Curriculum Design, Development,
and Differentiation for
Gifted Learners
Joyce VanTassel-Baska, Ed.D.
College of William & Mary
Hong Kong
12-13 October, 2007
Learner Characteristics and Corresponding
Emphases in the Curriculum
THE LEARNER
THE CURRICULUM
Precocity
Advanced Content
Intensity
Process/product
considerations
depth
Complexity
Issues/concepts/themes/
ideas across
domains of
learning
The Integrated Curriculum Model
Process-Product
Dimension
Advanced
Content
Dimension
Issues/Themes
Dimension
- VanTassel-Baska, 1986
CURRICULUM DESIGN ELEMENTS
1
Learner Characteristics
& Needs
7
8
Assessment of
Outcomes
Evaluation of
Curriculum/Revision
2
Curriculum Goals
3
Outcomes/Objectives
6
Materials &
Resources
4
5
Teaching-Learning
Strategies
Activities/Task
Demands/Questions
Sample Gifted Program Goals
• To provide mastery of basic content at a pace and
depth appropriate to the capacity of able learners.
• To promote critical thinking and reasoning abilities
• To provide an environment that encourages divergent
thinking
• To develop high-level oral and written skills
• To develop research skills and methods
• To develop an understanding for systems of
knowledge, themes, issues, and problems that frame
the external world.
Sample Gifted Program Goals
• To develop self-understanding
• To enhance opportunities for future planning and
development
• To develop creative and divergent thinking skills
• To develop problem-solving skills
• To develop social skills of relating to others and
coping effectively in social contexts
• To develop metacognitive skills that foster
independent and self-directed learning
Sample Assessment
Outcome:
• Analyze different points of view on a given issue or
topic
Assessment:
• Given the issue of human cloning, identify three
different stakeholders in society who would have
different perspectives on this issue. Summarize each
of their perspectives in a paragraph.
Pre-assessment as a
Prelude to Differentiation
• To determine knowledge and skills in an
area (functional level)
• To determine range of differences among
learners (differentiation)
• To determine appropriate interventions for
whole and subgroups
• To revise/refine instructional plans
• To rethink classroom management
strategies
Sample curriculum goal:
To develop critical thinking
Sample outcomes and objectives
1.
2.
3.
To analyze different points of view on a given
issue
To draw appropriate inferences, given a set of
data
To forecast consequences and implications of a
given decision or action
Activity for #1
Ask students to form mini debate teams and argue
“Should the United Nations support transition
operations in Iraq?”
Assessment
Ask students to respond to the following question
in a 40-minute essay:
What are the multiple perspectives represented
in the Iraqi situation? Select three of them and
describe the perspective and the values and
beliefs behind each.
Outcome:
To demonstrate an understanding of models and systems.
Activity:
Using the following criteria, create a model of an aquarium and
explain its make-up:
• Specifications of tank size
• Number of fish & type
• Number & type of plans
• Light & water filtration system
• Setting
• What variables are most important to consider in constructing
your aquarium? Why?
• How would you describe your aquarium as a living system?
Assessment:
Use a predetermined rubric to judge the written product and oral
presentation.
Outcome:
To analyze classical literature
Activity:
Read Moliere’s The Misanthrope and discuss the
following questions:
• What characterizes a misanthrope?
• How does Moliere satirize the character?
• How is this play similar to others by Moliere?
Assessment:
Read a critique of the play and summarize the key
points made about Moliere’s style as a satirist.
Curriculum Goal
•To develop critical
thinking
Teaching Strategy
Paul model of reasoning
Questioning model
•To develop creative
thinking
Concept mapping
Creative problem solving
model
•To develop research skills
W&M research model
Problem-based learning
•To understand broad
overarching
interdisciplinary concepts
TABA model for concept
development
William & Mary National Science
Curriculum Emphases
The Problem
Content
Process
Learning
Science
Using Scientific
Research
Concept
Understanding
“Systems”
William & Mary Social Studies Curriculum
Emphases
The History of a culture,
period, or event
Content
Process
Learning
History
Concept
Using reasoning
skills to analyze
history and its
artifacts
Understanding Systems, Change,
Perspective, Nationalism, and
Cause & Effect
William & Mary Language Arts Curriculum
Emphases
The Literature
Content
Learning vocabulary,
advanced literature,
persuasive writing, and oral
communication skills
Concept
Understanding
“Change”
Process
Using reasoning
skills to generate
products
Models
•Concept
Development Model
•Reasoning Model
•Research Model
•Problem-Based
Learning
•Literature Web
•Hamburger Model
•Dagwood Model
•Vocabulary Web
•Analyzing Primary
Sources
•Reasoning about a
Situation or Event
Concept Development
Examples of Concepts
(used in W&M curriculum
units)
•Change
•Systems
•Cause And Effect
•Authority
•Perspective
Concept
Development Process
•Cite examples.
