Differentiation Strategies for High-End Learners:
A Response to Instruction
DIFFERENTIATION DESSERT
BUFFET: LOTS OF CHOICES!
Fascinating Facts:
Gifted learners require only
1-3 repetitions to learn a new skill in their
strength areas.
Average learners require up to 15 repetitions.
When gifted learners must participate in too
many repetitions or the learning pace is too
slow, they may actually “mislearn” material
(Julian Stanley, John Hopkins University).
More Fascinating Facts:
Up to three-fourths of high-end learners are
visual-spatial and learn best when material
is presented holistically.
Gifted learners may enter classes in their
strength areas already knowing 50% or
more of the skills to be taught.
Gifted learners have special learning needs in
their area(s) of giftedness:




Depth
Complexity
Accelerated Pacing
Opportunities for
creative production
and
creative expression
As well as unique :
Affective Needs
Deserve to learn something new
EVERYDAY!
Non-Negotiables
Different respectful work, not simply more work.
Builds Deeper Understanding.
Provide rigorous, challenging activities.
Try to weave two or more elements and/or combine Both
types of thinking tools to increase intellectual demand .
Fair in terms of work expectations and time needed.
When is differentiation
appropriate?
•
•
•
During regular instruction, if students can
show mastery of grade-level material to be
taught.
When students have finished their “required
work.”
During free time, station time, etc.
What is curriculum compacting?
 Streamlining the curriculum so that
students who can demonstrate mastery
of material to be taught can work on
alternate assignments in their area/s of
interest.
Curriculum Compacting
 When is curriculum compacting
appropriate?
Whenever students can demonstrate mastery
of grade level material.
Curriculum Compacting
How can I find out which students have
already mastered material to be taught?
By Pre-assessing
Curriculum Compacting
Who should be allowed to participate in
pre-assessment and curriculum
compacting?
A. ANY STUDENT WHO REQUESTS IT!
Curriculum Compacting
 Why is curriculum compacting
important?
 Student engagement
 Provides appropriate challenge through
acceleration and / or added depth and complexity
 Promotes academic excellence for all students
 Frees time for teachers to spend with students
who need additional direct instruction.
Curriculum Compacting
 Steps in curriculum compacting
 Decide the main objectives of the chapter /
unit to be taught.
 Pre-asses the students for mastery
 Document student mastery and weaknesses
 Provide opportunities for alternate
assignments to replace the “regular” work for
mastered objectives.
Curriculum Compacting
1.
Decide on the big idea and major
objectives of the chapter/unit
 CCRS
 Aspire
 Text
 Pacing Guide
 Teacher generated
Curriculum Compacting
2. Pre-assess
 End of chapter or unit test
 Free write
 Concept map (http://www.inspiration.com/Freetrial)
 Short conference
 Authentic assessment with teacher checklist
 Graphic organizer
 Concept illustration
Curriculum Compacting

Decide what constitutes mastery
 85% - 90% over the whole unit?
 Student joins the class for instruction in
non-mastered objectives?
 Teacher can decide if students needs to
take post-test to assure mastery in
areas of weakness.
Curriculum Compacting
Document:

Strengths

Weaknesses
Curriculum Compacting
 WHAT ABOUT GRADES?
 Student earns an “A” every day the class
works on skills mastered on the pre-test.
 Student joins class for lessons not
mastered on pre-test and earns a grade
for that day.
 Student may take post-test if desired to
earn “A” for the unit.
Curriculum Compacting
 How do I Evaluate student performance
besides using traditional grades?
 Authentic Products
 Rubrics
 Reflection Journals
 Teacher Observation
 Teacher Conference with Student
Curriculum Compacting
Provide alternate activities
 Incorporate student readiness, learning
style and interests.
