INSTRUCTIONAL MANAGEMENT STRATEGIES DIFFERENTIATION (continued) AND FOR Description Suggestions for Use Why Appropriate Strategy of With Gifted Learners for Gifted Strategy Interest centers (often used with Make certain that the task is suitably Allows opportunity for study in greater Interest • • Learners younger students) and interest groups complex for a high-ability learner breadth and depth Centers or Interest (often used with older students) Allow students of like interests to work Allows introduction of topics not in the • • typically provide enrichment for together regular curriculum Groups students who can demonstrate Involve the gifted learner in researching Can satisfy curiosity explore hows and – • • mastery/competence with required and creating interest centers and whys interest-group tasks Can allow student choice work. They are sometimes a vehicle • for providing students with Allow some large blocks of time for Can draw on ability to make • • meaningful study when basic working on the interest connections between fields and topics assignments are completed. Change centers less often, using more • depth in few topics Tiered In a heterogeneous class, a teacher Use advanced materials Allows early exploration and application • • Make certain the activity is complex of principles Assignments uses varied levels of activities to • ensure that students explore ideas at a Ensure that students must transform Encourages broader reading than • • level that builds on their prior ideas, not merely reproduce them otherwise knowledge and prompts continued Make the activity open ended Can focus on problem solving • • growth. Student groups use varied Can provide meaningful work with • approaches to exploration of essential peers of similar interest and ideas. readiness Can develop creative talents Students are matched to skills work by Exempt gifted learners from basic skills Acknowledge quick mastery and recall Flexible Skills • • • virtue of readiness, now with the work in areas where they demonstrate of information Grouping assumption that all need the same a high level of performance (100% is Can provide opportunity for • spelling task, computation drill, not required) development of advanced skills, writing assignment, etc. Movement When skills work is needed, place it in a including skills of production and • among groups is common, based on meaningful context as often as possible expression readiness on a given skill and Ensure that gifted learners develop Can time for advanced work “buy” • • growth in that skill. advanced knowledge and skills in Can allow a chance for independent • their areas of talent work at the own pace student’s
INSTRUCTIONAL AND MANAGEMENT STRATEGIES FOR DIFFERENTIATION (continued) Strategy Description of Strategy Suggestions for Use With Gifted Learners Why Appropriate for Gifted Learners Interest Centers or Interest Groups Interest centers (often used with younger students) and interest groups (often used with older students) typically provide enrichment for students who can demonstrate mastery/competence with required work. They are sometimes a vehicle for providing students with meaningful study when basic assignments are completed. • Make certain that the task is suitably complex for a high-ability learner • Allow students of like interests to work together • Involve the gifted learner in researching and creating interest centers and interest-group tasks • Allow some large blocks of time for working on the interest • Change centers less often, using more depth in few topics • Allows opportunity for study in greater breadth and depth • Allows introduction of topics not in the regular curriculum • Can satisfy curiosity – explore hows and whys • Can allow student choice • Can draw on ability to make connections between fields and topics Tiered Assignments In a heterogeneous class, a teacher uses varied levels of activities to ensure that students explore ideas at a level that builds on their prior knowledge and prompts continued growth. Student groups use varied approaches to exploration of essential ideas. • Use advanced materials • Make certain the activity is complex • Ensure that students must transform ideas, not merely reproduce them • Make the activity open ended • Allows early exploration and application of principles • Encourages broader reading than otherwise • Can focus on problem solving • Can provide meaningful work with peers of similar interest and readiness • Can develop creative talents Flexible Skills Grouping Students are matched to skills work by virtue of readiness, now with the assumption that all need the 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 where they demonstrate a high level of performance (100% is not required) • When skills work is needed, place it in a meaningful context as often as possible • Ensure that gifted learners develop advanced knowledge and skills in their areas of talent • Acknowledge quick mastery and recall of information • Can provide opportunity for development of advanced skills, including skills of production and expression • Can “buy” time for advanced work • Can allow a chance for independent work at the student’s own pace
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