Modular Curriculum Leadership course on ‘Implementing ScModular Curriculum Leadership course on ‘Implementing School-based Gifted Development Programmes’(2005-06)hool-based Gifted Development Programmes’(2005-06)

Module 3: Effective Teaching Strategies to cater forModule 3: Effective Teaching Strategies to cater for

the learning needs of the gifted in regular classrooms (II) the learning needs of the gifted in regular classrooms (II) ：：

Tiered Assignments Tiered Assignments ─ Provision of Motivations & Ladder for Success─ Provision of Motivations & Ladder for Success

階梯式課業─瞻天見大，入室知門階梯式課業─瞻天見大，入室知門

Wong Wai Kin, JoeWong Wai Kin, JoeGifted Education Section, EDBGifted Education Section, EDB

11 March 2006 11 March 2006

Gifted Learners & Curriculum DifferentiationGifted Learners & Curriculum Differentiation

In general gifted learners absorb material at a In general gifted learners absorb material at a faster pace, work well with abstractions, make faster pace, work well with abstractions, make learning connections easily and often have interests learning connections easily and often have interests more like older students. As a result they will need more like older students. As a result they will need to work at higher instructional levels, at a faster to work at higher instructional levels, at a faster pace and with a variety of materials. pace and with a variety of materials.

Curriculum Differentiation is one of the Curriculum Differentiation is one of the

approaches which can be used to meet the needs approaches which can be used to meet the needs of the gifted learners. of the gifted learners.

Goal of the Curriculum DifferentiationGoal of the Curriculum Differentiation

Optimization of the potentials and talents ofOptimization of the potentials and talents of

the gifted students is the goal of the Curriculum the gifted students is the goal of the Curriculum Differentiation. However, in what ways can the Differentiation. However, in what ways can the Curriculum Differentiation achieve this goal? Curriculum Differentiation achieve this goal?

Provision of vision and motivation of the gifted leProvision of vision and motivation of the gifted learners arners (( 觀海得深，瞻天見大觀海得深，瞻天見大 ))Provision of a ladder and steps for the gifted learProvision of a ladder and steps for the gifted learners to follow ners to follow (( 升階有級，入室知門升階有級，入室知門 ))

Principles of Curriculum DifferentiationPrinciples of Curriculum Differentiation

for the Giftedfor the Gifted

Content (what is learned)Content (what is learned)

Processes (methods)Processes (methods)

Product Product

Learning EnvironmentLearning Environment

Principles of Curriculum DifferentiationPrinciples of Curriculum Differentiation

for the Giftedfor the Gifted

ContentContent (what is learned)(what is learned)

based on concepts based on concepts

based on knowledge to illustrate abstract ideas based on knowledge to illustrate abstract ideas

to challenge students to formulate concepts, to challenge students to formulate concepts,

develop relationships and make applications develop relationships and make applications

well-organized to facilitate transfer of learning well-organized to facilitate transfer of learning

(within and across disciplines) and understanding (within and across disciplines) and understanding

of concepts and generalizationsof concepts and generalizations

greater variety and expansion of regular curriculumgreater variety and expansion of regular curriculum

Principles of Curriculum DifferentiationPrinciples of Curriculum Differentiation

for the Giftedfor the Gifted

ProcessesProcesses (methods)(methods)

stress the use rather than acquisition of information stress the use rather than acquisition of information

provide opportunities for problem solving and provide opportunities for problem solving and

creativity creativity

lead students to higher levels of thinking lead students to higher levels of thinking

ensure learning is open-ended ensure learning is open-ended

ensure students to give evidence in reasoningensure students to give evidence in reasoning

greater freedom of choice in selection of topicsgreater freedom of choice in selection of topics

Principles of Curriculum DifferentiationPrinciples of Curriculum Differentiation

for the Giftedfor the Gifted

ProductProduct resemble the products being studied and developed resemble the products being studied and developed

by the experts in the fieldby the experts in the field

allow solutions to real problems and presentation to allow solutions to real problems and presentation to real audiencereal audience

extend solutions to generalizations extend solutions to generalizations

demonstrate a transformation of information whichdemonstrate a transformation of information which

is based on the collection and analysis of original is based on the collection and analysis of original

data rather than a summary of others’ researchdata rather than a summary of others’ research