 Allow student choice
 Establish clear rules for student conduct
while working on alternate activities
Curriculum Compacting
 Alternate Activities should provide for
special needs of gifted students
 Depth
 Complexity
 Accelerated pacing
 Opportunities to express creativity
Curriculum Compacting
Non-negotiables:
 Students who compact out will not be
required to complete “regular” work
before undertaking activity of choice.
 Alternative work will not be more of the
same (MOTS) .
 Teacher must establish rules of conduct
while students engage in alternative
work.
Curriculum Compacting
 How do I grade “alternative”
assignments?
 Rubrics (http:// www.rubistar.com)
 Authentic audience
 Authentic product
 Student Reflection
Curriculum Compacting
 Ideas for alternative activities
 Anchor Activities
 Independent Study
 Web Quest (http://webquest.org)
 Work at Independent Learning Centers
 Student Choice (Teacher approved!)
Contracts-Advantages
Allow students an element of choice in
assignment or unit grade.
Challenge and engage mastery students
while teachers work with struggling
learners.
Make students responsible for their
learning.
TIERED ASSIGNMENTS
 What are tiered assignments?
Different activities for groups
of students that lead them to
the mastery of the same skill,
content or objective.
TIERED ASSIGNMENTS
 WHAT

Tiered instruction is a strategy to teach the concept, skill,
objective by adjusting the activity into tasks for various
learners to provide different ways for understanding.

These tasks must be respectful and designed to be just
above the learners’ abilities. No students should say to
themselves, “I’m in the dumb group.” You can adjust
through:
 Content
 Process
 Product
TIERED ASSIGNMENTS
 WHY
For Best Practices tiered instruction is fundamental
because:
 each student is appropriately challenged
with respectful work.
 the focus is on the concept and on learning
differences.
 it maximizes learning.
TIERED ASSIGNMENTS
HOW
 Decide what needs to be adjusted based on the activity:
materials, form of expression, level of complexity,
amount of structure, number of steps, time, level of
dependence.
 Think about how you can provide different versions at
different degrees of difficulty:
1. The reading level of a packet may be different for each
group.
2. Directions can range from specific to open-ended.
3. Examples can be concrete to abstract, real life to
hypothetical.
4. Presentation and/or assessment can vary.
TIERED ASSIGNMENTS
Degree of Assistance & Support
•The teacher directs the learning experience
•The teacher facilitates the learning experience
•The students are autonomous in their inquiry
Degree of Structure
•Clearly defined parameters are prescribed
• Open-ended criteria and parameters are proposed
Degree of Resources
•Below grade-level resources are provided
•Grade -level resources are provided
•Resources that require above grade-level reading and/or more
inferential reading
TIERED ASSIGNMENTS
Degree of Process
•Simpler thinking processes
•Complex thinking processes
Concrete or More Abstract
•The process and product are more concrete
•The process and product involve abstract thinking
Complexity of Product
•Product parameters are structured and clearly defined.
•Product parameters are open-ended and unstructured
TIERED ASSIGNMENTS
Non-Negotiables
Different respectful work, not simply more or less work
Build Understanding
Challenging activities
Equally interesting and engaging
Fair in terms of work expectations and time needed
Requiring the use of key concepts, skills, or ideas
Critical & Creative Thinking:
 What is critical thinking?
 What is creative
thinking?
Critical Thinking Skills
 Basic critical thinking skills everyone
should master:
 Applying known information to new situations
 Categorizing
 Identifying Patterns
 Comparing and contrasting
 Thinking from different
perspectives
 Recognizing cause and effect
Critical Thinking Skills
Critical thinking skills that challenge :
 Questioning assumptions
 Deductive & Inductive Reasoning
 Inferring
 Evaluating
 Showing insight
 Generalizing
Critical and Creative Thinking
Skills:
 What is creative thinking?
The ability to synthesize old or known
information, concepts, or skills into
original or unusual ideas, products, or
perspectives in order to solve a problem or
for artistic production.
Critical & Creative Thinking
 When should we engage in critical and
creative thinking?
 Every day
 Who should engage in critical and creative
thinking?
