What’s Different About Differentiating for the Gifted?

1. What’s Different About Differentiating for the Gifted? Filling the Insatiable Learning Appetite of a Gifted Learner!

2. Topics to Cover • How are gifted children different from other children? • How is differentiating for gifted different from differentiating for others? • Let’s practice!

3. Objectives • Participants will have an opportunity to: • Identify needs and challenges of teaching gifted and talented students • Match specific needs with specific strategies and techniques • -Create a lesson within your content using one of the strategies

4. Why is this important in the first place?

5. Do you want this to happen in your classroom?

6. Or this?

7. THINK / PAIR / SHARE Find a partner and share with them what your concerns are about working with the gifted.

8. How are gifted children different from typical children?

9. Four Principles to Remember • Gifted children see the world differently

10. Four Principles to Remember 2. They do things differently

11. Four Principles to Remember 3. They do things with intensity

12. Four Principles to Remember 4. Judgment lags behind intellect

13. Be prepared! You have been warned! Gifted children need constant mental stimulation!

14. Remember: • More than half of gifted students are underachievers • It takes only one or two repetitions and they’ve got it • Gifted students have different levels of abilities • Have a need to explore subjects in surprising depth • Extreme curiosity- endless questions • Can be overly sensitive

15. What’s different about differentiating for the gifted? Experts sited are Diane Heacox, Bertie Kingore, Sandra Kaplan, Susan Winebrenner, Howard Gardner, Benjamin Bloom, and Joseph Renzulli

18. What the Experts Say 1) Extend academic standards into “next level”. Remove the lid off the grade-level box!

19. What the Experts Say 2.) Incorporate advanced, in-depth, novel, complex content and processes Consider using the Kaplan Model of Depth and Complexity

20. Griney Grollers Thinking Skills Test Can you answer my questions? The griney grollers grangled in granchy gak. **Moral: Students can answer low-level questions without thinking. Students enter/exit classrooms with no more understanding of what they've learned than what the "The Griney Groller”taught you!

21. What the Experts Say 3.) Accelerate as appropriate based on talent profile Get to know your students!

22. Online M.I. Test Teaching Style Inventory www.texascollaborative.org/tools/TSI.pdf

23. Learning Tips for Different Learning Styles -Visual -Auditory -Kinesthetic www.studyskills.soton.ac.uk/studyguides/Learning%20Styles.doc Online Learning Style Test: http://www.ldpride.net/learning-style-test.html

24. The “Draw a Pig” Test http://www.ldcsb.on.ca/schools/cfe/WebQuests/gifted/myers_pig.html

25. Curriculum Compacting Think / Pair / Share Work in small groups to put the steps in curriculum compacting in order. Make sure a teacher could read the sentence strips and immediately understand what compacting is all about.

27. Tiering

28. Don’t Forget: Pre-Assessment is your best friend!

35. Windshield

36. What the Experts Say 4) Provide cognitively complex learning

37. Goldilocks Theory of Education

38. Too Hard!

39. Too Easy!

44. What the Experts Say 5) Provide larger blocks of time to pursue interests some of which may be outside the school curriculum

47. What the Experts Say 6) Individualize learning plans and experiences based on interests, needs, readiness