Differentiating the Curriculum for All Learners including the gifted in the Regular Classroom. Tracy Riley Massey University

Transcription

1 Differentiating the Curriculum for All Learners including the gifted in the Regular Classroom Tracy Riley Massey University

2 My Beliefs All learners have strengths and abilities, achievements, interests, aspirations, qualities, wishes, hopes and dreams To grow potential, we need to focus on capabilities not inabilities. Sometimes it can be a challenge to dig deep and focus on strengths, especially in in crises. But working with strengths is the best way to tackle problems.

3 All students are active, capable and competent learners. Success for All Many aspects of students lives their language and culture, their interests, experiences and needs remain hidden unless we actively include them in class teaching and learning. Inclusive Education Guide for School Developing and Inclusive Classroom Culture

4 To embrace the idea of inclusion and diversity is to understand that all students are different and all must be supported. (Piquette, 2012) 1. School ethos of trustworthiness and reciprocity, based on human rights of all, teachers and learners. 2. High expectations for all. 3. The goal of developing full intellectual, emotional, physical, spiritual and moral potential of all learners. (UNESCO, 2003)

5 A curriculum that is rich in meaning and powerful for student learning is key to effective instruction in any setting. In a differentiated classroom that curriculum is made available to all students (Holm, 2001, p. 3).

6 Making the Curriculum Accessible for All Accommodation: specialist support and services to enable students to learn Adaptation: adjustments to content, proess, products, learning environment and assessment matched to strengths, interests and needs Modification: changes in policies and standard practices (e.g., attendance policy) (Piquette, 2012) OR changes in individual programme and supports (Giangreco, 2007)

7 What is Differentiation? Tailoring instruction to individual needs Responding to variance amongst learners Matching learning to student readiness, interest and learning profile Teaching with student differences in mind Partnering with students to create approaches that help them learn Recognising one size doesn t fit all! - Carol Ann Tomlinson

8 What is Else is Differentiation? A philosophy Highly effective teaching A mindset A process Individualised learning Personalised learning Making learning accessible to all Removing barriers to learning Adapting Modifying

9 Differentiation: The Basics As George (1997) explains, it is the process of assessing individual needs and responding with appropriate learning experiences (p. 10). When differentiating instruction, teachers begin where students are (Tomlinson, 1999, p. 2), by changing the pace, level, or kind of instruction... in response to individual learners needs, styles, or interests (Heacox, 2002, p. 5). Differentiation means that adjustments are made to content, processes, products and learning environment to better suit individual student needs.

10 Tomlinson (2001) stated, Differentiated instruction is not just tailoring the same suit of clothes (p. 3). Teachers may use the same patterns content, process and product differentiation but as these patterns are applied to different fabrics, textures, and materials, adjusted to suit different sizes, shapes, and styles, the tailoring becomes personalised (Riley, 2011).

11 Differentiation has to mean something more than just changing the class around the group s needs (Olenchak, 2001, p. 196). Differentiation should be based on: preference by most (gifted) students; necessity for implementing content, process, and product differentiation; and characteristics of (gifted) learners. Maker and Schiever (2005)

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13 Cycle of Differentiation There is a cyclical pattern of assessment informing differentiation and differentiation informing assessment. Riley (2011)

14 Getting Started: Opening the Gift Formal Screening and Identification Processes Looking beyond a label and analysing why and how a student meets a set of criteria will allow teachers to better understand each individual s strengths and weaknesses. Ongoing Assessment (pre-, formative and summative assessments) The information gathered through assessment must also inform teaching and learning. Teachers need to study the results and use these to trigger differentiation.

15 Strengths, Abilities, Interests Ability is something a student is good at or does well a competency, skill, talent. An interest is something a student may be intriqued or motivated by. Identifying and matching a student's ability and interest areas can assist in determining strengths. Ability + Interest = Strength When you help children discover both their strengths and their interests, they have a good chance to develop a true passion. Marcia Delcourt, University of Connecticut

16 What Methods Should We Use? Observations across different learning settings and opportunities Conversations with students, parents and whanau, teachers and other professionals Existing evidence and documentation (e.g., assessment results, IEPs) Strengths checklists (e.g., Armstrong s Neurodiversity Strengths) Formal and informal assessment tools What else?

