Designing and Implementing Curriculum for High Ability Learners: Lessons from the William and Mary Experience Joyce VanTassel-Baska, Ed.D. Jody and Layton.

Designing and Designing and Implementing Curriculum Implementing Curriculum for High Ability Learners: for High Ability Learners: Lessons from the William Lessons from the William

and Mary Experienceand Mary Experience

Joyce VanTassel-Baska, Ed.D.Joyce VanTassel-Baska, Ed.D.Jody and Layton Smith Professor in EducationJody and Layton Smith Professor in Education

Executive Director, Center for Gifted EducationExecutive Director, Center for Gifted EducationThe College of William and MaryThe College of William and Mary

New Mexico State ConferenceNew Mexico State ConferenceJuly 25, 2007July 25, 2007

How People LearnHow People Learn

New knowledge is constructed based New knowledge is constructed based on existing conceptions and beliefson existing conceptions and beliefs

Usable knowledge is connected and Usable knowledge is connected and organized around important concepts organized around important concepts that support transfer of learning that support transfer of learning

The use of deliberate learning The use of deliberate learning strategies to scaffold instructionstrategies to scaffold instruction

- National Research Council, 2000- National Research Council, 2000

Theoretical Frameworks forTheoretical Frameworks for William & Mary Curriculum William & Mary Curriculum

Cognitive learning (e.g. Sternberg)Cognitive learning (e.g. Sternberg) Social reconstruction (e.g. Banks)Social reconstruction (e.g. Banks) Zone of proximal development (flow)Zone of proximal development (flow)

– (e.g. Vgotsky, Csikszentmihalyi)(e.g. Vgotsky, Csikszentmihalyi) Academic rationalism (e.g. Adler)Academic rationalism (e.g. Adler) Constructivism (e.g. Vgotsky)Constructivism (e.g. Vgotsky)

Central Research QuestionsCentral Research Questions What differentiated interventions in What differentiated interventions in

curriculum, instruction and assessment work curriculum, instruction and assessment work (i.e. produce important learning gains) with (i.e. produce important learning gains) with gifted learners at key stages of development gifted learners at key stages of development in the core domains of learning? in the core domains of learning?

How effective is gifted curriculum with low How effective is gifted curriculum with low income and minority students not identified income and minority students not identified as gifted?as gifted?

How do teachers change instructional How do teachers change instructional practices based on using a differentiated practices based on using a differentiated curriculum and receiving targeted curriculum and receiving targeted professional development?professional development?

What are the factors that impact successful What are the factors that impact successful scaling up of innovation in schools? scaling up of innovation in schools?

MethodologyMethodology

Quasi-experimental designsQuasi-experimental designs

Experimental designs Experimental designs – (Project Athena & Clarion)(Project Athena & Clarion)

Qualitative (case studies of schools)Qualitative (case studies of schools)

Learner Characteristics and Learner Characteristics and Corresponding Emphases in the Corresponding Emphases in the

CurriculumCurriculum

THE LEARNERTHE LEARNER

PrecocityPrecocity

IntensityIntensity

ComplexityComplexity

THE CURRICULUMTHE CURRICULUM

Advanced ContentAdvanced Content

Process/product depth Process/product depth considerationsconsiderations

Issues/concepts/themes/Issues/concepts/themes/

ideas across domains ideas across domains of learningof learning

The Integrated Curriculum Model The Integrated Curriculum Model

AdvancedContent

Dimension

Process-Product

Dimension

Issues/Themes

Dimension

VanTassel-Baska, 1986

CURRICULUM DESIGN

1Learner Characteristics

& Needs

2Curriculum Goals

3Outcomes/Objectives

4Activities/Task

Demands/Questions

5Teaching-Learning

Strategies

6Materials &Resources

7Assessment of

Outcomes

8Evaluation of

Curriculum/Revision

VanTassel-Baska, 2003

Language Arts Curriculum Language Arts Curriculum FrameworkFramework

The Literature

Understanding Change

Using the Reasoning

Process

Learning Language Arts Content and

Skills

Concept Process

Content

Literary Analysis and Interpretation

Persuasive Writing

Linguistic Competency

Oral Communication

Major Research Findings from Major Research Findings from Quasi-Experimental Studies in Quasi-Experimental Studies in

Language ArtsLanguage Arts Significant and important treatment effects for literary Significant and important treatment effects for literary

analysis and interpretation and for persuasive writinganalysis and interpretation and for persuasive writing No significant gender effectsNo significant gender effects Student performance showed that additional attention was Student performance showed that additional attention was

needed to enhance higher-level thinking and elaboration needed to enhance higher-level thinking and elaboration skills. skills.