 All students
 Gifted students often and with greater intensity
 How can I make the time?
 Embed in everyday lessons
Critical & Creative Thinking
 Embedding creative thinking into the
classroom
 Divergent thinking (Brainstorming,
Productive Thinking)
 Independent research and learning
centers
 Open-ended questioning and tasks
 Student choice in process and product
Critical & Creative Thinking
 How can I embed critical and creative
thinking into everyday lessons?
 Debrief lessons and activities using the “What, So
What, Now What?” Factor.
 Allow time for metacognition.
 Encourage students to solve problems through
multiple strategies.
 Encourage students to question the
status quo and engage in discussions
about controversial issues.
Critical & Creative Thinking
More ways to embed critical and creative
thinking into daily classroom activities
 Choice of assignments
 Open ended questioning &
assignments
 Anchor activities
 Tiered learning centers
 Mind Maps
http://mywebspiration.com/user
Questioning:
1. What is an open-ended question?
An open-ended question invites divergent
thinking, may have more than one correct
answer, and requires higher order thinking.
2.
What is an open-ended assignment?
Open-ended assignments start with
open-ended questions and may allow
student choice of process and/or
product in order to gain and share their
knowledge.
Questioning:
3. When working with high-end learners,
higher levels of Bloom’s Taxonomy should
be the basis of most questions posed?
6) Creating
5) Evaluating
4) Analyzing
Questioning
Why is open-ended questioning
important?
 Keeps students engaged
 Probes to find out what students know or don’t
know
 Gives teacher insight into how students have
interpreted lesson or other material presented
 Helps students understand that some questions
can have more than one correct answer.
 Forces students to be more metacognitive
2 Types of Questions
 Information seeking (Closed)
 Example: What is the answer to the following
problem: 45 X 5
 What are five facts about the life of Martin Luther
King?
 Questions for information processing (Openended)
 Example: Why might you choose to find the answer to
the problem above using multiplication rather than
addition?
 Choose one important event in Martin Luther King’s
life. How did that event bring change to the lives of
African Americans and/or to the nation as a whole?
Follow-up and
Probing Questions
 Tell me more about…
 What were you thinking when you said…?
 Can you give an example of what you just
said?
 Can you state your answer another way?
 What if…? Would you still answer in the same
way?
What? So what? Now what?
 Example: A report on the
These 3 questions can
turn an ordinary , factfilled report, at Bloom’s
levels of knowledge and
comprehension into
into a real-world project
involving application,
analysis, evaluation,
and synthesis.
Stock Market Crash of 1929
 What?
 What happened?
 Why did it happen?
 So what?
 Why is it important to know?
 How did it change the lives of those
involved, the community, the world?
 What are patterns, trends or themes?
 Now what?
 Now that I know, what can I or
someone else do about it?
Real World Connections
Why are real world connections important?
 Make school and learning relevant now- not just in
the future
 Help students understand why they need to know
 Facilitate student engagement
 Lend urgent purpose to reading, writing, and
research
 Students learn that some questions can have more
than one correct answer or, in some instances, no
known answer
 Increases creativity and problem solving ability
Why should we teach using
real world connections?
“We are attempting to educate students today so
that they will be ready to solve future problems
that have not yet been identified using
technologies not yet invented based on scientific
knowledge not yet discovered.”
J.J. Lagowski
Retention Levels
Lecture
5%
Reading
10%
Audio Visual
20%
Demonstration
30%
Discussion
50%
Doing
75%
Teaching
90%
“I hear and I forget. I see and I remember. I
do and I understand. “
-Confucius
Passive
Learning
Active
Learning
Open-ended Questions and
Assignments
Non-negotiables
Replace the “regular”
assignment
 Teacher must be open to
more than one correct
answer
What is Problem-based Learning?
Students solve a
simulated problem
posed by a teacher,
Web Quest, or other
source. The problem is
based on a scenario
that may be based on
past, current, or future
reality.
