Best Practices in Gifted Education Differentiated Instruction Presented by Karen Speers and Robin Forbes CCPS Gifted Education Department
Best Practices
in Gifted Education
Differentiated Instruction
Presented by Karen Speers and Robin ForbesCCPS Gifted Education Department
Hmmmm…
• What do you know about curriculum differentiation? List any words or phrases that in your mind are
linked to this term
• What concerns or fears do you have regarding differentiation?
• What would you like to learn more about?
What does it mean
to be FAIR?
Each group should write their response on chart paper in BLACK ink.
Is your definition of the word FAIR appropriate the
scenario in the cartoon?
Revise your definition as needed. Show your changes
in a new COLOR of ink.
Considering your revised definition of the word FAIR, what are its implications for
the instruction of gifted students?
Let’s do a fuel gauge check
• Think about your experience level with differentiation in terms of a fuel gauge.
1/4 tank: in need of more “fuel”
1/2 tank: enough to take short trips
3/4 tank: ready for a long journey
full tank: enough fuel to share with others
Guiding Questions
1. What is differentiation?
2. Why do we differentiate?
3. How do we differentiate?
What is differentiation?
Differentiation is the creation of learning
experiences that provide an optimal match between the learners and learning
experiences.
A differentiated classroom will have a combination of teacher directed, teacher selected activities, and learner centered, learner selected activities; whole class instruction, small group instruction, and individual instruction.
Differentiation is NOT…
• A collection of activities loosely grouped around a theme or topic
• An IEP for every learner
• More work for capable kids and less work for those who are struggling
• Ability tracking in disguise
Non-negotiables
• Supportive learning environment
• Continuous assessment
• High-quality curriculum
• Respectful tasks
• Flexible grouping
Differentiationis a teacher’s response to learners’ needs
guided by general principles of differentiation, such as
respectfultasks
ongoingassessment
flexiblegrouping
Teachers can differentiate
according to students’
through a range of instructional and management strategies
ProcessContent Product
Interests Learning ProfileReadiness
Teachers can differentiatethrough a range of instructional strategies
such as
Multiple intelligences
Jigsaw
Taped material
Anchor activities
Varying organizers
Varied texts
Supplemental materials
Literature circles
Tiered lessons
Tiered centers
Tiered products
Learning contracts
Small-group instruction
Group investigation
Orbitals
Independent study
4MAT
Questioning strategies
Interest centers
Interest groups
Varied homework
Compacting
Varied journal prompts
Complex instruction
Multiple intelligences
Jigsaw
Taped material
Anchor activities
Varying organizers
Varied texts
Supplemental materials
Literature circles
Tiered lessons
Tiered centers
Tiered products
Learning contracts
Small-group instruction
Group investigation
Orbitals
Independent study
4MAT
Questioning strategies
Interest centers
Interest groups
Varied homework
Compacting
Varied journal prompts
Complex instruction
Differentiation Strategies
• WebQuests
• Flexible grouping
• Adjusting questions
• Independent study
• Learning Centers
• R.A.F.T. Assignments
• Choice Boards
• Pre-assessment
Traditional Classroom vs.
Differentiated Classroom
• Whole-class instruction dominates
In a TRADITIONAL classroom:
In a DIFFERENTIATED classroom:
• Many instructional arrangements are used
• The teacher directs student behavior
• The teacher facilitates students’ skills at becoming more self-reliant learners
• Student interest is infrequently tapped
• Students are frequently guided in making interest-based learning choices
• Student differences are addressed when problematic
In a TRADITIONAL classroom:
In a DIFFERENTIATED classroom:
• Student differences are studied as a basis for planning
• The teacher provides whole-class standards for grading
• Students work with the teacher to establish both whole-class and individual learning goals
• Assessment is most common at the end of learning to see “who got it”
• Assessment is ongoing and diagnostic to make instruction more responsive to learners’ needs
Essential components of differentiated instruction:
• Pre-assessment
• Differentiated content and activities
• Whole class content and activities
• Product choices
• Carefully planned grouping strategies
• Carefully planned student instructions and management plan
• Anchor activities
3
Preassessment:A Definition
Preassessment is an instructional strategyteachers use to uncover what students know
about a curriculum unit before they begin formalinstruction.