Students were able to improve significantly after unit Students were able to improve significantly after unit instruction regardless of the grouping model employed.instruction regardless of the grouping model employed.

Students enhanced their learning each time they were Students enhanced their learning each time they were exposed to the units and maintained their level of exposed to the units and maintained their level of achievement between interventions across the years.achievement between interventions across the years.

Feng, VanTassel-Baska, Quek, Bai, & Feng, VanTassel-Baska, Quek, Bai, & O’Neill,2004;O’Neill,2004;VanTassel-Baska, Zuo, Avery, & Little, 2002; VanTassel-Baska, Zuo, Avery, & Little, 2002; VanTassel-Baska, Johnson, Hughes, & Boyce, VanTassel-Baska, Johnson, Hughes, & Boyce, 19961996

Instrumentation for Project Instrumentation for Project AthenaAthena

Student GainsStudent Gains– Test of Critical Test of Critical

Thinking (TCT) Thinking (TCT) (r=.89)(r=.89)

– Iowa Test of Basic Iowa Test of Basic Skills (Reading Skills (Reading Comprehension)Comprehension)

– Performance-based Performance-based Unit AssessmentsUnit Assessments

Teacher GainsTeacher Gains– Classroom Classroom

Observation Scales- Observation Scales- Revised Revised

– (COS-R)(COS-R) r=.91-.93r=.91-.93 Inter-rater reliabilityInter-rater reliability

– .87-.89.87-.89

Project Athena (Language Arts) Project Athena (Language Arts) Longitudinal Experimental Findings Longitudinal Experimental Findings

in Title I Schools: Year 1 - 3in Title I Schools: Year 1 - 3 Project Athena students showed significant learning gains in Project Athena students showed significant learning gains in

critical thinking and reading comprehension and outperformed critical thinking and reading comprehension and outperformed control students in critical thinking. (p<.04) d = .31-.56control students in critical thinking. (p<.04) d = .31-.56

Project Athena students showed consistent growth patterns in Project Athena students showed consistent growth patterns in literary analysis and interpretation and persuasive writing at a literary analysis and interpretation and persuasive writing at a level of significance and educational importance. P<.000 d=1.0-level of significance and educational importance. P<.000 d=1.0-1.75 1.75

Sub-analyses suggest that student growth in critical thinking Sub-analyses suggest that student growth in critical thinking may be bounded by the characteristics of the learner, teacher may be bounded by the characteristics of the learner, teacher skills in critical thinking, and fidelity of curriculum skills in critical thinking, and fidelity of curriculum implementation.implementation.

Gender, ethnic, and ability differences were evident.Gender, ethnic, and ability differences were evident. Teacher observation data suggest that two years of training and Teacher observation data suggest that two years of training and

implementation significantly enhances teacher behaviors in implementation significantly enhances teacher behaviors in differentiation practices.differentiation practices.

VanTassel-Baska & Bracken, 2005VanTassel-Baska & Bracken, 2005

Student Longitudinal Gains in Student Longitudinal Gains in Critical Thinking SkillsCritical Thinking Skills

Student Longitudinal Gains on TCT by Condition

12

14

16

18

20

22

24

26

28

30

Experimental (N=74)

Control (N=42)

Within subjects growth: F (5, 112)= 2.7, p=.02, d=1.7

Between subjects effect: F (1, 112)=5.3, p=.04, d = .31-.56

Experimental students’ Experimental students’ longitudinal gains on longitudinal gains on persuasive writingpersuasive writing

Experimental Students' Longitudinal Gains on Persuasive Writing

0

2

4

6

8

10

12

14

16

Persuasive writing(N=48)

F (5, 46) = 15.6, p=.000, d = 1.75

A comparison between experimental and A comparison between experimental and control teachers’ instructional practice on control teachers’ instructional practice on

the COS-R across three yearsthe COS-R across three yearsA comparison between experimental and control teachers'

instructional practice on the COS-R scale across three years

1

1.5

2

2.5

3

y1_1st y1_2nd y2_1st y2_2nd y3_1st y3_2nd

Experimental (N=14)

Control (N=11)

