DIFFERENTIATION FOR
GIFTED LEARNERS
PRESENTED BY CAROL WOOTEN AND ANGIE PARHAM
CWOOTEN@WCPSS.NET, APARHAM@WCPSS.NET
Introductions

Presenter introductions

Audience Post-It survey:
What grade levels are
you teaching and what
are your content
interests?
What does it mean to be gifted?

Is the student gifted or just
bright?

Kahoot.it game survey
Service options for academically and
intellectually gifted learners

Elementary Classroom

Students have several models for
service:

Pull-Out: an AIG teacher takes a group
of students out of the regular education
classroom to work with them

Co-Teaching: an AIG teacher works in
the classroom with the regular
education teacher

Consultation/Collaboration: the
classroom teacher and AIG teacher
collaborate on ideas

Middle and High School Classrooms

Students enroll in accelerated classes
in middle school. Middle schools may
use some of the same models as
elementary.

High schools also offer Honors and
Advanced Placement options where
students can receive college credit.

Sometimes, advanced learners may
attend a local college or university to
take classes.
Why Differentiate?

Think-pair-share
Why Differentiate?

According to Diane Heacox in Differentiating Instruction
in the Regular Classroom, “Differentiating instruction
means changing the pace, level, or kind of instruction
you provide in response to individual learners’ needs,
styles, or interests.”

You are meeting the needs of a variety of learners
through rigor, relevance, flexible and varied
instructional practices, and complexity of concepts.
Differentiation: The Process
1. Determine what the students need to know for the unit.
2. Pre-assess
3. Group students
4. Plan appropriate instruction for each group.

Are you differentiating the content, process, or product?

What are the student differences regarding readiness, learning profile, or interests?
5. Instruct/teach.
6. Assess and begin again.
Adapted from Carol Ann Tomlinson and Cindy A. Strickland, Differentiation in Practice: A Resource Guide for Differentiating Curriculum
Grades 9-12, ASCD, 2005
We Can Differentiate…
The Content
The Process
The Product
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners
(Tomlinson, 1999)
Content
Content includes
the material for
instruction and how
that instruction is
delivered to the
students.
Process
Process refers to
the investigations
or activities that
are designed to
make sure the
students have a
firm understanding
of the information.
Product
Products are ways
in which students
demonstrate their
understanding of
a concept as well
as extending their
learning.
What does differentiation look like in
the classroom?

Using data to enhance differentiation

For example, pre-assessment data
can be utilized to show what
components of the curriculum
concepts students already firmly
grasp. Then, specific groups can be
developed by using this valuable
data.

Types of groups:
 Flexible
 Heterogeneous
 Strategy/skill
 Homogeneous
Early Finishers
•
When gifted students finish
early, you need to be sure
to have a plan of action.
What are they going to do
next?
•
Ideas:
•
Create game show style
questions on the content
•
Develop and produce a
video on how the
content relates to real
life
www.quia.com
Choice Assignments

Tic-Tac Toe

1. Identify the instructional outcomes.

2. Use previous data to determine
student levels and interests.

3. Design various tasks.

4. Organize tasks on choice board.

5. Place required task in center of
board.

6. Students will complete three tasks in
a row of choice. One must be the
middle square.
Choice Assignments

Menus

1. Determine the most important lesson
components.

2. Create an assignment that assesses
basic understanding for all students. This
part is referred to as the “main dish.”

3. Develop the “side dishes” and
“appetizers,” which provide student
choices and builds upon the “main dish.”
This part includes the higher order thinking
skills.

4. Design “dessert” options, which provide
students with enrichment by further
extending the content.
Project-Based Learning

ELA and Social Studies Example:
Students researched a specific state in
assigned US regions. Then, students
worked cooperatively to create a
product that represented the region.
Their final products were sold during a
school-wide Regional Market.

Mathematics and Science Example:
Students used a scenario about
developing the best design for a lunar
rover to carry a load in a given time. They
used K-Nex pieces to design and develop
the vehicle. Students also added the
load to test the vehicle.
Tiered Assignments

Different levels of tasks are used in
order for students to use their schema
to explore ideas.

