Modification of Curriculum Instruction and Activities For the Gifted

MYAMOR M. ESTRELLAMAEd

Curriculum Modification for Differently –Abled Learners

Enrichment

Components of Enrichment

Textbook Analysis

Expanding Depth of Learning

Ability Grouping

Gifted children is traditionally referred as children having an Intelligence Quotient (IQ) higher than 130.Children or youth who performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment and who: exhibits high performance capability in an intellectual creative, or artistic area; possesses an unusual capacity for leadership; or excels in an academic field.

Who are gifted children?

A Bright Child A Gifted Child knows the answers asks the questions

is interested is highly curious

is attentive is mentally and physically involved

works hard plays around, yet tests well

answers the questions discusses in detail, elaborates

is in the top group is beyond the group

listens with interest shows strong feelings and opinions

needs 6-8repetitions for mastery needs 1-2 repetitions

understands ideas constructs abstractions

enjoys peers prefers adults

grasps the meaning draws inferences

completes assignments initiates projects

is receptive is intense

copies accurately creates a new design

learns with ease already knows

WHAT IS ENRICHMENT?

 Enrichment is defined as giving students the opportunity to learn in greater depth and breadth.

  Enrichment is an educational program that supplements the academic curriculum with special projects or activities.

WHAT IS ENRICHMENT? (cont)

Enrichment is any type of learning, or activity, which is outside the core of learning which most pupils undertake. It is additional to the established curriculum. It can broaden pupils’ horizons and help them to look at different aspects of their work.

WHY IS ENRICHMENT AN IMPORTANT FOCUS IN THE EDUCATION OF GIFTED AND

TALENTED PUPILS?

• Enrichment activities can be of great benefit to a more able student’s experience of school.

• Able students are highly motivated by challenging activities which are different from those they do in class.

• Able students welcome the opportunity to discuss and debate, especially when given a suitable stimulus or ‘framework.

• Brainteasers and puzzles seem to be particularly enjoyed by more able students, and can make suitable starters to any enrichment activity.

WHY IS ENRICHMENT AN IMPORTANT FOCUS (cont.)

WHY IS ENRICHMENT AN IMPORTANT FOCUS (cont.)

• Enrichment activities are enjoyable and should form part of a programme for more able students, but what happens in the classroom daily is also of vital importance to a child’s overall experience of school.

• Continuity is an extremely important element in any project, and planned activities must be realistic and achievable.

• It is particularly important to honor any commitments to the students, as they remember what they were promised and may be looking forward to it keenly.

• It is preferable to use lesson time for enrichment projects if possible, as it eliminates problems with attendance and competing commitments.

WHY IS ENRICHMENT AN IMPORTANT FOCUS (cont.)

• Monitoring and evaluation are important. It is extremely valuable to collect student feedback – even though this is time consuming as this can enhance and inform future projects.

• Parents have many insights to contribute, and a way should be found to collect these effectively.

(1) Complexity of content that allows students to pursue topics of interest and selection in depth with research and analysis(2) Emphasis on thinking which requires comparisons and analogies and that encourages using the information gained in ways that apply and transform the knowledge(3) Creative and original products resulting from in-depth knowledge and reflection (analysis)

COMPONENTS OF ENRICHMENT

TYPES OF ENRICHMENT

It consists of experiences and activities which are designed to bring the learner in touch with a wide range of topics or areas of study in which he or she may have a sincere interest.

TYPE I - General Interest / Exploratory Activities

This type of enrichment consists of materials, methods, and instructional techniques which help the student learn the skills necessary for becoming an independent learner. These activities are designed to develop thinking and feeling skills and students are involved in designing, experimenting, comparing, analysing, recording and classifying.

TYPE II - Group Training Activities / Skills Development

TYPES OF ENRICHMENT (cont.)

TYPE III - Individual and Small Group Investigation of Real Problems

TYPES OF ENRICHMENT (cont.)

Type III enrichment consists of activities in which the student becomes an actual investigator of a real problem or topic by using appropriate methods of inquiry and results in sharing of the findings with a real audience. The success of a Type III activity depends on the task commitment of the individual student.

ENRICHMENT ACTIVITIES FOR GIFTED

Self-Directed PortfolioAllow gifted and talented students to play a role in their own education by engaging them in the creation of a self-directed portfolio. Instruct the student to select a topic to study. This topic can be scientific, historical or even social in nature.

School Improvement PlanInvite the gifted student to consider a way

in which the school community could be beautified by developing a school improvement plan. Allow the student to select something about the school that he would like to change. This could be anything from the standard school lunch menu to the sports facilities.

