curriculum differentiation for gifted and talented students webinar
DESCRIPTION
These slides compliment a webinar on "Curriculum Differentiation for Gifted and Talented Students" held on December 1st, 2009. The webinar was presented by renowned gifted education specialists Joseph Renzulli, Sally Reis and Barbara Swicord. The webinar focused on adapting and differentiating the regular curriculum to meet the needs of gifted students. A variety of strategies were discussed, including curriculum compacting and the use of enrichment. Strategies for identifying strength areas, assessing prior mastery, keeping records, and planning appropriate alternative activities using technology were presented.TRANSCRIPT
These slides compliment a live webinar held on December 1ST, 2009
Presenters: Joseph S. Renzulli Ed. D.
Sally M. Reis. Ph. D. Barbara Swicord, Ed. D. Candidate
Curriculum Differentiation for Gifted and Talented Students
Sponsored by: Renzulli Learning and
the Summer institute for the Gifted
Webinar Presenters
Joseph S. Renzulli, Ed. D.
Neag Professor of Gifted Education and Talented Development at the University of Connecticut and Director of the National Research Center on the Gifted and Talented
Barbara Swicord, Ed. D. Candidate
President and CEO of the Summer Institute for the Gifted and the Executive Director of the National Society for the Gifted & Talented (NSGT)
Sally M. Reis, Ph. D.
Professor and Department Head in the Educational���Psychology Department���at the Neag School of ���Education
Audio Visual Webinar Recording
A free audio visual recording of the webinar is available, along with links to additional online resources.
For information on how to access the webinar recording, please contact the Summer Institute for the Gifted via email at [email protected] or by phone at (866) 303-4744.
Please ask for the webinar recorded on December 1st, 2009 entitled “Curriculum Differentiation for Gifted and Talented Students”.
Challenging Gifted Students in the Regular Classroom
Regular Classroom
Enrichment Learning and Teaching TYPE I
GENERAL EXPLORATORY
ACTIVITIES
TYPE II GROUP
TRAINING ACTIVITIES
TYPE III INDIVIDUAL & SMALL GROUP
INVESTIGATIONS OF REAL PROBLEMS
Environment In General
The Schoolwide Enrichment Model Joseph S. Renzulli & Sally M. Reis
www.gifted.uconn.edu Service Delivery Components
The Total Talent Portfolio Curriculum Modification Techniques
School Structures
KNOWLEDGE Curriculum Content
PEDAGOGY Instruc/onal Strategies
Student Products
EXPRESSION STYLES
Classroom Organiza/on
MANAGEMENT
5 Dimensions of Differen/a/on
Technology
Technology
The Role of
The Teacher
Learning/Teaching Styles: Lecture, Discussion, Peer Tutoring, Socratic Inquiry, CAI, Dramatization, Problem Based Learning, Guided & Unguided Independent Study
Expression Styles: Oral, Visual, Graphic, Manipulative, Artistic, Written, Multi-Media, Service, Combinations of the Above
•Depth & Complexity Model (Kaplan) •The Parallel Curriculum Model (Tomlinson, Kaplan, et al.) •The Multiple Menu Model for Developing Differentiated Curriculum (Renzulli, Leppien, Hays.)
On-line Courses Blogs, Wikis, Podcasts, RSS Feeders, Screencasts, Social Networking Sites, Flickr, Twitter Renzulli Learning System
Classroom Organization: Forum, Cinema, Laboratory, Café, Conference, Boardroom, Lecture Hall, Circle, Hot Seat, Study Carrels, Science/Media Labs, Computer Lab, Interest Centers
Grouping by: Interests, Skill Levels, Ability, Within & Across-Grade Cluster Grouping, Common Tasks/Projects, Complimentary Talents, Cooperative Learning
(JSR: 1996)
The success of education depends on adapting teaching to individual differences among learners.
Yuezheng, in 4th century B. C. Chinese treatise, Xue Ji
From theory to practice
1. How and why students learn differently
2. How teachers can challenge gifted students in the regular classroom
3. How teachers can use differentiated teaching strategies to challenge all students
The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual and thus to feel justified in teaching them all the same subjects in the same way.