•Categorize.
•Cite non-examples.
•Generalize.
Sample Concepts Useful in Curriculum
Development
Change
Life and Death
Scale
Constancy
Models
Signs and
Symbols
Evolution
Origins
Systems
Family
Patterns
Time
Good and Evil
Patterns of
Change
Truth
Knowledge
Power
Wisdom
Change Matrix
Literature
“Shells”
The Green
Book
Poems
“The Ugly
Duckling”
Bringing the
Rain to Kapiti
Plain
Your own
story
Changes in
characters
Changes in
setting
Changes in
relationships
Change in you as
a result of reading
Analyzing a System
Boundaries
Elements
Inputs
Outputs
Interactions
Issues for Gifted Education in Teaching
Thinking
• Embedded in content
• Standards-based by discipline
• Use of multiple modes and types
• Assessed by quality products
Elements of Reasoning
Purpose/
Goal
Evidence/
Data
Point of
View
Assumptions
Issue/
Problem
Concepts/
Ideas
Inferences
Implications/
Consequences
-- Paul, 1992
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?
The Logic
of History
Be aware: Much
human thinking is
“historical.” We use
our beliefs (formed in
the past) to make
thousands of
decisions in the
present and plans for
the future. much of
this historical thinking
is deeply flawed.
Elder, L. & Paul, R. (2003). The foundations of analytic thinking. The Foundation for Critical Thinking
Standards of Reasoning
• Are there enough reasons to make a
convincing argument?
• Is the evidence correct or right?
• Are the reasons clear?
• Are specific reasons or examples
included rather than vague
generalizations?
• Are the arguments and reasons strong
and important?
• Is the thinking logical?
Characteristics of an Issue
• Real world
• Multiple points of view
• Researchable and substantial
information available
• Worthy topic and personal
involvement
Developing an Issue
State the issue:
Identify the stakeholder
groups:
State your initial position:
Describe each group’s
position:
Should library resources intended
for older students be withheld from
younger students?
Should books be censored?
Should technology as an
educational tool be controlled?
Research Model
1. Identify your issue or problem.
What is the issue or problem?
Who are the stakeholders and what are their positions?
What is my position on this issue?
2. Read about your issue and identify points of view or arguments through
information sources.
What are my print sources?
What are my media sources?
What are my people sources?
What primary and secondary source documents might I use?
What are my preliminary findings based on a review of existing sources?
Center for Gifted Education – School of Education – The College of William and Mary
3. Form a set of questions that can be answered by a specific set of data:
1) What would be the results of _____________?
2) Who would benefit and by how much?
3) Who would be harmed and by how much?
My research questions:
4. Gather evidence through research techniques such as
surveys, interviews, or analysis of primary and secondary source documents.
What survey questions should I ask?
What interview questions should I ask?
What generalizations do secondary sources give?
What data and evidence can I find in primary sources to support different sides
of the issue?
5. Manipulate and transform data so that they can be interpreted.
How can I summarize what I found out?
Should I develop charts, diagrams, or graphs to represent my data?
Center for Gifted Education – School of Education – The College of William and Mary
6. Draw conclusions and make inferences.
What do the data mean? How can I interpret what I found out?
How do the data support my original point of view?
How do they support other points of view?
What conclusions can I make about the issue?
7. Determine implications and consequences.
What are the consequences of following the point of view that I support?
Do I know enough or are there now new questions to be answered?
8. Communicate your findings. (Prepare an oral presentation for classmate
based on note cards and written report.)
What are my purpose, issue, and point of view, and how will I explain them?
What data will I use to support my point of view?
How will I conclude my presentation?
Center for Gifted Education – School of Education – The College of William and Mary
Research Example –
Science & Math
Ask students to design an experiment to test a
question of interest to them:
• Examples:
• Do people prefer Product X over Product Y?
• Are ants attracted to sugar?
• Are girls more addicted to computers than boys?
• A research report must be prepared and presented,
using technology applications. Be sure to address
hypothesis, data collection techniques, appropriate
data tables, conclusions, and implications of the
findings based on the original question.
Research Example Language Arts
• Over the years there have been many ways to preserve memories, or
to keep important things from being forgotten. Brainstorm some of
the ways people preserve memories. How many can you think of?
