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Strategies for Adapting Curriculum for Gifted and Talented L

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Nicole St Paul

on 13 April 2015

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Transcript of Strategies for Adapting Curriculum for Gifted and Talented L

Differentiation

Selected Strategies for Differentiation
Differentiation using creativity
Differentiation using the Socratic Method
English Lesson Before Differentiation with Socratic Seminar
English Lesson with Socratic Seminar
The lesson plan is modified to include creative choices by offering the following activities instead of answering questions and varied levels of complexity.
Write a letter from the perspective of a Roman soldier stationed at Vindolanda
Create a multimedia presentation on Julius Caesar and Augustus
Create an artistic rendering of a Roman soldier using their medium of choice and write his obituary.
Create a soldier's diary
History Lesson After Differentiation with Creativity
Science Lab Lesson Including Grouping Strategy
Differentiation Using Grouping




























































































Teachers use formative assessments to assess the level of content knowledge of the gifted students.


























































Strategies for Adapting Curriculum for Gifted and Talented Learners
Grouping
Socratic Seminar
Student Centered
Vary Complexity
Creativity
Differentiation is the modification of:
Presentation
Process
Product
Grouping is a strategy used to cluster students who are working at a similar level or who have mastered a similar amount of content. Students are placed into groups after formative assessment is conducted. This allows students to work at a pace that is appropriate. This form of differentiation involves a change in the process.
Science lesson plan before differentiation with grouping
Students conduct an experiment to identify acids and bases using chemicals and indicators.

Regular education students are grouped together and complete the lab at their own pace. They complete comprehension questions after drawing conclusions.
Gifted learners are placed in groups and are allowed to work at their pace. Because they work usually work faster, they have the option of designing their own acids and base lab as the second phase of the assignment.
See the attached acids and base lab handout
Students work independently to complete a lab on acids and bases.
Students answer conclusion questions after gathering data.
Students who finish early are asked to help the slower students to complete their lab work
Creativity is a strategy that teachers can employ
to offer choice and encourage students to use higher level thinking skills. Teachers can also meet the needs of different students by providing choices for creative expression. This form of differentiation can be seen in the product.
History Lesson Before Differentiation with Creativity

Students watch a video on the Roman Empire
Students study a map of the Roman Empire
Students view tablets from the Roman fortress, Vindolanda
Students are asked to answer questions and view additional websites.
See the attached Roman Lesson Plan
The Socratic Seminar is a strategy used to differentiate learning by using a series of questions to explore a topic. This method involves discussion and not debate. The teacher offers open-ended questions or problems to begin the discussion and students then generate additional questions to explore the designated topic. Students must analyze and evaluate information in order to generate additional questions. This strategy involves the use of higher level thinking skills. Assessment involves the writing of a reflection. This strategy involves the learning process and product.
Students read "To Kill a
Mocking Bird"
Students annotate the
designated chapters
Students write a paper or racism
as it existed during the novel compared
to racism as it exists today.
See the attached Lesson Plan
Students perform a close read of the text and annotate
The teacher begins a discussion with open-ended questions regarding rethics and racism
students continue the discussion by generating question about racism and referencing the text
Students use critical thinking skills to generate questions and analyze the text. This activity is student centered as well.
(BER Staff Development, 2011)
(Teach Like This, 2013)
Programs for Gifted and Talented Students
Gifted and Talented Programs must include enrichment and acceleration:

Enrichment
- strategies that supplement or go beyond standard grade-level work but does not result in advanced placemnt (Fox, 1979) Richer and varied educational experiences that provides greater depth and breadth than the usual curriculum. (Davis & Rimm, 2004)

Examples:
independent research projects
learning ceneters
art, drama and creative writing
Field trips/Saturday programs
Summer programs
mentors/internships

Acceleration
- Any strategy that results in advanced placement or potential credit (Fox,1979) Acceleration involves moving faster through academic content.

Examples:
Early admission to a grade,
grade skipping; early graduation
subject-matter acceleration
curriculum compacting and telescoping
mentoring
Advanced placement & dual enrollment
extracurricular programs




Four Programs for Gifted and Talented Learners:

I.
School-Wide Enrichment Model
Provides for types 1 & 2 enrichment for all students, type 3 enrichment is for students from the talent pool (gifted). Type three enrichments involve solving real problems and require an audience. (Reis & Renzulli, 2009)

II. l
Autonomous Learner Model
This model focuses on the creation of the independent learner by developing understanding of self, thinking skills, technology, and career development through the use of orientation, seminars, enrichment, individual development and indepth study. (Betts, 2004)

III.
Integrated Curriculum Model
This model employs themes that can be applied across the curriculum to create depth and complexity. The unit content is accelerated. (VanTassel-Baska, 2009)

IV.
The Kaplan Grid Model
Allows for differentiation of the the regular core curriculum. Kaplan integrates content, process and product. Content is organized under a broad theme which allows for the exploration of many topics. Process refers to thinking skills and problem solving. The product allows for the the learning process to occur and serves as assessment of learning. (Kaplan, 2009)

Key Components of a Successful Gifted Program
differentiation
flexible grouping
continuous progress
intellectual peer interaction
specialized teachers
continuity
Implementation of Programs at Mandeville High
Mandeville High employs the school within a school model for gifted and taleted education
Certified gifted and talented teachers are employed at the high school.
Each of the four models could be implemented with the gifted students due to the ability grouping of gifted and talented students.
Trained faculty has the ability to differentiate to employ the Kaplan Model, prepare rigorous thematic units to implement the Integrated curriculum model, and develop a challenging set of enrichments to develop the School-wide Enrichment Model and the Autonomous Learning Model.
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