–Howard Gardner
Learning Differences in Children
*Aptitude and Ability *Achievement *Academic background—poor preparation and limited exposure *Cultural—second language acquisition, interaction style
differences *Affect (enthusiasm level and personality) *Effort (effort vs. ability issues) *Styles of learning style (visual, auditory, concrete, hands-on) *Interests *Product and processes *Self-regulation and study skills
What is Differentiation?
Matching the given content area with a student’s interests, abilities, and learning styles through various instructional strategies!
Purpose of Differentiation 1. Enhance learning to improve match between student and curriculum; 2. Change depth or breadth of student learning; 3. Use varied learning strategies, appropriate grouping and management; 4. Enable all students to make continuous progress in all content areas.
A “ BELL CURVE SEATING CHART”
Different teaching strategies to help teachers challenge gifted students and
differentiate in the classroom, including: ���Curriculum Compacting Tiered Assignments Alternate Choice Assignments Enrichment Clusters Acceleration Enrichment Teaching and Learning Using Higher Order Questions Grouping Options Independent Study and Research Studies Competitions and Mentorships
To begin to differentiate, you should ��� think about your teaching experiences….
1. Think about one or two students who have gifted learning needs in your classroom.
2. Consider what these learners need to make continuous progress in learning.
3. Think about how you can meet the needs of students with diverse (a) readiness levels, (b) interests, (c) learning styles?
4. What can you do to modify, enrich, and differentiate curriculum and instruction for diverse learners?
Goals of Compacting
Create a challenging learning environment in the classroom and the enrichment programn for all children!
Define objectives and guarantee proficiency in basic curriculum.
Find time for alternative learning activities based on advanced content and individual student interest.
In a national study, researchers learned that
Approximately 40-50% of traditional classroom material could be eliminated for academically talented students.
Other Strategies for Differentiation
Learning Centers The SEM and Enrichment Clusters
Independent or Group Type III Projects Renzulli Learning
Learning Centers
What Is Tiering?
One form of differentiation. Ensures that students with different learning needs
work with the same essential ideas and use the same key skills but at different levels of
complexity abstractness open-endedness
Tomlinson, C. (1995). The Differentiated Classroom. Alexandria, VA: ASCD.
Acceleration
Different books, same subject, different level of reading
Math: odd problems only, to free up time for independent study of another facet of math that the student would not otherwise study
Skip a grade Skip a grade in one subject A Nation Deceived Report
Rationale for Use Builds on student interest Satisfies curiosity Teachers planning and research skills
at advanced levels Encourages independence Allows work with complex & abstract
ideas Allows long-term and in-depth work
on topics of interest Taps into high motivation
Grouping can help to differentiate
Flexible grouping within classrooms
Cluster grouping within and across classrooms
Separate classes for gifted and high achieving students
Prof. Dumbledore: It is our choices, Harry, that show what we truly are, far more than our abilities.
J. K. Rowling Harry Potter and The Chamber of Secrets
It Begins with Good Instruction ���
How will you start to differentiate?
Renzulli Learning
System Overview At-‐A-‐Glance
• Reproducible AcLviLes
• Teacher Monitoring Tools
• Lesson Plans & Learning Maps
• Grouping By Interest Areas, etc.
• Teacher Favorites PorRolio
• Curricular Related “Push -‐Ins”
• Built-‐In Assessment Tools
• Parent Review Access
• 24/7/365 Usage
• Staff Development Tutorials
• Built In Accountability and Staff Development for Teachers
Resource�Matching With�Search Engine�And Data Bases �
Total Talent Portfolio �
Application of Resources to Class Work And Projects�
Individualized Strength�Assessment �
Renzulli Profiler Computer Assessment of: Academic Strength Areas Interests Learning Styles Preferred Modes of
Expression
All done at the computer in about forty-five minutes…
Top 3 Interest Areas
Top 3 Learning Styles
Top 3 Expression Styles
Steph is a fifth grade student who has special interests and abilities in school….Her primary interest appears to be in science. She seems to enjoy learning about scientific subjects such as biology, chemistry, environmental protection, animals, or geology and doing something with this knowledge, such as working on an experiment or a science project, or collecting items such as leaves or insects.
Open-Ended Questions on Interest Assessments
Imagine that you have written your first book and you are ready to submit it for publication. What is the title of your book and what is your book about?
Student Response: The title of my book would be “Runaway”. It will be about a girl from ancient Egypt who runs away from home because she has a dream that she must find an ancient amulet from Alexandria. The amulet is the key to discovering an important fact about her great-great grandfather.!