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18 Some Formal Assessments Armstrong outlines: Values in Action Dunn & Dunn Learning Styles Inventory Torrance Tests of Creativity MI Development Scales Clifton Youth Strengths Explorer Developmental Assets

19 From Gifted Education Specialists The Interest-a-Lyzer by Renzulli Rogers Interest Inventory Teacher Inventory of Learning Strengths by Rogers My Way Expression Style Inventory by Renzulli Parent Inventory for Finding Potential by Rogers Things My Child Likes to Do by Renzulli

20 Learner Profiles: Key Questions about Learning What they have achieved what worked in the past? What qualities and resources are in place what is working now? What their priorities are what do they want in the future?

21 Differentiated Learning Environments Differentiation advises teachers to respond to student needs with invitation, investment, opportunity, persistence, and reflection (Sousa & Tomlinson, 2011, p. 32). They look beyond those things they cannot change toward the young people, learning environments, curricula, and instruction they can change (Tomlinson, 2003, p. 26).

22 Learning environments are largely invisible yet permeate everything that happens in a classroom (Sousa & Tomlinson, 2011, p. 30) Did you know stimulating learning environments may be responsible for more rapid and robust neuron development? development is reliant upon the interaction between biological inheritance and environmental opportunities to use that inheritance? learning environments that are flexible maximize cognitive development? stress caused by fear, threat, anxiety, and tension produces a biochemical reaction that slows down brain function? the environment has an impact upon attention and concentration? (Clark, 2013; Sousa & Tomlinson, 2011)

23 Teachers and students accept and respect one another s similarities and differences. Assessment is an ongoing diagnostic activity, and learning tasks are planned and adjusted based on assessment data. All students participate in work that is challenging, meaningful, interesting, and engaging. The teacher is primarily a coordinator of time, space, and activities rather than a provider of information. Students and teachers collaborate in setting class and individual goals. Students work in a variety of flexible group configurations, as well as independently. Students often have choices about topics, activities, and assessment. Teachers use various instructional strategies to target instruction to student needs. Students are assessed in multiple ways, and each student s progress is measured at least in part from where that student began (Shalaway, 2005, p. 106) A differentiated classroom respects diversity maintains high expectations and generates openness (Roberts & Inman, 2009, p. 20).

24 by using these guidelines, environments are created which provide the comfort, autonomy, and opportunities gifted learners need for optimum growth and development (Hunt & Seney, 2001, p. 45). Learner centered versus teacher centered Independence versus dependence Open versus closed Acceptance versus judgment Complex versus Varied versus similar groupings Flexibility versus rigidity High mobility versus low mobility (Maker & Schiever, 2005)

25 Differentiation in Practice: In Your Own Classroom Curriculum Compacting can lead to: Independent and small group study Learning centres Learning agreements Tiered instruction Flexible grouping Meaningful menus But what is curriculum compacting?

26 Curriculum Compacting NAME IT by providing a brief description of the material to be covered and evidence to support why compacting may be needed PROVE IT by describing what material is to be eliminated and evidence of its mastery CHANGE IT by providing an explanation of the enrichment and/or acceleration activities to extend the regular curriculum Reis, Burns, and Renzulli (1992)

27 Independent of Small Group Study Self or team directed Mirrors processes of a professional practitioner or authentic to the discipline Facilitated and monitored by a teacher, mentor, or older student or adult Focused on lifelike content, processes, and products, connected with but not tied to the regular curriculum Johnsen and Goree (2005)

28 Steps for Independent Study 1. Topic Selection 2. Topic Browsing 3. Contract Negotiations 4. Working Conditions 5. Implementing the Study 6. Evaluating the Study There is a process for undertaking independent or small group study which should be very clearly and explicitly taught to students. At each stage of enactment, teachers should facilitate student learning through clarity of goals, procedures, and expectations (Winebrenner, 2001).

