Gifted Education in the Regular Classroom

Differentiation Strategies

Outline

Characteristics of giftedness – positive & negative traits, myths, teacher biases

Identification of gifted students Differentiation strategies for gifted students in the regular classroom:

*Questioning techniques *Flexible grouping*Pace*Depth*Breadth

Writing IEP’s for gifted learners Board-based supports: Itinerant teacher support; Wiki; Resource

Centre material

Ministry of Education Definition

“An unusually advanced degree of general intellectual ability that requires differentiated learning experiences of a depth and breadth beyond those normally provided in the regular program to satisfy the level of educational potential indicated.”

Characteristics of Giftedness

Bright Child Knows the answer Is interested Is attentive Has good ideas Works hard Answers the questions Top group Listens with interest Learns with ease 6-8 repetitions for mastery Understands ideas

Gifted Child Asks the questions Is highly curious Is mentally and physically involved Has wild, silly ideas Plays around, yet tests well Discusses in detail, elaborates Beyond the group Shows strong feelings and opinions Already knows 1-2 repetitions for mastery Constructs abstractions

Characteristics of Giftedness

Bright Child Enjoys peers Grasps the meaning Completes assignments Is receptive Copies accurately Enjoys school Absorbs information Technician Good memorizer Enjoys straightforward, sequential

presentation Is alert Is pleased with own learning

Gifted Child Prefers adults Draws inferences Initiates projects Is intense Creates a new design Enjoys learning Manipulates information Inventor Good guesser Thrives on complexity

Is keenly observant Is highly self critical

Positve/Negative Behaviours

Highly Curious:

+ asks lots of questions

+ inquisitive

+ remembers details- asks inappropriate questions- poor group participation- easily diverted from task

Positve/Negative Behaviours

Abstract Thinker:

+ makes generalizations

+ tests out ideas- questions others- questions authority

Positve/Negative Behaviours

Flexible Thinker:

+ employs a variety of strategies to work something out

- manipulates people and situations by using a variety of strategies

Positive/Negative Behaviours

Advanced Reading:

+ reads widely

+ advanced vocabulary and comprehension- reads constantly- neglects peer interaction and work – would

rather read

Myths About Giftedness

Ability grouping is elitist Providing heterogeneously grouped

cooperative learning is the most effective for serving all students, including the gifted

Assuring that there are some gifted students in all classrooms will provide positive role models for others and will automatically improve the classroom climate

Myths About Giftedness

Gifted students will make it on their own; grouping them by ability does not result in improved learning or achievement for them

Gifted students are always highly productive, complete their work on time and get consistently high grades

Gifted students have social problems Teachers can always identify a gifted learner

Identifying Gifted Learners

Research shows that teachers do not reliably identify gifted learners

Teachers tend to identify “teacher pleasers” and attribute positive learning behaviours with high achievement

Parents, particularly of young children, tend to be more accurate in identifying their child as exceptional

What tools are used to identify academically gifted students? Checklist of gifted behavioural traits, parent/teacher nomination, achievement tests, cognitive (IQ) tests are all used

A cognitive assessment is an objective method that reliably shows the correlation between academic potential and IQ

Research in psychology shows that the top 2% of the population have “very superior” cognitive abilities (bell curve)

Identifying gifted learners

WCDSB uses a cognitive test (CCAT) to identify giftedness

CCAT covers three cognitive domains: verbal, quantitative, non-verbal (refer to handout)

An educational assessment completed after a CCAT screen will summarize the student’s achievement, strengths/needs, learning skills and CCAT results

The Gifted Learner in the Regular Classroom

Advanced learning needs can be met in the regular classroom by a teacher trained and supported in working with exceptionally capable learners

Critical element is the teacher’s attitude toward exceptional learners across the learning spectrum

Teachers are not expected to program from scratch “Work smarter not harder” - start program modifications with materials

and tasks you use in the units of study and adapt them via: Questioning methods Flexible grouping methods Pacing and compacting Tiering assignments Providing more choice and options

Questioning Models for Higher Level Thinking

Bloom’s Taxonomy William’s Taxonomy Socratic Seminar SCAMPER & Callahan’s Questions Thinking Hats

(refer to handouts)

Flexible grouping

Refer to handout

Increasing Pace and Compacting Curriculum

Refer to handout

Adding Depth – Tiered Assignments

Refer to handout

Adding Breadth – Choices and Options

Refer to handout

Writing IEP Annual Program Goals for gifted learners

A statement that describes what a student can reasonably accomplish by the end of the school year

Based on the students strengths, needs and current level of achievement

Incorporates the development of thinking skills that can be achieved by the student, and are observable

(IEP Resource Guide, 2004. Pg. 31

Writing IEP Expectations for gifted learners

Use a 3-step process based on these 3 questions:

What expectations/cluster of expectations am I working on?

What activities will the class be doing in the unit?

How can I vary those activities for more depth and breadth?

Writing IEP Teaching Strategies that are different for gifted learners

Ask yourself these 2 questions: What teaching strategies will I use for the

class? What am I going to do that’s a variation for

my gifted student? (e.g. model more advanced skills, provide enriched resources and examples, differentiate size of group or ability of group, differentiate questioning techniques, provide menus of extension choices, assign most difficult questions first, etc.)

Writing IEP evaluations for gifted learners

Ask yourself these 2 questions: How (specifically) is the activity being

evaluated for the rest of the class? How can the evaluation task or evaluation

criteria be differed for my gifted student?

Supports

Itinerant Teacher of the Gifted Resource Centre Resources Congregated gifted workshops Wiki