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level 3 theme 4 Differentiating curriculum for high ability learners.pptx

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DIFFERENTIATING CURRICULUM FOR HIGH ABILITY LEARNERS © 2011 by The Johns Hopkins University. All DIFFERENTIATING CURRICULUM FOR HIGH ABILITY LEARNERS © 2011 by The Johns Hopkins University. All rights reserved.

2 Outcomes Participants will be able to: v Apply principles of differentiation to key 2 Outcomes Participants will be able to: v Apply principles of differentiation to key problems in responding to gifted student needs v Remodel activities to make them more differentiated v Reflect on other applications of differentiation

Critical Characteristics of the Gifted Learner on Which Differentiation Is Based 3 v Precocious Critical Characteristics of the Gifted Learner on Which Differentiation Is Based 3 v Precocious v Complex v Intense power of concentration v Creative v Abstract conceptualizer v Interest in study of people

Learner Characteristics and Corresponding Emphases in the Curriculum 4 THE LEARNER THE CURRICULUM Precocity Learner Characteristics and Corresponding Emphases in the Curriculum 4 THE LEARNER THE CURRICULUM Precocity Advanced content Intensity Process/product depth considerations Complexity Issues/concepts/themes/ ideas across domains of learning

What is Differentiation? 5 The process of differentiation is the deliberate adaptation and modification What is Differentiation? 5 The process of differentiation is the deliberate adaptation and modification of the curriculum, instructional processes, and assessments to respond to the needs of gifted learners.

Gifted Learner Needs 6 What is taught Curriculum What is learned Assessment Instruction How Gifted Learner Needs 6 What is taught Curriculum What is learned Assessment Instruction How it is delivered

Differentiation Among Gifted Learners: Implications for Curriculum Differentiation 7 Zharas (Age 14) v Is Differentiation Among Gifted Learners: Implications for Curriculum Differentiation 7 Zharas (Age 14) v Is enrolled in Year 1 of a foreign language; regular out-of-school program participant; engages in drama; placed in spelling competitions at regional level. v Exercises strong opinions about literature and writing; demonstrates adult reading comprehension and mastery of literary elements in oral and written forms; exhibits highly capable use of language in all basic forms of writing (i. e. , narrative, informational, expository, persuasive). What does Zharas need?

Differentiation Among Gifted Learners: Implications for Curriculum Differentiation 8 Leila (Age 14) v Is Differentiation Among Gifted Learners: Implications for Curriculum Differentiation 8 Leila (Age 14) v Is bilingual and enrolled in Year 4 of a second foreign language; has traveled to the relevant country and visited authors’ homes and work sites; has won multiple writing awards; has a five year history of theater credits. v Designs and implements a literary study on a period, author, or subject/theme of 6, 000 -7, 000 words that is published by a literary journal. What does Leila need?

What is Differentiated Curriculum for the Gifted? 9 Features: v Acceleration v Complexity v What is Differentiated Curriculum for the Gifted? 9 Features: v Acceleration v Complexity v Depth v Challenge v Creativity v Abstraction

Differentiation Feature: Acceleration 10 v Fewer tasks assigned to master standard v Assessed earlier Differentiation Feature: Acceleration 10 v Fewer tasks assigned to master standard v Assessed earlier or prior to teaching v Clustered by higher order thinking skills

Example of Differentiated Task 11 v Pretest student knowledge and skills of statistics. v Example of Differentiated Task 11 v Pretest student knowledge and skills of statistics. v Group students by results of the pretest in groups of four. Provide streamlined instruction for the top group. v Provide task demands for the top group, using a problem-solving approach.

Task Demand 12 Use statistics (i. e. , mean, median, mode, frequencies, and percentages) Task Demand 12 Use statistics (i. e. , mean, median, mode, frequencies, and percentages) to analyze one of the following data sets, prepare graphs to illustrate your understanding of the data, and present your findings at the school science symposium.