29 Learning Centres Challenge Centres: collection of activities and resources Learning Stations: students moving simultaneously from activity to activity Browsing Areas: collections of resources Learning Spots: a combination of the above, providing depth and breadth on interesting and relevant topics, extending beyond the regular curriculum and at a speed or pace suitable for individuals

30 Learning Agreements An agreement outlines the learning intentions, processes, timeframes, resources, behaviours, outcomes, and expectations. Ways of working together, including working conditions (as explained previously), and consequences for failing to adhere to the agreed terms.

31 Learning Agreements Remember, the emphasis is on the learning not the agreement. Conduct a SWOT analysis with students. Focus on the strengths and weaknesses of his learning, the opportunities for learning, and threats to learning. Ensure the learning intentions are achievable and well-matched to the timeframes. Provide support for students in meeting their agreed outcomes through time, resources, people, feedback and feed-forward, and encouragement. Encourage metacognitive thinking and analysis by asking students to reflect upon their learning experiences. Allow room for change and flexibility based on needs and progress. Riley (2011)

32 Tiered Instruction Tiered instruction is described as layers of assignments, homework, tasks, strategies, or lessons matched to different levels of learning, readiness, or interests (Tomlinson, 1995). This approach builds upon prior knowledge by differentiating the complexity, depth, abstractness, and breadth through varying degrees of teacher direction, support, and input. Other factors to consider might be the number of steps involved, the level of independence, and gauges of difficulty. When instruction is tiered, students work in different groups of varying size, learning the same concept, but in different ways. The aim is to facilitate respectable work for all students.

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34 Multilevel curriculum and curriculum overlapping enable students of different ability levels to share activities or experiences with individual learning outcomes at an appropriate level of difficulty (Giangreco, 2007). The model advocates more outcomes at different levels of complexity for gifted students and implies the need for individualised education plans and supports to meet individual goals (e.g., resources, adaptations).

35 Flexible Grouping in relation to regular classroom practices, students can and should be grouped for different purposes based on their strengths, interests, needs, and learning preferences (Riley, 2009, p. 650). Flexible grouping acknowledges that all grouping patterns have value when they provide different experiences and different outcomes for students. It also requires teachers and students to be able to flow in and out of different working patterns throughout throughout the day, within and across lessons.

36 Meaningful Menus

37 Differentiation in Practice: In Your School Classroom teachers need: Advanced subject knowledge in order to provide content differentiation; Deep curricular knowledge to make appropriate modifications; Classroom management skills; Pedagogical skills, including the tools of differentiation; Resources that are accessible, appropriate, user-friendly, and supported with information on usage; and Time for planning and collaboration (adapted from Van Tassel-Baska & Stambaugh, 2005)

38 What Does it Take to Differentiate? Requirement 1: Fewer academic levels in each classroom and a critical mass of students in an ability level, with gifted students clustered. Requirement 2: Teachers need time, resources, professional development and support, and experience. Requirement 3: Differentiation needs a commitment to all students advancing including gifted students.

39 Pyryt s Model Pace: accelerated pace to address rapid rates of learning Process: higher order and creative thinking to meet their capacity for complex thought Passion: inquiry that engages students in their areas of interest Product: recognition of varied representations of knowledge, understandings, and skills Peers: opportunities for acceptance, including the chance to develop relationships with like-minded peers (2006)

40 The Five C s Challenge Complexity Control Choice Caring teachers (Kanevsky & Keighley, 2003)

41 The teacher appreciates each child as an individual. The teacher remembers to teach whole children. The teacher continues to develop expertise. The teacher links students to ideas. The teacher strives for joyful learning. The teacher helps students make their own sense of ideas. The teacher shares the teaching with students. The teacher clearly strives for student individuality. The teacher uses positive energy and humor. Discipline is more covert than overt (Tomlinson, 1991, pp ).

42 Differentiation in Practice: In Your School Enrichment Clusters Cluster Grouping Cross-Grade/Age Grouping Looping Mentorships Weekly Planning

43 Despite greater efforts in professional development and collaboration between specialists and regular classroom teachers, there are few studies available to indicate or support differentiation in all classrooms (Van Tassel-Baska & Stanbaugh, 2005). In an era when evidence-based teaching is desirable, without this research, teachers must actively engage in their own evaluation and reflection, gathering data to support what works and what does not work for gifted and talented students.