Which of these ways require technology such as electricity? Divide
your list into two groups – traditional methods that do not depend
on technology and modern methods that use technology. What are
the advantages and disadvantages of each type?
• Choose a point of view about the best ways to preserve memories.
Do some research to support your point of view. Your research
might include library materials, interviews, or a poll.
• Later in this unit you will write a short paper (1-2 pages) and give a
two-minute presentation on your point of view, supported by your
findings.
• Journeys and Destinations, Grades 2-3
Research Example Social Studies
•
•
You will sign up for a person or event from the 1920s to explore in your
project. From your research you will create a learning booth or “minimuseum” that your classmates will visit, so you should make it as
entertaining and interesting as possible.
You will need to include the following:
•
•
•
•
•
•
Pictures or other visual aides (audio if appropriate)
Timeline placing the person or event appropriately
Description of your person/issue
An explanation of the person/issue’s significance in the 1920s and today
A handout (or brochure) that includes basic information on the contents of
your museum and entices people to come and see the exhibit.
Visitors should be able to determine who/what was the main focus of
your museum, how the person and related issue/event fit on a timeline
of the 1920s, and the significance of the person and related
issue/event(s) to life in the 1920s and to life today.
The 1920s in America: A Decade of Tensions, Grades 6-7
Create a research task demand in your
area of learning for gifted learners.
Use the examples as prototypical models.
What is PBL?
Problem-based learning is an
instructional strategy (a curricular
framework) that, through student and
community interests and motivation,
provides an appropriate way to “teach”
sophisticated content and high-level
process… all while building selfefficacy, confidence, and autonomous
learner behaviors.
Problem-Based Learning
Characteristics
of the Gifted
Characteristics
of PBL
Desire for selfStudents in
directed learning charge of their
learning
Curious inquirers Inquiry-based at
about the world
multiple levels
Ability to handle
higher level
thinking and
make
connections
Real world
problem that is
both complex
and interdisciplinary
Problem Statement
(Tailored for Local Area)
You are the supervisor of the day shift of the Virginia State Highway
Patrol in Williamsburg, Virginia. It is 6:00 a.m. on a steamy June
morning. You are awakened by the ringing phone. When you answer
you are told, “Come to the Queen’s Creek overpass on eastbound
Interstate 64. There has been a major accident and you are needed.”
Quickly you dress and hurry to the overpass. As you approach the
bridge, you see an overturned truck that is completely blocking both
eastbound lanes of the freeway. You see “CORROSIVE” on small signs
on the side and rear of the truck. The truck has lost at least one wheel
and is resting on the freeway guard rail. There is a large gash in the
side of the truck; from this gash, a clear liquid is running down the
side of the truck, onto the road, and down the hill into Queen’s Creek.
Steam is rising from the creek. All traffic has been halted and everyone
has been told to remain in their cars. Many of the motorists in the
traffic jam appear to be angry and frustrated. Police officers, firemen,
and rescue squad workers are at the scene. They are all wearing
coveralls and masks. The rescue squad is putting the unconscious
truck driver onto a stretcher. Everyone seems hurried and anxious.
Problem Statement
What a Find!
You are an archaeologist working as a junior
partner at a local research museum. In recent times,
the museum has suffered from a lack of use, and
everyone is looking for ways to bring more people
into the museum.
Your supervisor has just received a call from a
local construction site. While doing construction to
build a new school, construction workers found an
old clay pot. They halted construction and need to
know what to do. Your supervisor has assigned
you the task of figuring out what is going on.
Need to Know Board
What do we
know?
What do we
need to know?
How can we
find out?
Features of
Problem-based Learning
•
•
•
•
•
•
•
Learner-centered
Real world problem
Teacher as tutor or coach
Emphasis on collaborative teams
Employs metacognition
Uses alternative assessment
Embodies scientific process
Ill-Structured Problems
•
•
•
•
•
Ambiguous
No single “right” answer
Data is often incomplete
Definition of problem changes
Information needs change or
grow
• Stakeholders
• Deadline for resolution
Literature Web
Key Words
Feelings
READING
Ideas
Images/Symbols
Structure
Constructing Meaning Through Literature
• Use concept mapping techniques to
explore meaning individually
• Construct whole group discussion to
build more complete understanding
• Develop specific follow-up questions
to probe issues
• Use direct textual passages to focus
on meaning
• Employ comparison techniques to
ensure transfer of literary elements
Building Students’ Understanding of Text Ideas
Through Discussion (Beck & McKeown, 1996)
• Underlying assumption: Discourse that
promotes understanding needs direction,
focus, and movement towards goal.