Task Demand (cont. ) 13 Health care expenses for people in each decade of Task Demand (cont. ) 13 Health care expenses for people in each decade of life from 10 to 90 years for the years 2006 – 2008 Or Auto sales in Belarus by car type across 10 years compared to world sales for those same car types Or 10 year trends in salary increases for different sectors of the Belarus economy

Task Demand (cont. ) 14 Follow-up questions to consider: v What would you predict Task Demand (cont. ) 14 Follow-up questions to consider: v What would you predict would be the trend for your data over the next five years? v How would you estimate it? v What factors would influence it?

15 Problem–Differentiation Activity Using acceleration strategies, how could you differentiate a spelling program or 15 Problem–Differentiation Activity Using acceleration strategies, how could you differentiate a spelling program or a vocabulary development program for the gifted?

Differentiation Feature: Complexity 16 v Use multiple higher-level skills v Add more variables to Differentiation Feature: Complexity 16 v Use multiple higher-level skills v Add more variables to study v Require multiple resources

Example of Differentiated Task 17 Analyze the social, political, and economic issues that influenced Example of Differentiated Task 17 Analyze the social, political, and economic issues that influenced three ancient civilizations: Egyptian, Greek, and Roman. Synthesize their influence on each culture and evaluate how each issue contributed to the decline of each culture. Use at least three sources (one primary) to substantiate your claims in a six-page research paper.

18 Problem–Differentiation Activity How can we make the following activity more complex? Read one 18 Problem–Differentiation Activity How can we make the following activity more complex? Read one text on World War II and answer the following questions: Who was involved? What were the causes and results?

Differentiation Feature: Depth 19 v Study a concept in multiple applications v Conduct original Differentiation Feature: Depth 19 v Study a concept in multiple applications v Conduct original research v Develop a product

Example of Differentiated Task 20 How could the concept of systems help us understand Example of Differentiated Task 20 How could the concept of systems help us understand these three applied scientific topics: swine flu, animal extinction, and weather patterns? Diagram the elements, interactions, boundaries, inputs, and outputs affecting each of the three and compare. Choose one of these topics and research key questions of interest. Develop a brochure to share with the general public on your findings.

21 Problem–Differentiation Activity How can we deepen student understanding of the concept of change 21 Problem–Differentiation Activity How can we deepen student understanding of the concept of change as it applies to scientific topics?

Differentiation Feature: Challenge 22 v Advanced resources employed v Sophisticated content stimuli used v Differentiation Feature: Challenge 22 v Advanced resources employed v Sophisticated content stimuli used v Cross-disciplinary applications made v Reasoning made explicit

Example of Differentiated Task 23 Read selected works by three Nobel prize winners in Example of Differentiated Task 23 Read selected works by three Nobel prize winners in literature and research how theme of man’s inhumanity to man is used. How might this theme apply to the art, political upheavals, or incidents of social injustice in the writer’s country of origin during the time of writing? What evidence exists to show the author was influenced by these cultural connections?

24 Problem–Differentiation Activity How can we challenge students in their understanding of “language”? 24 Problem–Differentiation Activity How can we challenge students in their understanding of “language”?

Differentiation Feature: Creativity 25 v Design/construct a model based on principles or criteria v Differentiation Feature: Creativity 25 v Design/construct a model based on principles or criteria v Provide alternatives for tasks, products, and assessments v Emphasize oral and written communication to a real-world audience

Example of Differentiation 26 Design an art product (your choice of a vase, a Example of Differentiation 26 Design an art product (your choice of a vase, a painting, or a collage of found objects) to demonstrate your understanding of the elements of color, balance, perspective, and theme. Write an artist’s statement about your art product that synthesizes its features and situates it in an artistic tradition. Exhibit your work at a local museum.

27 Problem v What would be design specifications for students creating an ideal playground? 27 Problem v What would be design specifications for students creating an ideal playground? v How might choice be employed? v Who could be their real audience?