Principles of Curriculum DifferentiationPrinciples of Curriculum Differentiation

for the Giftedfor the Gifted

Learning EnvironmentLearning Environment varietyvariety

flexibilityflexibility

warmth and trustwarmth and trust

provision of situations to promote creative and provision of situations to promote creative and divergent thinking divergent thinking

Retrieved from Retrieved from

http://www. eddept.wa.edu.au/gifttal/provision/provdif1.htmhttp://www. eddept.wa.edu.au/gifttal/provision/provdif1.htm

on 29 Jan 2006 (Department of Education and Training, on 29 Jan 2006 (Department of Education and Training,

Government of Western Australia)Government of Western Australia)

Ways for differentiating the curriculumWays for differentiating the curriculum

for the Giftedfor the Gifted

accelerationacceleration

telescoping telescoping

compacting compacting

independent study independent study

tiered assignments, and , and

learning centreslearning centresRetrieved from Retrieved from

http://www.bced.gov.bc.ca/specialed/gifted/strategies.htmhttp://www.bced.gov.bc.ca/specialed/gifted/strategies.htm

on 5 Jan 2006 (Ministry of Education, Government of British Con 5 Jan 2006 (Ministry of Education, Government of British Columbia)olumbia)

What are Tiered Assignments?What are Tiered Assignments?

Tiered assignments are used by teachers within a Tiered assignments are used by teachers within a heterogeneous classroom in order to meet the diverse needs of heterogeneous classroom in order to meet the diverse needs of the students within the class, i.e. thethe students within the class, i.e. the

regular classrooms. regular classrooms.

((Tomlinson, C.A. (1995) How to Differentiate Instruction in Mixed Ability Tomlinson, C.A. (1995) How to Differentiate Instruction in Mixed Ability Classrooms, Alexandria, VA:ASCD)Classrooms, Alexandria, VA:ASCD)

Sometimes literature refers this term to assignments only Sometimes literature refers this term to assignments only while sometimes literature refers this term to assignments and while sometimes literature refers this term to assignments and instructions. instructions.

Ways of Tiered AssignmentsWays of Tiered Assignments

Tiered by ProductsTiered by Products

Tiered by processTiered by process

Tiered by resourcesTiered by resources

Tiered by challenge levelTiered by challenge level

Tiered by complexityTiered by complexity

Tiered by outcomesTiered by outcomes

Tiered by ProductsTiered by Products

Take into consideration of students’ multiple intelTake into consideration of students’ multiple intelligencesligences

Allow students to attain the learning goals in areAllow students to attain the learning goals in areas of specialtyas of specialty

e.g: Students present their views on “leadership” in e.g: Students present their views on “leadership” in

the form of a video instead of a written report.the form of a video instead of a written report.

Tiered by processTiered by process

Take into consideration of students’ learning stylesTake into consideration of students’ learning styles

Allow students to attain the same learning goal Allow students to attain the same learning goal through different meansthrough different means

e.g.: To learn the good and effective reading skillse.g.: To learn the good and effective reading skills

A:A:To collect information from books on “reading skills”To collect information from books on “reading skills”B:B:To collect information from interviewing successful To collect information from interviewing successful

scholarsscholars

Tiered by resourcesTiered by resources

Take into consideration of available resourcesTake into consideration of available resources

Select resources/skills that students can get hold ofSelect resources/skills that students can get hold of

e.g: Students search and compile information about e.g: Students search and compile information about strengthening our memory through the internet strengthening our memory through the internet

Teachers arrange talks from experts to teach Teachers arrange talks from experts to teach

students methods of strengthening the memorystudents methods of strengthening the memory

Tiered by challenge levelTiered by challenge levelGrade the assignments at different levels of difficultieGrade the assignments at different levels of difficultiessStudents progress along with their own abilitiesStudents progress along with their own abilitiesCan make reference to “higher level Questioning”Can make reference to “higher level Questioning”

e.g: Students read about growth process of tadpoles/frog ande.g: Students read about growth process of tadpoles/frog and

present the life cycle in a flow chart (comprehension) present the life cycle in a flow chart (comprehension)

Read the growth process of tadpoles/frog and caterpillar Read the growth process of tadpoles/frog and caterpillar or butterfly and compare the difference and similarities or butterfly and compare the difference and similarities (Analysis)(Analysis)