• Teacher actions/discussion moves:
•
•
•
•
•
•
Marking (focusing)
Revoicing (repeating student ideas)
Turning back (textual or student-based)
Recapping (synthesizing)
Modeling (thinking aloud)
Annotating (providing information)
Why is question-asking a powerful
learning tool?
• Models inquiry process
• Stimulates different ways of
thinking about content
• Clarifies key ideas and
understandings about content
topics
• Inspires curiosity
Uses of question-asking in the classroom
• Teacher-prepared
• Student-generated
• Question probes, based on student
responses (e.g. Why? What is the
connection between A and B?)
Three Types of Question Models
• Problem-based learning
• What do we know?
• What do we need to know?
• How do we find out?
• Reasoning model
• What is the author’s purpose?
• What data or evidence supports it?
• What inferences do you draw from the
• evidence?
Three Types of Question Models (2)
• Taxonomy-based
•
•
•
•
•
Who/What/When/Where?
Why? How?
What if…?
Pretend…
Which is better/best?
Questioning Model
• Memory/cognition level questions – factual,
one right answer
• Convergent level questions – multiple right
answers
• Divergent level questions - hypothetical,
multiple answers that may be wide-ranging
• Evaluative level questions – judgmental,
answers derived from interpreting criteria
or selecting best perspective based on
options
Lower to Higher Order Questions
Memory/
Cognition Level
When did the Korean
War take place?
Convergence Level
What were the causes
of the Korean War?
Divergence Level
What would have
happened if the
Communists had won
the war?
How successful was
the result of the war
for North and South
Korea, based on the
criteria of economics
and politics?
Evaluative Level
Analyzing Primary Sources
• Document Title: _____________
•
•
•
•
•
•
•
•
•
•
•
Establishing a context and intent of the source:
Author:
Time/when was it written?
Briefly describe the culture of the time and list related events of
the time
Purpose (Why was the document created?)
Audience (Who was the document created for?)
Understanding the source:
What problems/issues/events does the source address?
What are the main points/ideas/arguments?
What assumptions/values/feelings does the author reflect?
What actions/outcomes does the author expect? From whom?
Analyzing Primary Sources
•
Evaluating/Interpreting the source:
•
Authenticity/Reliability (Could the source be invented, edited or mistranslated? What
corroborating evidence do you have about the source? Does the author know enough about
the topic to discuss it?)
•
Representative. (How typical is the source of others of the same period? What other
information might you need to find this out?)
•
What could the consequences of this document be? (What would happen if the author’s
plans were carried out? What could happen to the author when people read this? How
might this document affect or change public opinions?)
•
What were the actual consequences? What really happened as a result of this document?
•
Short-term/Long-term: What new or different interpretation does this source provide about
the historical period?
Encouraging Thinking in the Classroom
• Ask authentic questions (I wonder
why that occurred? What do you
think?)
• Treat all knowledge as tentative.
(Why do you think that is true?)
• Model thinking
• Use the 4-step model
4-Step Model to Enhance Thinking
Write
Reflect
Read
Discuss
What is Differentiated Curriculum for the
Gifted in the Context of Curriculum Standards
for all?
Features:
• Acceleration
• Complexity
• Depth
• Challenge
• Creativity
Differentiation Feature: Acceleration
• Fewer tasks assigned to master
standard
• Assessed earlier or prior to teaching
• Clustered by higher order thinking
skills
Center for Gifted Education – School of Education – The College of William and Mary
Differentiation Feature: Complexity
• Used multiple higher level skills
• Added more variables to study
• Required multiple resources
Center for Gifted Education – School of Education – The College of William and Mary
Differentiation Feature:
Depth
• Studied a concept in multiple
applications
• Conducted original research
• Developed a product
Center for Gifted Education – School of Education – The College of William and Mary
Differentiation Feature: Challenge
•
•
•
•
Advanced resources employed
Sophisticated content stimuli used
Cross-disciplinary applications made
Reasoning made explicit
Center for Gifted Education – School of Education – The College of William and Mary
Differentiation Feature: Creativity
• Designed/constructed a model based
on principles or criteria
• Provided alternatives for tasks,
products, and assessments
• Emphasized oral and written
communication to a real-world
audience
Center for Gifted Education – School of Education – The College of William and Mary
Differentiation Examples
•Implement a math
curriculum objective
for the gifted by…
•Multiplying by 1 digit
•Multiplying by 2 digits
•Multiplying by 3 digits
•Complete word
problems using
multiplication
•Implement a math
curriculum objective
for the gifted by…
•Computational
procedures as a tool
for problem solving
•Using addition,
subtraction,
multiplication, and
division to solve multistep problems
Center for Gifted Education – School of Education – The College of William and Mary
Differentiation Examples
•Discuss plot, setting,
and characters in the
short story “A Rose
for Emily.”