Approx. 40,000 Total Resources 32,000 Online / 8,000 Offline
Each child receives approximately 2,000 recommended resources. For example, there are over 1,200 Research Sites – this child received 54
recommendations based on her individual learning profile.
Strength Based Resource Matching DifferenLaLon Search EngineTM
Unit Supplement Concept • A portfolio of curriculum content and product recommendations
across four key “knowledge acquisition” components:
• Let’s take a Science theme example...
The Virtual Body Introduce the science of the body and launch class-‐wide discussions through an in-‐depth tour of the brain, skeleton, heart, & diges/ve track.
The Body Scrapbook Perfect for your students with visual & games learning styles. Answer ques/ons about the human body through a “photo shoot” game.
The Big Story on Bones Embark on a small group research project to learn all about the skeleton. Renzulli can help teachers group their students by learning & expression styles too.
Hands-‐on Experiments Hundreds of experiments submiNed by kids that require limited materials, unlimited opportuni/es to prac/ce the science trade, and even submit their findings to the world!
Explora/on of the Human Body (Grade 3)
The Renzulli Differen'a'on EngineTM Matches required content with each student’s interests, abili/es, learning styles, and preferred product styles.
State Standards State Standards
Differentiate this topic: Climate Change There are endless online resources: which ones match your students? Renzulli knows what fits each student’s unique learning styles and interests. You set the topic, add your directions, and Renzulli does the rest. Create a connection between your students and the curriculum.
Just tell Renzulli what you want to teach.
Renzulli creates a unique menu for each student.
I O
R
E
pportunities
esources
ncouragement Interest
Regular Classroom
Enrichment Learning and Teaching TYPE I
GENERAL EXPLORATORY
ACTIVITIES
TYPE II GROUP
TRAINING ACTIVITIES
TYPE III INDIVIDUAL & SMALL GROUP
INVESTIGATIONS OF REAL PROBLEMS
Environment In General
The Schoolwide Enrichment Model Joseph S. Renzulli & Sally M. Reis
www.gifted.uconn.edu Service Delivery Components
The Total Talent Portfolio Curriculum Modification Techniques
School Structures
Out of School Activities
Students need differentiation 24/7/365 Ways to supplement school-based differentiation
Afterschool and weekend programs Community resource-based activities Individualized activities at home Online learning programs Summer programs
Research support for short term programs
Accelerative, short-term, and intensive learning experiences are retained well by gifted learners and allow them to advance academically in math, science, and humanities coursework (Lynch, 1992; Stanley et al. 1991; Stocking &
Goldstein, 1992, Swiatek, 2007)
Further research
Enrichment models can give a more in-depth and hands-on immersion into a subject than schools (Brown, 2006).
Instruction can be done at a much faster pace in summer academic programs without sacrificing the level of subject mastery for future course work and students experience a higher degree of satisfaction from the learning (Olszewski-Kubilius, 2006).
Findings
Why Do Students Select a Summer Academic Program?
Why did you choose to attend the SIG program?
Long term benefits
Social component
Very important to differentiation Need supportive relationships Tendency to minimize talents to fit in
socially Benefit from being grouped with similarly
accelerated students in enriched classes (Kulik & Kulik, 1984)
Components of the Residential Program
Academic Residential Student Activities
Bryn Mawr SIG Student Quote
“Here, unconventional and intelligent are the norms. We can be our own person without fear of being judged harshly. SIG offers us a haven in which we are supported whole-heartedly.”
Sarah Anne Stern (Maryland)
Student Comment
I made the best friends I have ever had at SIG, and I am still in contact with them. I think I was able to do this because, in most situations, I don't make super-close friends because I'm a little bit different, but at SIG, being different is normal! – Anya, Bryn Mawr College, 2005; Princeton University 2006; Bryn Mawr College 2007
Additional Resources
The Neag Center for Gifted Education and Talent Development at the University of Connecticut http://www.gifted.uconn.edu/
Renzulli Learning http://www.renzullilearning.com/
Summer Institute for the Gifted http://www.giftedstudy.org/
For information on how to access the webinar recording, please contact the Summer Institute for the Gifted via email at [email protected] or by phone at (866) 303-4744. Please ask for the webinar recorded on December 1st, 2009 entitled “Curriculum Differentiation for Gifted and Talented Students”.