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45 Resources and References Adams, C., & Pierce, R. L. (2006). Differentiating instruction: A practical guide for tiering lessons in the elementary grades. Waco, TX: Prufrock Press. Clark, B. (2013). Growing up gifted (8th ed.). Boston, MA: Pearson. Giangerco, M.F. (2007). Extending Inclusive Opportunities. Retrieved from Gregory, G. H., & Chapman, C. (2002). Differentiated instructional strategies. One size doesn t fit all. Thousand Oaks, CA: Corwin Press. Heacox, D. (2002). Differentiating instruction in the regular classroom. Minneapolis, MN: Free Spirit. Kanevsky, L. (2011). Deferential differentiation: What types of differentiation do students want? Gifted Child Quarterly, 55, Karnes, F.A., & Bean, S.M. (2015). Methods and materials for teaching gifted and talented students. Waco, TX; Prufrock Press. Maker, J., & Schiever, S. W. (2005). The role of teaching-learning models in curriculum development for the gifted. In J. Maker & S. W. Schiever (Eds.), Teaching models in the education of the gifted (3rd ed., pp. 1 26). Austin, TX: Pro-Ed. Olenchak, F. (2001). Lessons learned from gifted children about differentiation. Teacher Educator, 36, Piquette, N. (2012). What does inclusion and differentiation mean in a classroom. Retrieved from albertacouncilexceptionalchild.wordpress.com/2012/04/20/what-does-inclusion-and-differentiationmean-in-a-classroom/ Prior, S. (2011). Student voice: What do gifted students who are intellectually gifted say they experience and need in the inclusive classroom? Gifted and Talented International, 26(1 2), Rayneri., L. J., Gerber, B. L., & Wiley, L. P. (2006). The relationship between classroom environment and the learning style preferences of gifted middle school students and the impact on levels of performance. Gifted Child Quarterly, 50,

46 Renzulli, J. S. (1994). Schools for talent development: A practical plan for total school improvement. Mansfield Center, CT: Creative Learning Press. Renzulli, J. S., Gentry, M., & Reis, S. M. (2003). Enrichment clusters: A practical plan for real-world, studentdriven learning. Mansfield Center, CT: Creative Learning Press. Renzulli, J. S., Leppien, J. H., & Hays, T. S. (2000). The multiple menu model: A practical guide for developing differentiated curriculum. Mansfield Center, CT: Creative Learning Press. Renzulli, J. S., & Reis, S. M. (1985). The Schoolwide Enrichment Model: A comprehensive plan for educational excellence. Mansfield Center, CT: Creative Learning Press. Riley, T. (2011). Teaching gifted students in the inclusive classroom. Waco, TX: Prufrock Press. Rita, R. D., & Martin-Dunlop, C. S. (2011). Perceptions of the learning environment and associations with cognitive achievement among gifted biology students. Learning Environments Research, 14(1), Roberts, J., & Inman, T. F. (2009). Strategies for differentiating instruction. Best practices for the classroom (2nd ed.). Waco, TX: Prufrock Press. Shalaway, L. (2005). Learning to teach (3rd ed.). New York, NY: Scholastic. Smutny, J. F., Walker, S. Y., & Meckstroth, E. A. (1997). Teaching young gifted children in the regular classroom. Minneapolis, MN: Free Spirit. Sousa, D. A., & Tomlinson, C. A. (2011). Differentiation and the brain: How neuroscience supports the learnerfriendly classroom. Bloomington, IN: Solution-Tree Press. Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, V A: ASCD. Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.) Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, C. A. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for r esponsive teaching. Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, C. A., Kaplan, S. N., Renzulli, J. S., Purcell, J., Leppien, J., & Burns, D. (2002). The parallel curriculum: A design to develop potential and challenge high-ability learners. Thousand Oaks, CA: Corwin. Winebrenner, S. (2001). Teaching gifted kids in the regular classroom (2nd ed.). Press.Minneapolis, MN: Free Spirit.