INSTRUCTIONAL MANAGEMENT STRATEGIES DIFFERENTIATION AND FOR Description Suggestions for Use Why Appropriate for Strategy of With Gifted Learners Strategy Gifted A 3-step process that Compacting Explain the process and its benefits to Recognizes large reservoir of • • Learners 1) assesses what a student knows students and parents knowledge Document pre-assessment Satisfies hunger to learn more about about material to be studied and what • • the student still needs to master, Allow student much choice in use of more topics that school often allows • Encourages independence 2) plans for learning what is not known time through previous “bought” • and excuses student from what is mastery Eliminates boredom and lethargy • known, Use written plans and timelines for resulting from unnecessary drill and • 3) plans for freed-up time to be spent in accelerated or enrichment study practice enriched or accelerated study. Can use group compacting for several • students Process through which student and Build on student interest Builds on student interest Independent • • Projects teacher identify problems or topics of Allow the student maximum freedom to Satisfies curiosity • • interest to the student. Both student plan, based on student readiness for Teaches planning and research skills • and teacher plan a method of freedom at advanced levels investigating the problem or topic and Teacher provides guidance and Encourages independence • • identifying the type of product the structure to supplement student Allows work with complex and • student will develop. This product capacity to plan and to ensure high abstract ideas should address the problem and standards of production Allows long-term and in-depth work • demonstrate the ability to Use preset timelines to zap on topics of interest student’s • apply skills and knowledge to the procrastination Taps into high motivation • problem or topic. Use process logs to document the • process involved throughout the study Establish criteria for success •
INSTRUCTIONAL AND MANAGEMENT STRATEGIES FOR DIFFERENTIATION Strategy Description of Strategy Suggestions for Use With Gifted Learners Why Appropriate for Gifted Learners Compacting A 3-step process that 1) assesses what a student knows about material to be studied and what the student still needs to master, 2) plans for learning what is not known and excuses student from what is known, 3) plans for freed-up time to be spent in enriched or accelerated study. • Explain the process and its benefits to students and parents • Document pre-assessment • Allow student much choice in use of time “bought” through previous mastery • Use written plans and timelines for accelerated or enrichment study • Can use group compacting for several students • Recognizes large reservoir of knowledge • Satisfies hunger to learn more about more topics that school often allows • Encourages independence • Eliminates boredom and lethargy resulting from unnecessary drill and practice Independent Projects Process through which student and teacher identify problems or topics of interest to the student. Both student and teacher plan a method of investigating the problem or topic and identifying the type of product the 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. • Build on student interest • Allow the student maximum freedom to plan, based on student readiness for freedom • Teacher provides guidance and structure to supplement student capacity to plan and to ensure high standards of production • Use preset timelines to zap procrastination • Use process logs to document the process involved throughout the study • Establish criteria for success • Builds on student interest • Satisfies curiosity • Teaches planning and research skills at advanced levels • Encourages independence • Allows work with complex and abstract ideas • Allows long-term and in-depth work on topics of interest • Taps into high motivation
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