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Specialized Instruction
Differentiation
•Precocity•Complexity•Intensity•Creative•Conceptual•Perfectionistic
Joyce Van Tassel-Baska 2009
Learner Char. and Corresponding Emphasis in the Curriculum
The Learner
Precocity
Intensity
Complexity
The Curriculum
Advanced Content
Process/product depth
Issues/concepts/ themes/ideas
Creativity Dimension
• Design/construct a model based on principles or criteria
• Provide alternatives for tasks, products
• Direct oral and written communication to a real-world audience
Quest Model for Creative Writing
The Hero(Create a character with heroic qualities)
Encounters a problem or challenge(Define the challenge)
Goes on a journey to seek answers to the problem/challenge(Define the journey in respect to type, duration and purpose)Has exploits
that tests his/her commitment to the quest(Define adventures/people/ situations encountered)
Returns home with the solution, answers, and/or wisdom (Define the outcomes of the quest – new understandings, insights, and tangible rewards for the hero)
Freytags Plot Line
Katie Carson’s Classroom
1.Once upon a time…2.And every day…3. Until one day…4. And then…5. And then…6. Until finally…7. And ever since…
Tomlinson, Carol Ann and Doubet, Kristina; “Reach Them to Teach Them” Educational Leadership: Summer 05, Vol. 62, # 10.
Hamburger Model for Persuasive Writing
Polygon
Definition: A closed plane bound by 3 or more line segments
Characteristics: more line segments, multiple angles
Examples: square, triangle, rectangle, quadrangle
Non-examples: circle, arc
Word
Vocabulary Map
Definition
A synonym
Use in sentence
Part of speech
An antonym
What will the
group do this
evening?
Point of View
Implications/ Consequence
s
Evidence/ Data
Concepts/Ideas
Assumptions
Inferences
Purpose/ Goal
1. Identify your issue or problem2. Read about your issue and identify points of
view or arguments through information sources
3. Form a set of questions that can be answered by a specific set of data
4. Gather evidence through research techniques such as surveys, interviews, or analysis of primary and secondary source documents
5. Manipulate and transform data so that they can be interpreted.
6. Draw conclusions and make inferences7. Determine implications and consequences8. Communicate your findings
Reasoning about a Situation or Event
What is the situation?
Who are the stakeholders?
What is the pointof view for each
stakeholder?
What are theassumptions of
each group?
What are theimplications ofthese views?
Different Types
sand
clay silt
Rock and gravelincluding
Consists of
By
r
y
y
g
??
Rules from Tom Kelley’s book, The Ten Faces of Innovation:
1.Go for Quantity. Good ideas emerge from lots of ideas. Set a numerical goal – say, a total of one hundred ideas.2.Encourage Wild Ideas – Extremism is a virtue. The right idea often flows from what initially seems outlandish.3.Be Visual – Pictures unlock creativity.4.Defer Judgment – There’s no such thing as a bad idea, so banish the naysayers. Think creatively first and critically later.5.One Conversation at a Time – Listen, be polite, and build on others’ suggestions.
Curriculum Compacting
1) What’s important? 2) What can be skipped or eliminated?3) What do students already know or are able to do?4) What will they grasp easily?5) What can be accomplished quickly?
The goal is to modify or “streamline” curriculum to allow students to move at a quicker pace and then have time to pursue an alternate topic or go into greater depth in an area of study.
Basic Skills CompactingSpelling, Math Computation,Language Arts Basic Skills
Pretesting is easily used todocument proficiency.
Content Compacting
Social Studies, Science, Literature, Math Applications, and Problem-Solving
Students may already know some material or may be able to read advanced material or master objectives more quickly.
1. The teacher previews the student task and selects the most difficult examples.
2. The examples are marked (*) and students are given the opportunity to do these items first as a means of demonstrating mastery or understanding.
3. If students are able to demonstrate mastery, then they are provided alternate activities for that period of time.
Content Area Documenting Mastery Alternate Activities
Student’s Name: ________________________________
Content Area Documenting Mastery Alternate Activities
Math ---Decimal Fractions
Score of 85 percent or higher on the pretest
Will work with class on days they learn concepts she has not mastered
Will work on alternate math enrichment activities on other days
Content Area Documenting Mastery Alternate Activities
Social Studies---Colonial Living Unit
High Interest Strong Readers---- Will read and pick up concepts quickly
Students will read chapters 5 & 6 in text at own pace
Do chapter exercises 3, 7, & 9
Take unit test when ready
Students will select a topic of interest from a list of alternate activities related to an aspect of colonial living for an independent study
4 3 2 1 Score
Fluency I can think of many ideas.
I can think of some ideas
If I get some help, I can think of ideas
I have a hard time thinking of ideas
Flexibility I notice what is surprising and unusual
I notice unusual things around me
When someone reminds me, notice
I hardly ever notice unusual things
Evaluation I know several ways of deciding
I can tell which ideas are worth working on
With help, I can tell which ideas worthwhile
I cannot tell which ideas are worthwhile
Risk-taking
I like to try new ideas
I try new ideas
Sometimes I try new ideas
I do not try new ideas
Seeking Challenges
Goal setting (etc.)
Goal setting
Goal setting (etc.)
I do not set goals
Elaboration
When I have good idea, I add details to make great
I can usually add details to make better
Sometimes, I can think of way to make better
I do not know how to make better
Criteria Exemplary (4-5)
Good(2-3)
Needs Improvement(0-1)
Initial Questions
Questions are probing and help clarify facts
All questions may not be relevant
Few or no questions formulated
Understanding the problem
Clearly defines the problem
Statement has some vagueness or missing information
Problem defined incorrectly
Seeking information
Identifies several sources of information
Relies on few sources
Not clear as to what is needed
Risk-taking I try new ideas Sometimes I try new ideas
I do not try new ideas
Integration of knowledge
Effectively applies previous knowledge
Applies limited amount of prior knowledge
Unable to connect previous knowledge
Is this fair?
1.Asking the same as other students; to stretch a bit, learn new skills2.Promoting success at new level; not failure at new level3.Acknowledging skills; to not do so would be malpractice4.Perfect time to do this
“Challenging the Gifted Child in the Classroom. The Challenge Magazine of The Center for Gifted Studies. Western Kentucky University. No. 20 Winter 2008
Renzulli, Joseph, Reis, Sally, Swicord, Curriculum Differentiation for Gifted and Talented Students – Webinar – Slideshare
Tomlinson, Carol Ann (1995). How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, Carol Ann & Doubet, Kristina (2006). SMART in the Middle Grades – Classroom That Work for Bright Middle Schoolers. Westerville, OH: National Middle School Association.
Tomlinson, Carol Ann (1995). How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, Carol Ann & Doubet, Kristina (2006). SMART in the Middle Grades – Classroom That Work for Bright Middle Schoolers. Westerville, OH: National Middle School Association.
Van Tassel-Baska, Joyce (2003). Content-Based Curriculum. Waco, TX: Prufrock Press, Inc. p. 16