Burns and Purcell, 2002
Pre-assessing students’ readiness, interests, and learning styles
• Pretests
• Graffitti
• Entrance/Exit Questions
• Concept Map
• Picture Interpretation
• KWL Charts
• Response Cards
• Interest Surveys
• Multiple Intelligence Surveys
5
Preassessment: Diagnostic Tools
• Teacher Observations• Learner Profiles• K-N-W Charts• Journals• Parent Letters• Lists, Surveys• Products• Performances• Conferences• Concept Maps
Burns and Purcell, 2002
Which ones do you use?
25
Average 22%Class Average 85%Class Average 63%30%75%45%Russel l5%80%75%Mat t
40%85%45%Kevin20%90%70%Tim40%95%55%Paul30%90%60%Zach25%90%65%Dakot a15%55%40%Travis20%90%70%Jessica15%90%75%Jessica40%85%45%Br it tany0%85%85%Grace5%80%75%Tyler
20%90%70%Alaina10%85%75%Paige30%70%40%Kat herine10%85%75%Mat t20%90%70%Chr ist ine30%80%50%Nick25%95%70%Al lyson25%90%65%Ashley
% I ncreasePost-AssessmentPre-Assessm entStudent Names
1½ – 2 w ks. Burns and Purcell, 2002
Ongoing Assessment
• Quick, not always recorded for a grade
• Is a tool that directly affects ongoing plans for instruction
• Leads to increased academic growth
Anchor Activit ies
• Allows students to work on an ongoing assignment directly related to the curriculum that can be worked on independently throughout a unit or a semester
• A logical extension of learning during a unit, an elaboration of important goals and outcomes that are tied to the curriculum and tasks that students are held accountable
• Provides meaningful work for students when they are not actively engaged in classroom activities When they finish early Are waiting for further directions Are stumped First enter class When the teacher is working with other students
Benefits of Anchor Activit ies
• Differentiate activities on the basis of student readiness, interest, or learning profile
• Allow students time to work on independent research, work more in-depth with a concept, enrich their skill development
• Management strategy when working with small groups of students
• Makes the classroom more student centered
Examples of Anchor Activit ies
• Silent reading
• Journal writing
• Portfolio
• Brain teasers
• Practicing skills
• Logic puzzles
• Content review
Flexible Grouping
• Students move frequently between groups as learning objectives change, their needs evolve, and as they gain proficiency
• Students work in groups defined by interests and/or learning style
• Teachers move groups to provide appropriate instruction
Using flexible grouping
• Allows you to teach to each student’s strengths
• Regroup often based on students’ needs and the objectives of the lesson
• Variety is the essential
• Use anchor activities to manage groups
Do I need to use flexible groups?
• If after analyzing preassessment data, no powerful differences exist among students, flexible grouping is not necessary.
• Flexible grouping is necessary if, after analyzing preassessment data, significant differences exist among students with respect to:
interests
learning style preferences
expression style preferencesprior knowledge/readiness to learn
• In a flexibly grouped classroom, the teacher is trying to ensure that students work in many different grouping arrangements even over a relatively short period of time. Besides creating an optimal learning experience for all students, flexible grouping prevents the bluebird/buzzards phenomenon.
Carol Ann TomlinsonJeanne Purcell
Instructional Sequence in a Differentiated Classroom• Lesson introduction
• Initial teaching
• Locating or designing a pretest format based on observed or anticipated differences
• Pretesting
• Analysis of pretest results
• Decision making and planning
• Formation of flexible groups
• Differentiated teaching and learning activities
What Goals Are We Trying to Achieve Through Differentiation?
• Increased academic learning• Increased confidence in
learning • Enhanced intrinsic motivation
for learning• Self-directed learning
behaviors
Burns and Purcell, 2002
When Differentiating Instruction, The Three Most Important Questions to Continually Ask Yourself...
What do I want may students to know, understand, and be able to do?
What will I do instructionally to get my students to learn this?
How will my students show what they know?
Burns and Purcell, 200250
TTT: Things Take Time
•One subject area at a time
•One unit at a time
•One lesson at a time
•One student at a time
•One strategy at a time
•One teacher at a time
•One grade level at a time