•Compare and
contrast the plot,
setting, characters,
motivation, theme,
and climax of “A
Rose for Emily” and
“The Bear.”
Center for Gifted Education – School of Education – The College of William and Mary
Differentiation Examples
•Choose one of the
following topics and
prepare an oral
presentation using at
least four library
sources:
•The use of
technology
•Science discoveries
of the past
•Mathematics in
everyday life
•Debate one of the
following resolutions.
•Mankind is on a path
toward human progress.
•Studying our past will
help us cope with the
future.
•Use multiple sources
including surveys,
interviews, and library
sources in your preparation.
Differentiation Examples
•Joe invested $1,000
in stock in January.
When he sold it in
December, the price
was up 12% from
his purchase price.
What was his profit
on this stock?
•Which would you
rather choose?
•a) 80% profit in year
1 and 50% loss in
year 2.
•b) 5% profit in year 1
and 5% profit in year
2.
•Explain your
reasoning.
Differentiation Examples
•Conduct an
experiment on plant
growth by measuring
weekly progress of
two sets of seeds, one
in artificial light
indoors and one
outside in shade.
•Design an experiment
on one of the following
questions and share
your results in an oral
and written
presentation:
•Are bees attracted to diet
cola?
•Are earthworms attracted
to light?
•Are boys more interested
in computers than girls?
•Your own question
Differentiation Examples
•On a timeline, chart
the evolution of
atomic theory.
Describe each major
model of the atom
according to its
major features.
•Using generalizations
derived around the concept
of models, evaluate each
major model of the atom
over time. Evaluate the
strengths and weaknesses
of each, and create a visual
to demonstrate how each
model influenced the
models succeeding it.
Author Study Contract
To help you improve your reading and writing you will complete the core activities
and may choose any optional activities that total at least 40 points.
Please fill in the contract and hand it in by _____________________.
Core activities that everyone will do (Points)
1.
2.
3.
I will select and begin a book by _________________ (5)
I will create a “mindmap” character sketch about a main character in my book
(appearance, personality, friends/family, likes/dislikes) (10)
Each author uses language in interesting ways. Select 3 passages that you
think are unique and explain in your own words their meaning and why you
think the author expressed himself or herself in this way. (10)
Optional Selections:
4. I will write a dialogue that I could role-play about a situation or problem that I
read. 1 page (10)
5. I will draw a story map or comic strip with captions outlining the plot. (10)
6. I will write a commercial, design a poster, or produce a brochure on the
computer to advertise my book and/or the author. (5)
7. As a critic I will write an article sharing my thoughts about the story, outlining
what I thought was Plus, Minus, and Interesting (De Bono). This will be a full
page column. I will use the word processing program on the computer. (10)
8. Design an option and discuss with the teacher. (5 or 10)
This will give me points.
Archetypal Interdisciplinary Task Demand
The advance of technology is seen as the
basis for many new advances in both basic
and applied fields of learning.
Select the three most important
contributions, in your view, of technology in
the last decade to three different fields.
What elements are common across the
contributions?
Archetypal Interdisciplinary Task Demand (cont)
• Create a scale model of an ideal home for a
family of 3 based on studying the architectural
styles of Frank Lloyd Wright, Frank Gehry and
I. M. Pei. Consider the following factors in your
model:
- effect of climate, energy conservation, and space
limitations
Present your model and defend it to the local
architectural review board. What are its major
advantages? How will you address its
limitations?
Archetypal Interdisciplinary Task Demand (cont)
• One of the major philosophies of the late 19th
century in England was Romanticism occurring
in the midst of the Industrial Revolution.
• Select examples of this philosophy found in art,
music, and literature of the time.
• What aspects of these art forms challenge the
assumption that the Industrial Revolution was
progressive?
Classroom Management Strategies for Implementing
High-End Learning
•
•
•
•
•
•
•
Tiered instruction
Learning centers
Flexible grouping
Diagnostic-prescriptive approach
Differentiated tasks within topical study
Allowing alternative choice
Contracts
Assessments used in W&M Units
•
•
•
•
•
•
•
Performance-based (pre and post)
Portfolios
Content and concept assessments
Self, peer, and teacher assessments
Project and presentation assessments
Overall unit assessments
Informal assessments (discussion,
observation)
Curriculum Emphasizing
Academic Rigor
• Experiences with challenging stimuli
• Understanding themes and concepts and
higher order processes at a deeper level
• Emphasis on higher level thought
processes that stress the simultaneity of
elements of reasoning
• Instructional pacing matched to student
abilities and competencies
Curriculum Emphasizing
Academic Rigor (cont.)