28 The Value of Teaching/Learning Models v Provide specifications for creative work v Elevate 28 The Value of Teaching/Learning Models v Provide specifications for creative work v Elevate the level of the work v Provide purpose and direction for projects

Quest Model for Creative Writing 29 The Hero (Create a character with heroic qualities. Quest Model for Creative Writing 29 The Hero (Create a character with heroic qualities. ) Encounters a problem or challenge (Define the challenge. ) Has exploits that test the hero’s commitment to the quest. (Define adventures/people/ situations encountered. ) Goes on a journey to seek answers to the problem/challenge (Define the journey [internal or external] in respect to type, duration, and purpose of the quest. ) Returns home with the solution, answers, and/or wisdom from the journey (Define the outcomes of the quest relative to new understandings, insights, and tangible rewards for the hero. )

30 Hamburger Model for Persuasive Writing Introduction (State an opinion. ) Elaboration Reason Elaboration 30 Hamburger Model for Persuasive Writing Introduction (State an opinion. ) Elaboration Reason Elaboration Conclusion Elaboration

Remodel This Project to Make It More Differentiated for the Gifted 31 Author Study Remodel This Project to Make It More Differentiated for the Gifted 31 Author Study Contract Select a book to read by a given date and then choose two of these to do. 1. 2. 3. 4. 5. Create a mind map of a character related to personality, appearance, preferences, etc. Choose a passage from your book and explain its meaning in your own words. Draw a comic strip or story map, outlining the plot. Design a poster on the computer to advertise your book. Write a dialogue that you will role play.

What Inquiry Approach Might be Used to Enhance the Author Study Contract? 32 v What Inquiry Approach Might be Used to Enhance the Author Study Contract? 32 v Question-asking (prepare question clusters) v Problem-based learning (create an structured problem) v A research model (provide the scaffold to conduct research) v Higher-order skills (Use Bloom as a scaffold to organize the contract) ill-

Example: Remodeled Activity 33 v Students may choose one of these authors and read Example: Remodeled Activity 33 v Students may choose one of these authors and read at least three books or stories by that author: Tolstoy, Gogol, Pushkin. v Analyze each reading using a literature web that explores theme, images and symbols, and structure. v Using the quest model, emulate the style of your author in a ten page story.

Rubric Dimensions 34 v Level of understanding of the author’s use of theme, images Rubric Dimensions 34 v Level of understanding of the author’s use of theme, images and symbols, and structure v Transference of author’s style to one’s own writing v Creative interpretation of the quest model v Use of effective vocabulary and language

What Differentiation is NOT 35 v Choice alone v Project work for its own What Differentiation is NOT 35 v Choice alone v Project work for its own sake v Independent student contracts that are illconceived

What Makes Differentiation Work? 36 v Diagnostic assessment of functional level of skills and What Makes Differentiation Work? 36 v Diagnostic assessment of functional level of skills and resultant modification of curriculum v Grouping gifted learners using a -based approach v Using research-based materials v Assessing advanced learning research

Cluster Grouping 37 v An in-class grouping approach v Top students grouped together for Cluster Grouping 37 v An in-class grouping approach v Top students grouped together for selected differentiated instruction in areas of giftedness v Teacher trained in gifted education and differentiation of curriculum

Using Cluster Grouping 38 v Keep groups small (2– 5). v Target instruction in Using Cluster Grouping 38 v Keep groups small (2– 5). v Target instruction in areas of advanced learning capacity. v Provide direct and facilitated instruction. v Provide at least 2 hours per day of grouped instruction.

39 Questions for Discussion v What problems and issues arose as you were working 39 Questions for Discussion v What problems and issues arose as you were working on the differentiation activities? v How can you resolve them?

40 Reflections on Differentiation How does student learning change because of the modifications you 40 Reflections on Differentiation How does student learning change because of the modifications you have made? How has your thinking about curriculum changed as a result of differentiation strategy use?