Video TutorialTransform the student into the teacher by engaging her in the creation of a video tutorial. Allow the student to write a lesson in which she explains a concept that she understands clearly to her peers.

Gold Sheet ChallengesMake more challenging work feel like a reward and not a burden by creating gold sheet challenges for your students. Before teaching a lesson, create a slightly more difficult version of the activity than the general student population will complete.

Science Fact PresentationAllow your gifted students to expand their understanding of

science while helping their classmates learn. Assign each gifted student a science topic that you intend to cover later in the year.

TEXTBOOK ANALYSIS

Textbook Analysis is a form of literary criticism in which a book is analyzed based on content, style, and merit. It could be a primary source opinion piece, summary review or scholarly review. It is assigned to students to help them to develop analytical skills.

GOAL OF TEXTBOOK ANALYSIS

To discuss the content of the book and provide analysis of what he or she had read, and deduce if the author managed to reveal the core, whether he or she kept to the thesis or properly achieved the purpose of the book.

Ten approaches to differentiation1.Task Children, either as individuals or groups, are given different tasks based on prior attainment .2.Outcome Children work on the same task following a common stimulus, but the teacher has different expectations for each child based on previous experience.

Expanding Depth of Learning

3. Pace Children are given a common task but the time allocated for completion is based on prior skills. 4. Support Children work on a common task, but some receive more or less support than others. 5. Resources Children are set a common task, but are given different resources, which require more advanced reading or research skills.

Expanding Depth of Learning (cont)

6. Grouping Children have a common task to complete but are grouped in a way that ensures success for all. 7. Information Children are set a common task but are given different information, or different amounts of information, which can support or stretch their thinking.

Expanding Depth of Learning (cont)

8. Role Children undertake a common task but individuals are given different roles.9. Homework Children are set different homework whilst some pupils may need time to complete work started in class.10. Dialogue/Using Questions The teacher adapts the questions they pose and the responses they make to different children.

Ten ways to encourage challenge in children’s learning

1. Plan/do/review 2. Working from more difficult

texts.3. Using a wider range of

information/resources 4. Recording in alternative or

more imaginative ways 5. Role play

6. Problem solving and enquiry tasks7. Choice in how to handle content 8. Decision making 9. No correct answer 10. Using one text or artefact

Ten ways to encourage challenge in children’s learning (cont).

ABILITY GROUPING

What is Ability Grouping?

Ability grouping is the practice of placing students of similar academic ability level within the same group for instruction as opposed to placement by age and grade level.

MOST COMMON QUESTIONS ON ABILITY GROUPING

Does ability grouping increase the academic achievement of gifted students?Yes. Ability  grouping  clearly  benefits  gifted students.  Such  students  have  unique characteristics  requiring  specialized  instruction, such as  the ability  to  learn quickly  and  to deal with  abstract  concepts  at  younger-than-usual ages. 

Should the curriculum vary by ability group?

Yes. Although  gifted students  benefit  slightly from ability grouping even when  course  content  is not  altered,  they  gain much  more  when  the curriculum  is  adjusted  to suit  their  academic needs.

Does ability grouping hurt the self-esteem of gifted students?

No. Parents  and  teachers may  assume students will become arrogant if they are identified for a high ability group, but  there  is  no  evidence  that  this occurs.  Others  assume  gifted students' confidence and self-esteem will drop if they are placed with other highly able students. 

Does ability grouping hurt average and below average ability students?

No. Research  suggests  that  lower ability students achieve at the same rate  whether  or  not  they  are involved  in ability grouping. Further, lower  ability  students  experience few changes in self-esteem that are related to ability grouping. 

Are gifted children who are NOT exposed to ability grouping at risk for problems?

Yes. A  1993  U.S.  Department  of  Education report, National Excellence, noted  that  the regular school curriculum fails  to challenge gifted  students,  most  of  whom  have mastered up to half of the material before it is taught. When such students are forced to study  material  they  already  know  and  to spend much more  time  than necessary on each new topic, they become bored. 

 Cluster  grouping  is  one method schools use to meet the academic needs of gifted children.  Gifted  children  in one grade  level are grouped together  in  one  classroom. 

CLUSTER GROUPING

CONCLUSION

• Modifying ContentContent consists of ideas, concepts, descriptive information, and facts.

• Modifying ProcessTo modify process, activities must be restructured to be more intellectually demanding. 

• Modifying EnvironmentGifted students learn best in a

receptive, non judgmental, student-centered environment that encourages inquiry and independence.

• Modifying Product Expectation and Student Response

Teachers can encourage students to demonstrate what they have learned in a wide variety of forms that reflect both knowledge and the ability to manipulate ideas.