Simulations are openended and require
students to think and
act as disciplinarians in
one or a variety of
professions.
 Example
In the year 2020, an alien
vehicle has crash landed on
earth. The inhabitants are
found unconscious, but alive.
No common language exists
for communication with them.
Earthlings wish to learn more
about them, but they are
afraid that the unintended
visitors may bring them harm.
What should be done? What
professionals would be needed
to assist in solving the
problem?
Independent Learning
Stations
 Why are independent Learning Stations
beneficial?
 Students choice.
 Student engagement.
 Appropriate challenge through depth,
complexity, and/or creativity.
 Students progress at their own rate starting at
their readiness level.
 Encourage student ownership of their learning.
Independent Learning Stations
Non-negotiables
Students are carefully trained in
responsible station behavior
In coming and going
In how to use materials respectfully
In keeping materials organized and orderly
 All students have an opportunity to work
at the stations at some time during the
week.
Socratic Circles
 What are Socratic Circles?
A student-centered approach that challenges learners to
develop their critical thinking skills, including
metacognition, and engage in analytic discussion. The
Socratic method can be used at any grade level and with
all subject areas.
Not a debate but rather an activity to have students work
together to construct meaning and arrive at an answer,
not for one student or one group to win an argument”.
Socratic Circles-Advantages
• Involves Critical and Creative Thinking
o Reading and writing
o Creativity
o Speaking and listening skills
oProblem-solving skills
oMetacognition
• Builds community
• Inquiry-based learning-questions drive critical thought
• Allows students to synthesize both the knowledge
(knowing) and the skills (doing) of the curriculum
• Provides student ownership, voice, and empowerment
• Recognizing past knowledge
• Increases vocabulary
•Improves long term retention of knowledge.
Socratic Circles
Non-Negotiables
•Teacher is the facilitator/behind-the-scenes and not a
member of the circles.
•Open-ended questions
•Set rules (with students) so everyone has a chance to speak
•Outer circle observes
•Constructive criticism
•Debriefing
•Select materials related to COS/concepts and relevant to
students
Socratic Circles
Dialogue
Collaborative
2. Listening to find
agreement and
meaning
3. Enlarges and possibly
changes point of view
4. Complicates positions
and issues
1.
Debate
Oppositional
2. Listening to find flaws
and weaknesses
3. Affirms one’s own
point of view
4. Simplifies positions
and issues
1.
Socratic Circles
1. Preparation:
a) Read assigned materials (book, speech,
poem, etc.)
Listen to music/podcast/ speech, etc.
Watch video/podcast/movies/documentary
b) Underline, make notes, research, predict, form
opinions, reflect, make connections, and create
questions (can use question stems)
The Inner and Outer Circles
Outer Circle
Inner
Circle
Socratic Circles
2.Inner Circle:
• Acts like gracious party guests.
• Responds to questions- no raised hands.
• May have students paraphrase what the
previous students said and then add
comments, questions, and/or ideas using
good listening skills.
• Does not argue.
• Can disagree politely
• Should not have anyone dominating the
conversation
Socratic Circles
3. Outer Circle:
• Acts like super polite hosts at a party.
• Observes what is taking place within
inner circle.
• Does not add to discussion but
 Makes notes
 Writes questions
• Completes rubric of inner circle
observation.
• Provides feedback to inner circle about
observations of dialogue and behavior.
Socratic Circles
4. After the Socratic Circle:
• Debrief students before switching
circles.
• Debrief after both circles have
participated as inner and outer.
• Have students reflect orally, verbally,
artistically, and/or physically.
Socratic Circles-Follow Up
 Reflective Journaling (both on content and performance)
 Writing poetry, narratives, reflective journal entries
 Developing thesis statements and/or outlining essays
 Logging new vocabulary words and their use
 Documenting strategies and techniques that helped to explore
meaning (i.e. examining text structure, use of examples,
use of punctuation, symbolism, parallelism, etc.)