A comparison between experimental A comparison between experimental and control teachers on the use of and control teachers on the use of

critical thinking strategiescritical thinking strategiesA comparison between experimental and control

teachers' instructional behaviors on the CRI

1

1.5

2

2.5

3

y1_1st y1_2nd y2_1st y2_2nd y3_1st y3_2nd

Experimental (N=9)

Control (N=3)

Science Curriculum FrameworkScience Curriculum Framework

The Problem

Understanding“Systems”

Learning Science

Using ScientificResearch

Concept

Content

Process

Major Research Findings from Major Research Findings from Quasi-experimental Studies in Quasi-experimental Studies in

ScienceScience Significant and important treatment effects Significant and important treatment effects

were found for students’ ability to plan an were found for students’ ability to plan an experiment based on use of the units.experiment based on use of the units.

A similar pattern of effects was seen across A similar pattern of effects was seen across units, grade levels, and grouping patterns.units, grade levels, and grouping patterns.

Responses to the units indicated high levels of Responses to the units indicated high levels of engagement for both teachers and students. engagement for both teachers and students.

Repeated exposure to units over 2-3 year Repeated exposure to units over 2-3 year periods demonstrated increasing competence periods demonstrated increasing competence in the use of scientific experimentation.in the use of scientific experimentation.

Feng, VanTassel-Baska, Quek, Bai, & O’Neill, 2004VanTassel-Baska, Avery, Little, & Hughes,2000VanTassel-Baska, Bass, Ries, Poland, & Avery,1998

Social Studies Curriculum Social Studies Curriculum FrameworkFramework

The Social/Historical Context

Understanding Systems, Cause

and Effect

Using Social Science

Processes

Learning Social Studies Content and Habits of

Mind

Concept Process

Content

Government

Economics

History

Geography

Reasoning

Research

Document Analysis

Major Research Findings from a Major Research Findings from a Quasi-Experimental Study Quasi-Experimental Study

in Social Studiesin Social Studies Students engaged in the units showed significant treatment Students engaged in the units showed significant treatment

effects on measures of conceptual thinking and content effects on measures of conceptual thinking and content learning. Significant gains were also shown on measures of learning. Significant gains were also shown on measures of critical thinking. critical thinking.

Treatment effect was evident for the whole sample and for Treatment effect was evident for the whole sample and for nongifted students. Gifted students showed significant gains nongifted students. Gifted students showed significant gains in content learning.in content learning.

Treatment effect was consistent for males and females. Treatment effect was consistent for males and females. Subanalyses by school and by unit demonstrated significant Subanalyses by school and by unit demonstrated significant

treatment effect in content knowledge and critical thinking.treatment effect in content knowledge and critical thinking. Teachers who participated in the project over multiple years Teachers who participated in the project over multiple years

demonstrated increased use of strategies for accommodating demonstrated increased use of strategies for accommodating individual differences, general teaching strategies, critical individual differences, general teaching strategies, critical thinking, metacognition, and classroom extensionsthinking, metacognition, and classroom extensions

Little, Feng, VanTassel-Baska, Rogers, & Avery,2002

Models of Research-based Models of Research-based PracticePractice

Using concept mapsUsing concept maps Articulation of thinkingArticulation of thinking Promoting higher level thinkingPromoting higher level thinking Making connectionsMaking connections Using metacognitionUsing metacognition

William & Mary Models for William & Mary Models for Teaching and Learning Teaching and Learning

Concept Concept Development Development ModelModel

Reasoning ModelReasoning Model Research ModelResearch Model Problem-Based Problem-Based

LearningLearning Literature WebLiterature Web

Hamburger ModelHamburger Model Dagwood ModelDagwood Model Vocabulary WebVocabulary Web Analyzing Primary Analyzing Primary

SourcesSources Reasoning about a Reasoning about a

Situation or EventSituation or Event

SystemsSystems

A system is a collection of items or A system is a collection of items or processes that interact with each processes that interact with each other to constitute a meaningful other to constitute a meaningful whole.whole.

All systems haveAll systems have

1.1. ElementsElements

2.2. BoundariesBoundaries

3.3. Interactions among elements to generate Interactions among elements to generate system behavior system behavior

4.4. Many systems receive input and produce Many systems receive input and produce outputoutput

Analyzing a SystemAnalyzing a System

Boundaries

Elements

Inputs Outputs

Interactions

Literature WebLiterature Web

Key Words

READING

Feelings

Ideas

Structure

Images/Symbols

Hamburger Model for Persuasive Hamburger Model for Persuasive WritingWriting

Reason

Introduction(State an opinion.)

