Action ResearchAction Research

Tiered Instruction for Talented and Gifted Students

The identified Talented and The identified Talented and Gifted students in my Gifted students in my classroom are acting out in classroom are acting out in class.class.

Academically, they are not Academically, they are not performing to their abilities.performing to their abilities.

They are becoming ‘bored’ They are becoming ‘bored’ in class.in class.

The ProblemThe Problem

Not every child has an equal Not every child has an equal talent or an equal ability or talent or an equal ability or equal motivation, but children equal motivation, but children have the equal right to develop have the equal right to develop their talent, their ability, and their talent, their ability, and their motivation. their motivation.

——John F. John F. KennedyKennedy

Gowan (1955)Gowan (1955) Supplee (1990)Supplee (1990) Shultz (2002) Shultz (2002) Dowdall (1982)Dowdall (1982)

C.A. Tomlinson (1999, 2001, 2003)C.A. Tomlinson (1999, 2001, 2003) S. LaffertyS. Lafferty C. Adams (2009)C. Adams (2009) G. Betts & M. Neihart (1988)G. Betts & M. Neihart (1988)

Literature ReviewLiterature Review

Do tiered instructional Do tiered instructional strategy techniques promote strategy techniques promote positive behavior in TAG positive behavior in TAG students?students?

Are tiered instructional Are tiered instructional strategies an effective strategies an effective technique in engaging TAG technique in engaging TAG students?students?

Research QuestionsResearch Questions

Methods - Methods - Student Student DemographicsDemographics

__Grade students__Grade students __ Females__ Females __ Males__ Males __ identified TAG students__ identified TAG students __ Low SES students__ Low SES students Academic abilities range Academic abilities range

from __ grade to __ gradefrom __ grade to __ grade Ethnicity breakdownEthnicity breakdown

Instruct class with normal, Instruct class with normal, everyday operations. Take notes everyday operations. Take notes and observations, watching for and observations, watching for TAG students.TAG students.

On a set day, start On a set day, start implementing TI strategies into implementing TI strategies into content subject assignments. content subject assignments. i.e. social studies, history, i.e. social studies, history, reading, math.reading, math.

Random observations of how Random observations of how students work with a react to TI.students work with a react to TI.

Methods - Methods - Procedures Procedures

Interrupted Time Series DesignInterrupted Time Series Design

M – M – T – M – M – T – M …M – M – T – M – M – T – M … Monitoring for improved Monitoring for improved

behaviors through observationsbehaviors through observations Noting engagement & academic Noting engagement & academic

achievementsachievements Interviews with Interviews with

students/teachersstudents/teachers Survey from students and Survey from students and

teacher on implemented strategyteacher on implemented strategy

Methods - Methods - MeasuresMeasures

ResultsResults

Source of Variation 2011 2012 2013

# of behavior referrals x

Academic Achievement

Teacher survey

Student survey  

TI strategies actively engage TI strategies actively engage TAG students, as well as the TAG students, as well as the rest of the students in class.rest of the students in class.

TI promote better behaviors TI promote better behaviors and academic achievement in and academic achievement in TAG as well as regular TAG as well as regular students.students.

Students enjoy tiered Students enjoy tiered instruction.instruction.

More educators should More educators should implement TI strategies into implement TI strategies into their curriculum.their curriculum.

ConclusionsConclusions