• Making valid and important connections among
disciplines
• Real world applications that are problem or issuebased
• Emphasis on open-ended yet guided questioning
and project work
• Meaningful homework and project work grounded in
advancing learning to deeper levels
• Emphasis on metacognition and self-monitoring
Advanced Placement and Honors Classes
1. Focus on the issues, problems, major concepts, or
2.
3.
4.
5.
6.
themes that characterize the discipline.
Involve much discussion, debate, small group
work, and active involvement of students with the
content.
Operate at an accelerated level and pace.
Help students learn to think more effectively at
advanced levels.
Develop a deep intrinsic motivation for learning.
Help students develop well-organized structures or
knowledge bases in the discipline.
Guidelines for Independent Study
Key issues to consider
•
•
•
•
•
•
•
•
Independent versus group work
# of independent projects in a given year
Self-selected or mutually negotiated projects
Targeted to a given subject area or
interdisciplinary
Topical or issue/problem-oriented
Completed during school time or worked on as
homework
Length of time anticipated to complete a study
Processes for conducting the study
-- VanTassel-Baska, 2003
Guidelines for Independent Study
Areas in which gifted students may require some
degree of direct instruction to be successful with
Independent Study (Boyce, 1999):
• Using information strategies to research an
issue or problem
• Researching an issue of significance
• Using reasoning skills during the research
process
• Using metacognition for independent and
interdependent learning.
Guidelines for Independent Study
• Should be used in balance with other
approaches to learning
• Dyads may be more successful because
of the opportunity to discuss and
collaborate on a project
• Totally independent project work requires
students demonstrate certain core skill
areas (e.g. reasoning skills, accessing and
selecting information sources)
--VanTassel-Baska, 2003
Strengths and Limitations of Independent Study
Strengths
•Instruction completed at a
comfortable rate according to
student ability and under
appropriate learning conditions
•Builds self-reliance and personal
responsibility
•Teacher as consultant/manager
•Instructors more aware of
individual learning needs
Limitations
•Interaction may occur between
instructor and learner, or among
learners
•If a single-path lockstep method
is used, learning may become
monotonous
•Open-ended projects may allow
for too much divergence in what
learners experience
•Lack of self-discipline combined
with procrastination can impede
completion of a project
--VanTassel-Baska, 2003
Secondary Program Provisions: Grouping
•
•
•
•
•
•
•
•
Full-time ability grouping
Special schools
Full-time gifted classes (school-within-a-school)
Cluster grouping
Pull-out grouping
Regrouping for instruction or ability grouping for instruction
Cross-grade grouping
Extracurricular enrichment options (OM, MathOlympiad..)
Types of Grouping Arrangements for Gifted Students
•Within class by subject areas
• (ES =. 34 with pre-assessment and acceleration)
•Cross grade by subject areas (ES = .45)
•Clustered in one classroom (ES = .62)
•Special classes organized around accelerated and/
enriched curriculum (ES = .65 if content related)
or
•Fulltime self-contained classes delivering an integrated
comprehensive curriculum (ES = .49 – elementary; .33 secondary)
Rogers, 1998
Considerations for Grouping
•
•
•
•
•
•
•
Timeframes for grouping
Subject Areas
Teacher qualifications
Documentation of student growth
Tailoring instruction
Flexibility
Type of grouping most beneficial for student
& district
A Nation Deceived:
Meta-Analytic Findings
• Bright students almost always benefit from
accelerated programs based on achievement test
scores.
• When compared to same-age, intellectual peers,
those students who were accelerated performed
almost one grade level higher academically.
• When compared to older, non-accelerated
students, the accelerated student performance
was indistinguishable from that of bright, older
non-accelerated students.
A Nation Deceived:
Meta-Analytic Findings (cont.)
• Acceleration has the highest overall academic effects
when compared to other provisions.
• Acceleration positively affects student’s long-term
educational plans and accelerated students earn more
advanced degrees.
• Self-esteem may temporarily drop when accelerated.
• There are too few studies to make inferences about
student attitudes when accelerated and socialemotional well-being. However, most studies do
suggest that acceleration does not prohibit students
from participating in extra-curricular activities as
desired.
