What do gifted children need/want? • How is gifted support changing? • What does education for the gifted look like?

Tier 1 Differentiation

Tier II - Acceleration /Enrichment

Tier III - Acceleration

Learning Goals • What is gifted? • What do gifted children need/want? • How is gifted support changing? • What does education for the gifted look like? In Tier I

Anticipation Guide Review Assessment Results

Differentiation of Curriculum (TIER I) • • • “what” is being taught Student Learning Map Scope and Sequence Standards Based PA/Common Core Crosswalks

Tier I-Content/Product Modification • • • Abstractions Scenario Complexity #1 “Bored” Variety Organization Study of people Methods of inquiry Real World Problems or situations Real Audiences Transformations

Tier I-Process Modification • How a teacher presents the curriculum - process – how children will be grouped – form the actual instruction will take – how the teachers will teach and how the learners will be encouraged to learn Scenario #2 LD Gifted

When to differentiate? • Prior to a Unit (compaction) • During An Acquisition Lesson • During an Extending Thinking Lesson

Steps to Compaction • Identify K-U-D • Pre-Assess • Develop Alternative Options: – Extension Menu, Web Quest, Independent Research, Pursue Competition, etc. • • • Write Contract Establish Rules Provide Materials/Work Time/Space Conference on Rubric Plan Presentation Evaluate

Identify K-U-D Know Understand Do • Air moves objects • Define wind, temperature, and precipitation • Tools that help us describe the weather – barometer, anemometer, weather vane, rain gauge Studying the weather can help us live in our environment • Describe weather in terms of temperature, wind, and precipitation • Predict the weather based on the types of clouds present

Create a Pre-Assessment • • • Test Brainstorming/web Informal Discussion Review of previous work Formal Interview Performance on a task *If you don’t ask then you don’t know what they know. ”

Research Notes Renzulli and Reis 1992 – Large national study found that elementary teachers could eliminate up to 40 -50% of the curriculum for the top 10 -15% and up to 80% of the curriculum for the top 2 -3% of the students. A Nation at Risk, 1981– Former education Secretary Terrel Bell stated, “in the last 15 years, the difficulty level of textbooks has declined two grade levels. ”

Fordham University, 2011 Study 2000 -2007

Weather Pre-Assessment • Interpret a Weather Report • Report on the weather over a period of a week and list the terms they need to include in their description • Match the tool to what it measures • Answer the UEQ – Why do we study weather?

Develop Alternative Options • • Interest Surveys Extension Menus Web Quests Independent Project/Research (Learning contracts)

Write a Contract • Look at Winebrenner Contract • See Morret Generic Contract • Be as specific as you can but still open-ended that allows for the incidental learning to occur

Weinbrenner

Establish Rules • Preparedness • Documentation (Work Progress Journal) • Appropriate Behavior • “What to do when the student does not know what to do”

Rules to Consider • Come to Class with materials and a plan. • Signal teacher and wait for response if you need assistance. • Keep up-to-date Work Progress Journal • Keep discussions with other compactors to a low whisper

Provide Work Space/Materials/Resources • Where? • When? • With who?

Develop/Conference on Rubric/Checklist • “Design your own” • Use District Rubric Bank • http: //www. myt 4 l. com/ • http: //www. rcampus. com/ • http: //school. discoveryeducation. com/schrockgui de/assess. html • http: //www. myteachertools. com/

Plan Presentation • Timeline/Deadlines • Length • Rehearsal!!

Evaluate • Self • Peers – class or group • Teacher – Gen. Ed and/or Gifted Supp • Guest Evaluator • Be specific, give constructive feedback

When to differentiate? • Prior to a Unit (compaction) • During An Acquisition Lesson • During an Extending Thinking Lesson

Welcome Back Vocabulary Various Versions of G. O. Reorganize R. A. F. T. Higher Level, Write

Role-Audience-Format-Topic • Supports student choice – Interest and/or learning profile – Can accommodate varied readiness levels by offering different levels of difficulty

RAFT – Re-Tell Rumpelstiltskin Role Audience Format Topic Miller Wife Poem Explaining why he lied Mouse Princess Chant Warn her about Strangers King’s son Father Forcing him to Marry Rap

When to differentiate? • Prior to a Unit (compaction) • During An Acquisition Lesson • During an Extending Thinking Lesson

During an Extending Thinking Lesson/Culminating Activity • Tiered Lesson Plan • Second/Third Level of Learning – Content, Process, or Product based on – Readiness, Interest, Learning Profile

Steps to Differentiating in an Extending Thinking Lesson • Design An Extending Thinking Lesson • Determine/ Develop Assessment for Student Readiness, Interest, Or Learning Profile • Develop Tiered Lessons Change Content, Process, or Product

Abstracting § Identify what is considered important information § Write the basic information in a more general way by: – Replacing words referring to specific things with more general words – Summarizing information when possible § Find new situations where the general pattern applies

Abstraction Graphic organizer Example General Steps Another Example

How do citizens influence government decision? • Mini-Lesson – – Review steps to Abstraction – Read Text, Complete G. O steps – Example and General Steps Task • Complete Specific Steps for New Example • Choose a “cause” and write a letter to a representative.

Task continued…. More Support Basic Lesson Summarizer Inside/Outside Circle More Challenge

What did I change? ? • Content, Process, or Product? • Let’s take a look at the lesson plan.

Let’s talk about Reading/Writing • Enrichment may be the best course of action • Guided Reading – already at their level? • Differentiated Centers-may not need work or fluency practice • Bump up a grade level for skill groups (WIN time)

Tanya’s List • Centers – Read Wide – Common Core, Appendix B – Read Far – Newberry, Caldecott, Lexile Framework for Reading – 150 ways to present information – Write a Mystery, Re-write an ending – Read several mysteries from the same author and compare/contrast

So now what… • Using your Curriculum Maps, choose one approach for planning differentiated instruction • Edmodo has all the templates • Post on Edmodo when finished.

Final Assignment…Admit Slip Choose one and Submit on Edmodo • I admit that I really understand ____ now. • I admit that I am excited about____. • I admit that I am still confused about _____. • I admit that I am still wondering _____.