Conclusion

Reason Reason

Elaboration

Elaboration Elaboration Elaboration

ElaborationElaboration

Reasoning about a Situation or Reasoning about a Situation or EventEvent

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?

Problem-Based Learning Problem-Based Learning ScenarioScenario

You are the supervisor of the day shift of the Virginia State You are the supervisor of the day shift of the Virginia State Highway Patrol in Williamsburg, Virginia. It is 6:00 a.m. on a Highway Patrol in Williamsburg, Virginia. It is 6:00 a.m. on a steamy June morning. You are awakened by the ringing phone. steamy June morning. You are awakened by the ringing phone. When you answer you are told, “Come to the Queen’s Creek When you answer you are told, “Come to the Queen’s Creek overpass on eastbound Interstate 64. There has been a major overpass on eastbound Interstate 64. There has been a major accident and you are needed.”accident and you are needed.”Quickly you dress and hurry to the overpass. As you approach the Quickly you dress and hurry to the overpass. As you approach the bridge, you see an overturned truck that is completely blocking bridge, you see an overturned truck that is completely blocking both eastbound lanes of the freeway. You see “CORROSIVE” on both eastbound lanes of the freeway. You see “CORROSIVE” on small signs on the side and rear of the truck. The truck has lost at small signs on the side and rear of the truck. The truck has lost at least one wheel and is resting on the freeway guard rail. There is least one wheel and is resting on the freeway guard rail. There is a large gash in the side of the truck; from this gash, a clear liquid a large gash in the side of the truck; from this gash, a clear liquid is running down the side of the truck, onto the road, and down is running down the side of the truck, onto the road, and down the hill into Queen’s Creek. Steam is rising from the creek. All the hill into Queen’s Creek. Steam is rising from the creek. All traffic has been halted and everyone has been told to remain in traffic has been halted and everyone has been told to remain in their cars. Many of the motorists in the traffic jam appear to be their cars. Many of the motorists in the traffic jam appear to be angry and frustrated. Police officers, firemen, and rescue squad angry and frustrated. Police officers, firemen, and rescue squad workers are at the scene. They are all wearing coveralls and workers are at the scene. They are all wearing coveralls and masks. The rescue squad is putting the unconscious truck driver masks. The rescue squad is putting the unconscious truck driver onto a stretcher. Everyone seems hurried and anxious.onto a stretcher. Everyone seems hurried and anxious.

Need to Know BoardNeed to Know Board

What do we know?

What do we need to know?

How can we find out?

Metacognitive ToolsMetacognitive Tools

Questions for reflectionQuestions for reflection Journal promptsJournal prompts Problem logsProblem logs Need to know boardsNeed to know boards

Multiple Approaches for Multiple Approaches for Studying Curriculum Studying Curriculum

EffectivenessEffectiveness Student gainsStudent gains Teacher growth – differentiated Teacher growth – differentiated

strategy usestrategy use School-based changeSchool-based change District level policyDistrict level policy

What Have We Learned?What Have We Learned? Coherence in design is necessary (blueprint).Coherence in design is necessary (blueprint). Tryouts and pilots are critical.Tryouts and pilots are critical. Providing training directly on materials helps Providing training directly on materials helps

implementation.implementation. Use of cognitive learning models helps Use of cognitive learning models helps

students internalize higher level thinking students internalize higher level thinking (e.g., concept mapping).(e.g., concept mapping).

Fidelity of implementation is essential to Fidelity of implementation is essential to assess an innovation.assess an innovation.

Differentiated curriculum and instruction Differentiated curriculum and instruction matter!matter!

““We shall not cease from exploration, We shall not cease from exploration, and the end of all our exploring will and the end of all our exploring will be to arrive where we started and be to arrive where we started and know the place for the first time.”know the place for the first time.”

- T.S. Eliot- T.S. Eliot

Center for Gifted Education Center for Gifted Education Contact InformationContact Information

Center for Gifted EducationCenter for Gifted Education

The College of William and MaryThe College of William and Mary

P.O. Box 8795P.O. Box 8795

Williamsburg, VA 23187-8795Williamsburg, VA 23187-8795

757-221-2362757-221-2362

http://cfge.wm.eduhttp://cfge.wm.edu

[email protected]@wm.edu