• Colangelo, Assouline, & Gross, 2004
Instructional Management and
Acceleration Research
•
•
•
•
•
•
•
•
Grade Skipping (ES=.49)
Early Entrance to School (ES = .49)
Subject Acceleration (ES = .57)
Grade Telescoping (ES = .40)
Concurrent Enrollment (ES = .22)
AP Courses (ES = .27)
Early Admission to College (ES = .30)
Credit by Examination (ES = .59)
• Rogers, 1998
Considerations for Acceleration
• Consider the degree of giftedness and
specific aptitude(s)
• Teacher qualifications
• Program articulation
• “Natural” transition points
• Non-intellective characteristics
• Flexibility
Benefits of Acceleration
• Improves the motivation, confidence, and
scholarship of gifted students over time.
• Prevents the development of habits of mental
laziness
• Allows for earlier access to, and completion of,
more advanced opportunities
• Can reduce the total cost of university education
and professional preparation
Accelerated Options for
Gifted Students
•
•
•
•
Early entrance
Skip the grade at transition points
Private tutoring or mentoring
Begin studying new subject matter
earlier than typical (e.g., foreign
language)
• Fast-paced classes in math, science,
and verbal areas
Accelerated Options for
Gifted Students (cont.)
•
•
•
•
•
•
•
•
College courses while in high school
College credit via Advanced Placement exams
Attend college early or without diploma
Condense grades 7-8 into one year, condense
grades 9-12 into three years
Self-paced instruction in core areas
Take Advanced Placement courses
Enter academic competitions
Attend summer and Saturday programs that stress
advancement
Acceleration Pattern (Student A)
Grade Accelerated Options
7 Homeschooling/ Northwestern (NU) –
tutorial (Latin I) Literature Analysis
(summer)
8 Latin II
NU – Creative Writing
(summer)
Latin III
NU – AP English (summer)
10 AP Latin IV
(Vergil)
11 AP Latin V
Catalus &
Horace
(Independent
study)
12 AP Government
College French I & II
(summer)
French III & IV (Block
schedule at high schools
Dual Enrollment (French)
Early College Entrance
Potential college credits earned:
Summer high school credits earned:
22
15
AP American
History
Early graduation
(January)
Acceleration Pattern (Student B)
Grade Path
10
Johns Hopkins University
(summer)
Grade Acceleration
Advanced Math
(AlgebraII/Trigonometry)
Math Analysis
11
AP Calculus
12
AP English
AP Government
7
8
9
Potential college credits earned:
Dual Enrollment (2 courses)
15
Attentive to Balance
• Curriculum options should stress critical and
creative thinking in tandem
• Curriculum options for gifted students should
combine required and optional opportunities
• Curriculum options for gifted students should
require collaborative and individual work products
• Curriculum options for gifted students should be
delineated in such a way that outcome
expectations and assessment approaches are
clear to both parents and students
Test of Critical Thinking
(Bracken, Bai, Fithian, Lamprecht, Little, Quek, 2003)
• Theoretical Orientation
- Paul’s Model of Reasoning
• Test Development
- 10 written scenarios
- 45 multiple choice questions
• Technical Adequacy
- Reliability (internal consistency, stability)
- Validity (content, concurrent)
• Results
Sample Scenario and Items
Nathan and Sean were in the same math
class. Their teacher returned the tests
she had graded. When they saw their
grades, Nathan smiled, but Sean looked
unhappy. The teacher said that many
students had received low grades, and
she hoped they would study more for the
next test.
Sample Scenario and Items (cont.)
Based on this story, what is MOST LIKELY to be true?
A. Nathan received a better grade on the test than Sean did.
This answer is INCORRECT. Nathan seemed happier with his grade than Sean did, but we do not
know who actually received a higher grade. If Nathan usually receives C’s, he might have received
a B and been very happy. If Sean usually receives A’s, he might be unhappy with an A-minus.
B. Nathan usually receives better grades than Sean in math.
This answer is INCORRECT. We cannot tell from the story what grades these two students
usually receive.
C. Sean had expected to do better on the test than he did.
This answer is INCORRECT. We know Sean seems to be unhappy about his grade, but we do not
know if he expected a better grade. Even if Sean expected to do badly on the test, he might still
have been unhappy with a low grade.
D. Sean did not do as well on the test as he would have liked.
This is the CORRECT answer. Sean looked unhappy when he saw his test grade, so we can
conclude that he most likely did not do as well as he would have liked.
The Test of Critical Thinking (TCT):
Technical Adequacy
• Total Scale Internal Consistency Reliability: r = .89
• Concurrent Validity with
Verbal Correlates:
- ITBS Reading: r = .61
- ITBS Language: r = .55
- CogAT Verbal: r = .59
Nonverbal Correlates:
- UNIT Abbreviated Scale: r = . 29
- CogAT Nonverbal:
r = .45
Using Classroom Observation Scales for
Instructional Improvement
Assessing Classroom Practice:
General Purposes
• Conduct classroom observations in
multiple instructional contexts.
