Models For Instruction

1. Models For Instruction College of William and Mary

2. Specialized Instruction Differentiation

3. Critical Characteristics of the Gifted Learner On Which Differentiation Is Based • Precocity • Complexity • Intensity • Creative • Conceptual • Perfectionistic Joyce Van Tassel-Baska 2009

4. Learner Char. and Corresponding Emphasis in the Curriculum The Learner Precocity Intensity Complexity The Curriculum Advanced Content Process/product depth Issues/concepts/ themes/ideas

5. Process-Product – creative and performance- based; flexible in learning styles The Integrated Curriculum Model Advanced Content – more depth - complexity or accelerated Issues/Themes – Ideas across domains of learning

6. Creativity Dimension • Design/construct a model based on principles or criteria • Provide alternatives for tasks, products • Direct oral and written communication to a real-world audience

7. Quest Model for Creative Writing The Hero (Create a character with heroic qualities) Encounters a problem or challenge (Define the challenge) Goes on a journey to seek answers to the problem/challenge (Define the journey in respect to type, duration and purpose) Returns home with the solution, answers, and/or wisdom (Define the outcomes of the quest – new understandings, insights, and tangible rewards for the hero) Has exploits that tests his/her commitment to the quest (Define adventures/people/ situations encountered)

8. Freytags Plot Line

9. Katie Carson’s Classroom • Once upon a time… • And every day… • Until one day… • And then… • And then… • Until finally… • And ever since… Tomlinson, Carol Ann and Doubet, Kristina; “Reach Them to Teach Them” Educational Leadership: Summer 05, Vol. 62, # 10.

10. Hamburger Model for Persuasive Writing Introduction-state a point of view Reason Reason Reason Conclusion

11. Definition: A closed plane bound by 3 or more line segments Characteristics: more line segments, multiple angles Polygon Examples: square, triangle, rectangle, quadrangle Non-examples: circle, arc

12. Vocabulary Map Word Definition Use in sentence Part of speech A synonym An antonym

14. Purpose/ Goal Point of View Evidence/ Data Implications/ Consequences What will the group do this evening? Inferences Concepts/Ideas Assumptions

16. Research Model • Identify your issue or problem • Read about your issue and identify points of view or arguments through information sources • Form a set of questions that can be answered by a specific set of data • Gather evidence through research techniques such as surveys, interviews, or analysis of primary and secondary source documents • Manipulate and transform data so that they can be interpreted. • Draw conclusions and make inferences • Determine implications and consequences • Communicate your findings

17. Reasoning about a Situation or Event What is the situation? Who are the stakeholders? What is the point of view for each stakeholder? What are the assumptions of each group? What are the implications of these views?

19. Concept Mapping Soil Consists of Different Types Rock and gravel sand including clay silt

20. Math – Analyze This! ? ? B y y y r g

21. Brainstorming • Rules from Tom Kelley’s book, The Ten Faces of Innovation: • Go for Quantity. Good ideas emerge from lots of ideas. Set a numerical goal – say, a total of one hundred ideas. • Encourage Wild Ideas – Extremism is a virtue. The right idea often flows from what initially seems outlandish. • Be Visual – Pictures unlock creativity. • Defer Judgment – There’s no such thing as a bad idea, so banish the naysayers. Think creatively first and critically later. • One Conversation at a Time – Listen, be polite, and build on others’ suggestions.

22. Curriculum Compacting CURRICULUM 1) What’s important? 2) What can be skipped or eliminated? 3) What do students already know or are able to do? 4) What will they grasp easily? 5) What can be accomplished quickly?

23. The goal is to modify or “streamline”curriculum to allow students to move at a quicker pace and then have time to pursue an alternate topic or go into greater depth in an area of study.

24. Two Kinds of Curriculum Compacting Basic Skills Compacting Spelling, Math Computation, Language Arts Basic Skills Pretesting is easily used to document proficiency. Content CompactingSocial Studies, Science, Literature, Math Applications, and Problem-Solving Students may already know some material or may be able to read advanced material or master objectives more quickly.

25. MOST DIFFICULT FIRST 1. The teacher previews the student task and selects the most difficult examples. 2. The examples are marked (*) and students are given the opportunity to do these items first as a means of demonstrating mastery or understanding. 3. If students are able to demonstrate mastery, then they are provided alternate activities for that period of time.

26. Student’s Name: ________________________________ Content Area Documenting Mastery Alternate Activities

27. Content Area Documenting Mastery Alternate Activities Math ---Decimal Fractions Score of 85 percent or higher on the pretest Will work with class on days they learn concepts she has not mastered Will work on alternate math enrichment activities on other days

28. Content Area Documenting Mastery Alternate Activities Students will select a topic of interest from a list of alternate activities related to an aspect of colonial living for an independent study Social Studies--- Colonial Living Unit High Interest Strong Readers---- Will read and pick up concepts quickly Students will read chapters 5 & 6 in text at own pace Do chapter exercises 3, 7, & 9 Take unit test when ready

29. Assessment • Creativity • Problem solving

32. The Parent Paradox • Is this fair? • Asking the same as other students; to stretch a bit, learn new skills • Promoting success at new level; not failure at new level • Acknowledging skills; to not do so would be malpractice • Perfect time to do this

33. ALL Learning Takes Some Effort Now is the perfect time to understand this.

34. Resources “Challenging the Gifted Child in the Classroom. The Challenge Magazine of The Center for Gifted Studies. Western Kentucky University. No. 20 Winter 2008 Renzulli, Joseph, Reis, Sally, Swicord, Curriculum Differentiation for Gifted and Talented Students – Webinar – Slideshare Tomlinson, Carol Ann (1995). How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, Carol Ann & Doubet, Kristina (2006). SMART in the Middle Grades – Classroom That Work for Bright Middle Schoolers. Westerville, OH: National Middle School Association.

35. Resources Tomlinson, Carol Ann (1995). How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, Carol Ann & Doubet, Kristina (2006). SMART in the Middle Grades – Classroom That Work for Bright Middle Schoolers. Westerville, OH: National Middle School Association. Van Tassel-Baska, Joyce (2003). Content-Based Curriculum. Waco, TX: Prufrock Press, Inc. p. 16