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Top 10 Things to Remember about Differentiated Instruction for Gifted Students

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Nikki Worrell

on 22 January 2013

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Transcript of Top 10 Things to Remember about Differentiated Instruction for Gifted Students

All tasks for gifted students should rigorous and relevant. Ten Thoughts About Differentiated Instruction Teacher of the Gifted should act as a facilitator. Moves away from "sage on the stage"
Teacher as facilitator should:
Provide challenging tasks
Vary instruction and activities
Organize students into the most effective manner for them to learn
Allow for flexibility in regards to time for different students Inquiry-based activities demonstrate differentiation in the learning environment. Inquiry activities emphasize learner-centered classroom
Students responsible for own learning
Discovery occurs, evidence of learner-centered classroom
Focuses on collaboration with classmates
My classroom:
Exploring Gregor Mendel's experiments with an online simulation
Doing an experiment about kinetics before learning the calculations Differentiation can be seen through the learning environment. Changing the environment in the classroom
Focuses on a learner-centered classroom
Emphasizes certain principles:
Variety of groups
Open to ideas
Acceptance Differentiation can occur through content changes. Content is the curriculum that is taught
Includes skills, knowledge and information within this curriculum
Often mandated through state standards, school district curriculum maps, and/or textbooks
Multiple areas are available to change:
Rate of learning
Flexibility in required content material
Complexity of content
Organization of content Curriculum compacting utilizes content differentiation. Curriculum compacting is reducing the required assignments if mastery of skills and/or knowledge is shown
Allows students to move beyond current content
Needs to be thoroughly documented
Different ways to compact curriculum:
Most Difficult First = completing hardest problems to show mastery
Pretesting students
My classroom
Most difficult first with translation and transcription practice problems Differentiation can be seen through process. Process is the manner in which students interact and think about content
Includes how information is presented to students and mental and physical activities asked of them
Several ways to differentiate:
Increase level of thinking required
Emphasize discovery through open-ended tasks
Offer variety and choice
Require evidence for reasoning Tiered lessons demonstrate differentiation through process. Tiered lessons = those with multiple tasks in one lesson, differing based on learning style, ability level, and interests
Student choice could be available
Teacher can assign different tasks based on student's readiness
My classroom:
Practicing Punnett squares, students have different set of questions based on readiness Differentiation can occur through product. Product is the end result of knowledge and skills
Means for students to demonstrate understanding
Choice in product creates motivation
Considers learning styles
Creates variety
Easiest method for differentiation Tic-Tac-Toe utilizes product differentiation. Tic-Tac-Toe is an assignment that offers choices in the form of boxes to be completed in succession
Often the different rows are based on different levels of Bloom's taxonomy
Can be used as a performance assessment or even as a part of a daily lesson
My classroom:
Review game for unit on DNA and Biotechnology
Portion of project about the movie GATTACA Rigor = level of thinking required in an activity or lesson
Categorized based on Bloom's taxonomy
More rigor found in analyzing, evaluating, and creating levels
Requires critical thinking and problem solving skills
Rigorous assignments should have students:
bringing ideas together in a new or creative way
analyzing new situations
developing and justifying their own criteria for evaluation
intellectually challenged All tasks for gifted students should rigorous and relevant. Relevance = connection of knowledge to realistic situations
Occurs on a spectrum (most relevant on bottom)
Relevant assignments should have the students:
Addressing an actual problem of contemporary significance
Recognizing connection between knowledge inside and outside of classroom
Building on real-life experiences
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