• Examine differences in instructional
behaviors in different organizational
patterns, different teacher groups,
and different subject areas.
• Provide evidence of need for
professional development
Assessing Classroom Practice:
Literature Review
• No documented differentiation practices for gifted in
heterogeneous classrooms (84%); (Westberg,
Archambault, Dobyns, & Salvin,1993)
• Ineffective teachers over 3 years resulting in depressed
effects on student achievement in math regardless of
ability level (Sanders & Rivers, 1996)
• Positive effects of employing key practices (e.g. critical
thinking or metacognition) on student learning in math
& science for elementary and middle school levels
(Wenglinsky, 2000)
Assessing Classroom Practice:
Literature Review
• Higher-level reform behavior takes a minimum of two
years of intensive training to demonstrate results
(Borko, 1993)
• Content-based curriculum intervention for gifted
coupled with staff development results in significant &
important growth gains (Little, Feng, VanTassel-Baska,
Rogers, & Avery, 2003; VanTassel-Baska, Zuo, Avery &
Little, 2002; VanTassel-Baska, Bass, Ries, Poland &
Avery, 1998)
Assessing Classroom Practice:
Instrument Construction (COS-R)
• Categories are consonant with research on
effective teaching practices, teacher reform
literature, and teaching high-ability learners
•
•
•
•
•
•
Curriculum Planning and Delivery
Accommodations for Individual Differences
Problem Solving
Critical Thinking Strategies
Creative Thinking Strategies
Research Strategies
Assessing Classroom Practice:
Technical Adequacy of COS-R
•
•
•
•
Content validity (.97)
Reliability (.91- .93)
Inter-rater reliability (.87 - .89)
Two study replications of
scale use produce similar
results
Critical Thinking Strategies
• encouraged students to judge or evaluate
situations, problems, or issues
• engaged students in comparing and
contrasting ideas (e.g., analyze
generated ideas)
• provided opportunities for students to
generalize from concrete data or
information to the abstract.
• encouraged student synthesis or
summary of information within or across
disciplines.
Creative Thinking Strategies
• solicited many diverse thoughts about
issues or ideas
• engaged students in the exploration of
diverse points of view to reframe ideas
• encouraged students to demonstrate
open-mindedness and tolerance of
imaginative, sometimes playful solutions
to problems
• provided opportunities for students to
develop and elaborate on their ideas.
Utilizing the COS-R
• Key Features:
• Lesson plan script protocol
• Categories/items of research-based observed
practices
• Individual vs. Consensus form
• Appendix A - E: explanation of categories and
sample classroom observations in the area of
math, science, English literature, social studies,
and Second language
Classroom Observation Training Protocol
•
•
•
•
•
•
•
•
View the videotape.
Script the lesson and key features.
Complete the COS-R individually.
Compare your findings with a partner,
discussing each item and cluster.
Use your script to support your findings.
Be prepared to discuss major agreements
and disagreements in each category and for
each item.
Together, complete the consensus form.
Debrief the findings across teams.
Project Athena
Retained Teachers' Instructional
Behaviors by Condition
Figure 1 Retained Teachers' Overall Instructional
Behavior Changes across Two Years
2.6
2.4
2.2
Experimental
2
Control
1.8
1.6
1.4
Yr 1_Pre
Yr1_Post
Yr2_Pre
Yr2_Post
Veteran Teachers' Longitudinal Behavioral Change on Critical
Thinking Strategies (CRI)
Veteran Teachers' Longitudinal Behavioral Change
on Critical Thinking Strategies (CRI)
3
Exp (N=9)
2
Control (N=3)
1.5
Y3
_2
nd
Y3
_1
st
Y2
_2
nd
Y2
_1
st
Y1
_2
nd
1
Y1
_1
st
Mean
2.5
What is Positive Change?
• Enhancing learning for students
• Climate of excellence
• Learning-centered students,
parents, and teachers
“For me, the fundamental mandate of
school reform is to examine every
decision, practice, and policy, and ask the
question:
What, if anything, is anyone learning
as a consequence of this?
Whether we are called teachers, principals,
or parents, our primary responsibility is to
promote learning in others and in
ourselves. That is what it means to be an
educator.
--Roland Barth
Center for Gifted Education
Contact Information
Center for Gifted Education
The College of William and Mary
P.O. Box 8795
Williamsburg, VA 23187-8795
757-221-2362
http://www.cfge.wm.edu
cfge@wm.edu