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Differentiating in the Gifted Cluster Classroom

Teachers can use these resources to successfully implement differentiation strategies to meet the needs of gifted learners.
by

Kim Lanese

on 19 September 2012

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Transcript of Differentiating in the Gifted Cluster Classroom

Differentiating
in the
Gifted Cluster
Classroom Strategies Content Process Learning Environment Questioning A “Gifted Child” is defined as any child of lawful school age who, due to superior intellect, advanced learning ability, or both, is not afforded an opportunity for otherwise attainable progress and development in regular classroom instruction and who needs appropriate gifted education services to achieve at levels commensurate with the child’s intellect and ability. ARS 15-779.2 Product Tools:
Pretest
Item analysis
Compactor
flexible grouping
differentiation
continuous progress
intellectual peer interaction
continuity
teachers with specialized education

Program elements identified by
Barbara Clark The Critical Elements
of Effective Gifted Programs Compacting Goals:
Create challenge for all
Define objectives
Maximize learning time Enrichment Tiered Assignments Feedback Choice Resources Tools:
Time Management Flow Map
Rules
"Anchor Activities" Goals:
Time with intellectual peers
Exploration of interest areas
In depth content learning
Student engagement (flow)
Access student learning styles Literature Studies Independent Research Small Group Projects Science Inquiry Create Presentations Learning Style inventories can be found online:
http://www.learning-styles-online.com/ Literature Study Materials can be found online:
http://laneseliterature.wikispaces.com/ Tools:
Choice boards
Product lists
RAFT assignments Tools:
Bloom's Levels
Depth of Knowledge (DOK)
Hess's Cognitive Rigor Matrix
Technology Bloom's Levels
Great Books Foundation Goals:
Increase achievement levels of all students
Engage high potential students Tools:
Planning Forms
Examples Goals:
Meet the needs of varied...
Readiness levels
Ability levels
Learning styles Goals:
Student Empowerment
Motivation NAGC Gifted Programming Standards Arizona Revised Statutes ? Why Differentiate for
Gifted Students Compacted Curriculum Enrichment Choice Questioning Technology Feedback Projects Choice Boards RAFT Technology Integration The world we are preparing our students for does not exist today. Their adult world will be more fast-paced, diverse, complex and dynamic than ours. We will raise expectations for student achievement and performance beyond the mastery of essential skills. All students need college and career readiness skills that were once reserved for a few. We will educate our students to be effective communicators, critical thinkers, capable organizers, responsible collaborators, and proficient users of technology. DVUSD Strategic Plan Our educators will provide curricula, instruction and assessment that are relevant, rigorous and engaging for all students. At the classroom level, positive interactions between the teacher and each student, as well as among students, are keys to engagement. Additionally, students will demonstrate newly acquired skills and knowledge through projects and meaningful real-world activities. When students receive positive, appropriate feedback from teachers and peers, they are actively engaged in their own learning and prepared to assess and reflect on their work. The term programming refers to a continuum of services that address students with gifts and talents’ needs in all settings. Educators develop policies and procedures to guide and sustain all components of comprehensive and aligned programming and services for PreK-12 students with gifts and talents. Educators use a variety of programming options such as acceleration and enrichment in varied grouping arrangements (cluster grouping, resource rooms, special classes, special schools) and within individualized learning options (independent study, mentorships, online courses, internships) to enhance students’ performance in cognitive and affective areas and to assist them in identifying future career goals... Grouping Goals:
Interaction with intellectual peers
Range of abilities in class is decreased
All students move in and out of groups according to interest, ability, and pace regarding different topics
Gifted groups are virtually "indistinguishable" from other groups
Differentiating is easier with a group Tools:
Suggested Classroom Composition
Cluster Grouping Composition Planning Form Goals:
Report cards reflect mastery of grade level standards

A variety of assessment tools are used (formative/summative)

Data drives instruction- It's what you do with it that counts!

Identifies strengths, needs, and interests Standards Based Grading Rubrics Data Pre/post Tests NAGC Gifted Programming Standards
http://www.nagc.org/uploadedFiles/Information_and_Resources/Gifted_Program_Standards/K-12%20programming%20standards.pdf
Curriculum Compacting Webinar- Dr. Sally M. Reis
http://mediasite.dl.uconn.edu/Mediasite/Viewer/?peid=ba0cbe2595c84c1db6ae0b67f11b89aa1d
NEAG Center Faculty Presentations
http://www.gifted.uconn.edu/general/presentations/presentations.html
The Cluster Grouping Handbook: A Schoolwide Model
by Susan Winebrenner, M.S., and Dina Brulles, Ph.D.
Karin Hess Resources
http://www.eastconn.org/index.php?option=com_content&view=article&id=319&Itemid=233
Dare to Differentiate
http://daretodifferentiate.wikispaces.com/Home
Lanese's Literature Study Resources
http://laneseliterature.wikispaces.com/
The 16 Habits of Mind
http://habitsofmind.org


Other Gifted Education Sites

Hoagies Gifted http://hoagiesgifted.com/
Great Books Foundation http://www.greatbooks.org/
National Association for Gifted Children http://nagc.org/
Supporting the Emotional Needs of the Gifted http://www.sengifted.org/ Tiered Assessments From Rick Wormeli, Fair Isn't Always Equal Formative & Summative Tools:
Wormeli's guidelines
Rubric Planning Form
Habits of Mind Tiered lessons and assignments Kim Lanese
Gifted Services Specialist Activity

Using sticky notes, write as many answers as you can to "why" you teach gifted students.

Add your reasons to the bulls eye. How do we differentiate for gifted students ? Activity:
Turn to a partner and use the chart to explain "Flow".

Reflect on your classroom. What percentage of the time are your gifted students in flow? Put a dot on the consensogram. Process Product Content Homogeneous Interest Groups Learning Styles What do we do to differentiate for our gifted students ? Activity:
Go to http://daretodifferentiate.wikispaces.com/
Read the RAFTS PPT.
Work with a partner to create a RAFT lesson or a choice board for your students.
Post your lesson on the Gifted Services Ning. Teacher-Facilitator Student Centered Goals:
Meet students' affective (social & emotional) needs
Build independent, self-motivated, lifelong learners
Increase student organization Habits of Mind Jigsaw Activity:
Number off, 1-6
Read your assigned standard from the NAGC Gifted Programming Standards.
Expert Groups: Highlight areas that apply to your gifted cluster classroom & discuss.
Reporting Groups: Share what you learned.
Use sticky notes to add your "How" to the Golden Circle. Activity:
Discuss how you might apply compacting in your classrooms. Activity:
Read "Some Quick Tips for Differentiation: Assignment Menus" by Karin Hess
With a partner, create a menu using the sheet.
Post to the Gifted Services Ning. Rigor Challenge Activity:
Discuss with your table- How can you use established guidelines and anchor activities to increase your students' independence? + = Activity:
Work with a partner to write questions using Hess' Matrix.
Use "Little Red Riding Hood" or another text that you would use with your students.
Post to the Gifted Services Ning. Activity:
Think-Pair-Share
How can you grade gifted students fairly, yet still provide valuable feedback? Final Thoughts...
Let's complete our Golden Circle.
Why do you teach gifted students?
How do you meet their needs?
What do you do to differentiate for gifted
students in your classroom? Ticket Out the Door...

Make sure everything you created is posted on the Ning.

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Complete the Feedback Survey.

Thank you for your participation! Introduce Yourselves.
What's your name?
Where do you teach?
If you could be doing
ANYTHING right now, what would it be? Activity:
Choose 5 things from the "What you do" that you plan to implement regularly in your classroom.
Full transcript