Differentiation involves changes in the depth or breadth of student learning. Differentiation is enhanced with the use of classroom management, retesting, flexible small groups, access to support personal, and the availability of appropriate resources, and necessary for gifted learners and students who exhibit gifted behaviors (NRC/GT, University of Connecticut). Gifted & Talented Accommodations Chart Adapted from Association for Supervision and Curriculum Development Teachers will utilize the examples below as a menu of adaptation ideas. Strategy Description Suggestions for Accommodation High Level Discussions and tests, ensure the Require students to defend answers Questions highly able learner is presented with Use open ended questions questions that draw on advanced Use divergent thinking questions of information, deeper understanding, Ask student to extrapolate answers when given and challenging thinking. incomplete information Tiered In a heterogeneous class, teacher uses Use advanced materials assignments varied levels of activities to build on Complex activities prior knowledge and prompt Transform ideas, not merely reproduce them continued growth. Students use varied Open ended activity approaches to exploration of essential ideas. Flexible Skills Students are matched to skills work by Exempt gifted learners from basic skills work in Grouping virtue of readiness, not with areas in which they demonstrate a high level of assumption that all need same spelling performance task, computation drill, writing Gifted learners develop advanced knowledge and assignment, etc. Movement among skills in areas of talent groups is common, based on readiness on a given skill and growth in that skill. Independent Student and teacher identify problems Primary Interest Inventory Projects or topics of interest to student. Both Allow student maximum freedom to plan, based plan method of investigating on student readiness for freedom topic/problem and identifying type of Use preset timelines to zap procrastination product student will develop. This Use process logs to document the process product should address the problem involved throughout the study and demonstrate the student’s ability to apply skills and knowledge to the problem or topic Learning Centers are “Stations” or collections of Develop above level centers as part of classroom Centers materials students can use to explore, instruction extend, or practice skills and content. For gifted students, centers should move beyond basic exploration of topics and practice of basic skills. Instead it should provide greater breadth and depth on interesting and
Differentiation involves changes in the depth or breadth of student learning. Differentiation is enhanced with the use of classroom management, retesting, flexible small groups, access to support personal, and the availability of appropriate resources, and necessary for gifted learners and students who exhibit gifted behaviors (NRC/GT, University of Connecticut). Gifted & Talented Accommodations Chart Adapted from Association for Supervision and Curriculum Development Teachers will utilize the examples below as a menu of adaptation ideas. Strategy Description Suggestions for Accommodation High Level Questions Discussions and tests, ensure the highly able learner is presented with questions that draw on advanced of information, deeper understanding, and challenging thinking. Require students to defend answers Use open ended questions Use divergent thinking questions Ask student to extrapolate answers when given incomplete information Tiered assignments In a heterogeneous class, teacher uses varied levels of activities to build on prior knowledge and prompt continued growth. Students use varied approaches to exploration of essential ideas. Use advanced materials Complex activities Transform ideas, not merely reproduce them Open ended activity Flexible Skills Grouping Students are matched to skills work by virtue of readiness, not with assumption that all need same spelling task, computation drill, writing assignment, etc. Movement among groups is common, based on readiness on a given skill and growth in that skill. Exempt gifted learners from basic skills work in areas in which they demonstrate a high level of performance Gifted learners develop advanced knowledge and skills in areas of talent Independent Projects Student and teacher identify problems or topics of interest to student. Both plan method of investigating topic/problem and identifying type of product student will develop. This product should address the problem and demonstrate the student’s ability to apply skills and knowledge to the problem or topic Primary Interest Inventory Allow student maximum freedom to plan, based on student readiness for freedom Use preset timelines to zap procrastination Use process logs to document the process involved throughout the study Learning Centers Centers are “Stations” or collections of materials students can use to explore, extend, or practice skills and content. For gifted students, centers should move beyond basic exploration of topics and practice of basic skills. Instead it should provide greater breadth and depth on interesting and Develop above level centers as part of classroom instruction