There are varied degrees of difficulty,
but the basic concept is the same.

Benefits: use with heterogeneous
classes, include various levels, focus
on consistent concepts, promotes
success, and develops a sense of
community as everyone is working on
the same concept.
Differentiated Questioning

Revised Bloom’s Taxonomy
Remember
- What does the term quadrilateral mean?
Understand
- Summarize the story.
Apply
- What questions would you ask the character in
the book?
Analyze
- Compare and contrast two ecosystems.
Evaluate
- What are the consequences of the Boston Tea
Party?
Create
- Create an alternative ending to the book.
Differentiated Questioning Activity

Kahoot.it “Levels of Questioning” activity
Jigsaw

Jigsaw allows students the opportunity to learn from each other in small groups.

First, students are assigned a home group.

Then, each home group member is assigned an expert group.

Students meet with their expert group first to learn material.

Then, students return to their home group to share the material they have just learned.
* It is important that every group member completes the task as each person is an vital
piece of the puzzle.
Jigsaw

Read “What it Means to Teach Gifted Learners
Well.”

Everyone read the first two paragraphs.

Expert group 1: Read #1 under “Good
Instruction for Gifted Learners” and #1 under
“Inappropriate Instruction for Gifted Learners.”

Expert group 2 will read #2 for both and so
on…

Summarize your assigned section in the chart.

When time is called, return to your home
group and share your findings.
Socratic Seminar

Named after Socrates
1.

Collaborative discussion about complex issues
or ideas
Teacher facilitates a focus lesson around the
text, art, etc.
2.

Student-led
Students complete a response to the text and
develop three open-ended questions for the
discussion.

Teacher as a facilitator
3.

Can be used to discuss and evaluate short
stories, poetry, art prints, historical documents,
or plays
Students gather in a circle with their text and
questions. The teacher poses an opening
question and sets a timer for a pre-determined
time frame.
4.
Students have a rich discussion about the text,
art, etc.
5.
Conduct a follow-up with the class where
students reflect on what was discussed or
write about the discussion.
Develop an AIG Lesson

How can you use what you have learned today in your classroom?

What are you currently teaching or will teach in the near future?

Select one of the differentiation strategies we discussed today and create a plan for a
concept. For example, if you are teaching a unit on fractions, you could create a tictac-toe choice board to use in your classroom.

Please adhere to the time frame so we will have the opportunity to share ideas with the
whole group.
Time to Share
Resources
Bibliography
Carolyn, C. (1997). Teaching Tools for the 21st Century. Marion, IL: Pieces of Learning.
Coil, C. (1999). Encouraging Achievement. Marion, IL: Pieces of Learning.
Coil, C. (1999). Teacher's Toolbox--Integrating Instruction in Units for the Study of Society and Environment. Australia: Haeker Brownlow Education.
Coil, C. (2004). Standards-Based Activities and Assessments for the Differentiated Classroom. Marion, IL.
Coil, C. (2007). Successful Teaching in the Differentiated Classroom. Marion, IL: Pieces of Learning.
Eidso, C., Iseminger, B., & Taibbi, C. (2007). Demystifying Differentiation in Middle School: Tools, Strategies, and Activities to Use NOW. Marion, IL: Pieces of Learning.
Eidson, C., Iseminger, B., & Taibbi, C. (2008). Demystifying Differentiation in Elementary School: Tools, Strategies, and Activities to Use NOW. Marion, IL: Pieces of Learning.
Heacox, D. (2002). Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3-12. Minneapolis, MN: Free Spirit Publishing.
Tomlinson, C. A. (1999). The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria, VA: ASCD.
Tomlinson, C. A., & Eidson, C. C. (2003). Differentiation in Practice: A Resource Guide for Differentiating Curriculum Grades 5-9. Alexandria, VA: ASCD.
Website Resources
tpri.wikispaces.com (Toolbox for Planning Rigorous Instruction)
https://create.kahoot.it (website for creating a kahoot.it game)
http://carolwooten.weebly.com
Thank You!

Thank you for attending our session
on differentiation!

If you have additional questions,
please contact us.

Carol Wooten: cwooten@wcpss.net

Angie Parham: aparham@wcpss.net