Investigate into the growth process of tadpoles/frog and Investigate into the growth process of tadpoles/frog and caterpillar/butterfly and identify the significance of each stage caterpillar/butterfly and identify the significance of each stage in their life cycles (Analysis/Evaluation) in their life cycles (Analysis/Evaluation)

Tiered by complexityTiered by complexity

Grade the assignment into different level of Grade the assignment into different level of complexitycomplexityAllow students to choose the level that is Allow students to choose the level that is commensurate to their abilitiescommensurate to their abilities

e.g.: Design a booklet to introduce the drug abuse e.g.: Design a booklet to introduce the drug abuse

issue among students issue among students

Design a booklet to introduce consequence Design a booklet to introduce consequence of drug abuse among students and state your of drug abuse among students and state your own opinionsown opinions

Tiered by outcomesTiered by outcomes

Allow students to attain different learning Allow students to attain different learning outcomes upon the same learning materialsoutcomes upon the same learning materials

e.g.: Read the Chief Executive’s Policy Address e.g.: Read the Chief Executive’s Policy Address and list all the new initiatives on educationand list all the new initiatives on education Read the Chief Executive’s Policy Address Read the Chief Executive’s Policy Address and state the pros and cons of the new and state the pros and cons of the new initiatives on educationinitiatives on education

Features of Tiered AssignmentsFeatures of Tiered Assignments

Being adopted in a regular classroom of mixed Being adopted in a regular classroom of mixed ability students;ability students;

No pre-identification is needed;No pre-identification is needed;

The justification for the adoption of tiered The justification for the adoption of tiered assignments is learning-outcomes-oriented; assignments is learning-outcomes-oriented;

Common in core content but variations in Common in core content but variations in assignments and instructions in depth and assignments and instructions in depth and breadth; breadth;

Flexible grouping of students in every lesson.Flexible grouping of students in every lesson.

Advantages of Tiered AssignmentsAdvantages of Tiered Assignments

Greater viability;Greater viability;

No pre-identification is needed; No pre-identification is needed;

Allow equal opportunities for gifted and non-Allow equal opportunities for gifted and non-gifted learners; gifted learners;

Provision of equal standpoint of the studentsProvision of equal standpoint of the students

when they proceed to next lessons and classes; when they proceed to next lessons and classes;

A series of tiered assignments is a self-explained A series of tiered assignments is a self-explained tool of identification;tool of identification;

A strategy ready for incorporation with other A strategy ready for incorporation with other curriculum designs for the gifted.curriculum designs for the gifted.

Limitations of Tiered AssignmentsLimitations of Tiered Assignments

Tiered assignments are a strategy of catering Tiered assignments are a strategy of catering the learning needs of the gifted in regular the learning needs of the gifted in regular classroom. Other curriculum designs must classroom. Other curriculum designs must be introduced when more advanced provision be introduced when more advanced provision of catering is required by the gifted students.of catering is required by the gifted students.

The role of Tiered Assignments among different The role of Tiered Assignments among different strategies in the Provision of Catering for strategies in the Provision of Catering for

the learning needs of the Giftedthe learning needs of the Gifted

References on Tiered AssignmentsReferences on Tiered Assignments

http://www.bced.gov.bc.ca/specialed/gifted/strategies.htmhttp://www.bced.gov.bc.ca/specialed/gifted/strategies.htm

http://webtech.cherokee.k12.ga.us/littleriver-es/ewilliams/chttp://webtech.cherokee.k12.ga.us/littleriver-es/ewilliams/contentsgazettes.htmontentsgazettes.htm

http://www.allenisd.org/learner_services/GT/Bookstudy05_http://www.allenisd.org/learner_services/GT/Bookstudy05_files/frame.htm#slide0061.htmfiles/frame.htm#slide0061.htm

http://www.tvdsb.on.ca/gifted/tiered_assignments.htmhttp://www.tvdsb.on.ca/gifted/tiered_assignments.htm

http://ideanet.doe.state.in.us/exceptional/gt/tiered_curriculuhttp://ideanet.doe.state.in.us/exceptional/gt/tiered_curriculum/welcome.htmlm/welcome.html

http://webtech.cherokee.k12.ga.us/littleriver-es/ewilliams/tihttp://webtech.cherokee.k12.ga.us/littleriver-es/ewilliams/tieredassignments.htmeredassignments.htm