 Creating an artistic product to represent understanding,
reflection, etc.
Performing an original song, skit, mime, poetry, puppet
show…
Literature Circles:
What are Literature Circles?
Literature Circles are small groups of
students who meet to discuss a
common work of literature. Most of the
time, students read the same book, but
different books by the same author, or
books that share similar themes can also
be used.
Critical & Creative Thinking
 Let’s look at some activities that engage
students in critical and creative thinking.
Websites
http://www.doe.in.gov/exceptional/gt/tiered_curriculum/welcome.html
http://daretodifferentiate.wikispaces.com/Tiering
http://www.learnerslink.com/curriculum.htm
Bibliography
 Kingore, B. (2004). Differentiation:
Simplified, Realistic, and Effective,
Professional Associates Publishing.
 Naglieri, J., Brills, D. & Lansdowne, K.
(2008). Helping All Gifted Children Learn.
Pearson Publishing.
 Northey, S. (2005). Handbook on
Differentiated Instruction for Middle and
High Schools, Eye on Education, Inc.
Bibliography Continued :
 Ryan, T. (198?). Thinker’s Keys for Kids. South
Coast Education Region.
 Treffinger, D. & Nassab, C. (1997). Thinking
Tools Lessons. Center for Creative Learning
Press.
 Winebrenner, S. (2001). Teaching Gifted Kids
in the Regular Classroom. Free Spirit
Publishing
Bibliography Continued :
Coil, Carolyn. (2004). Standards-based activities and
assessments for the differentiated classroom. Marion, IL:Pieces
of Learning.
Gregory, G. H., & Chapman, C. (2002). Differentiated
instructional strategies: One size doesn’t fit all. Thousand Oaks,
CA: Corwin Press.
Smutney, J., Walker, S., & Meckstroth, E. (1997). Teaching
young gifted children in the regular classroom. Minneapolis, MN:
Free Spirit.
Tomlinson, C. A. (1999). The differentiated classroom:
Responding to the needs of all learners. Alexandria, VA:
Association for Supervision and Curriculum Development.
Bibliography Continued:
 Diehn, G. (1998). Making Books that Fly, Fold, Wrap, Hide, Pop Up,
Twist & Turn. Lark Books, NY.
 Johnson-Farris, N. (1990). Questioning Makes the Difference.
Pieces of Learning. http://www.piecesoflearning.com.
 Kingore, B. (2004). Differentiation: Simplified, Realistic, and
Effective. Professional Associates Publishing.
 Miller, D. (2002). Reading with Meaning.
Printing, Portland MN.
Stenhouse
 Northey, S. (2005). Handbook on Differentiated Instruction for
Middle and High Schools. Eye on Education, Inc.
Bibliography Continued :
 Heacox, D. (2002). Differentiating instruction in the regular
classroom. Free Spirit Publishing, Minneapolis, MN.
 Keen, E. & Zimmermann, S. (1997). Mosaic of Thought.
Heinemann, Portsmouth, NH.
 Lewis, B. (1998). The Kid’s Guide to Social Action. Free Spirit
Publishing, Minneapolis, MN.
 Walsh, J.A. (2005) Quality Questioning: Research-based
Practice to Engage Every Learner. Corwin Press, Thousand
Oaks, CA.
Bibliography Continued :
Changing Minds.org. (2011)
http://changingminds.org/techniques/questioning/socratic_questions.htm
Commeyras, Michelle and Linda DeGroff. “Literacy Professionals’ Perspectives
on Professional Development and Pedagogy: A United States Survey.” Reading
Research Quarterly 33.4 (1998): 434-472.
Nystrand, Martin, Lawrence L. Wu, Adam Gamoran, Susie Zeisler, and Daniel
A. Long. “Questions in Time: Investigating the Structure and Dynamics of
Unfolding Classroom Discourse.” Discourse Processes 35.2 (2003): 135-196.