Lesson Design for Diverse Learners: Reaching Gifted Learners in ALL Classrooms with Mastery Learning

Goals for This Module Teachers will understand the value of mastery learning strategies as a tool for planning instruction for students who are gifted. Teachers will apply Ostrowski’s Grid Method to plan for mastery-based learning in their classrooms. Teachers will identify classroom management strategies to improve implementation of a mastery learning approach to instruction.

ODE Competencies & NAGC Standards (a) The ability to differentiate instruction based on a student’s readiness, knowledge and skill level, including using accelerated content, complexity, depth challenge, creativity and abstractness; (c) The ability to provide an extension or replacement of the general education curricula, to modify the learning process through strategies such as curriculum compacting, and to select alternative assignments and projects based on individual student needs; NAGC Teacher Preparation Standards 3.3 Beginning gifted education professionals use assessments to select, adapt, and create materials to differentiate instructional strategies and general and specialized curricula to challenge individuals with gifts and talents. 3.4 Beginning gifted education professionals understand that individuals with gifts and talents demonstrate a wide range of advanced knowledge and performance levels and modify the general or specialized curriculum appropriately. So, when you hear the word gifted, what comes to mind? Group brainstorm.

Gifted Intervention Specialist Tiffany Ott Gifted Intervention Specialist Cleveland Heights- University Heights, Ohio

Learning to Walk These are two of my children- same parents, same household, same big sister to show them how to walk. Drastically different stories. Kiya (on the right) is a cautious child and, honestly, a bit of a clutz. She was slow to walk. It wasn’t until she was 15months on her way to sixteen months before she started walking. And it was easily another three months after that until she routinely walked from place to place instead of crawling. Lincoln, on the other hand, is a different story. He started walking well before his first birthday, probably around ten months (he is the third child, you get less precise on those dates with each child). Continue on with walking story… Once these students get into school, we set up systems completely contrary to their innate learning styles.

Leads to frustrated students, frustrated teachers, frustrations all around- and a school experience that is so much less than what it could be!

An Expected Result Failure to reach ALL Learners at their level Lack of student ownership of their learning Low student performance Management issues Survival

Problems Solutions Failure to reach ALL Learners at their level Lack of student ownership of their learning Low student performance Management issues Survival Reach them at their individual level and pace Hold them accountable for their learning Help students understand and achieve at their level Reduce boredom- reduce management issues Thrive!

Enter… Mastery Learning Learner paced High accountability Targeted instruction Standards based learning targets Formative assessment with meaningful feedback

Putting it All Together The Grid Method Scaffolded learning based on Webb’s DOK Individually paced learning Tiered learning targets directly aligned to standards Progress through The Grid only after mastering previous material Chad Ostrowski  

Level 5: Exploration Level 4: Extended Thinking Level 3: Strategic Thinking Level 2: Skills and Concepts Level 1: Recall and Identification

What Does It Look Like? Daily goal setting Constant awareness of learning targets Formative assessment all the time Immediate feedback Peer to peer, group and individual learning Effective technology integration

F.A.I.L.  First Attempt In Learning

Does It Work? “Careful and systematic application of mastery learning principles can lead to significant improvements in student learning.” (Kim et al., 1969, 1970; Wu, 1994),(Chan, 1981), (Dyke, 1988; Langeheine, 1992; Mevarech, 1985, 1986; Postlethwaite & Haggarty, 1998; Reezigt & Weide, 1990, 1992; Yildiran, 2006),(Cabezon, 1984),(Anderson, 1994; Block, Efthim, & Burns, 1989; Guskey & Pigott, 1988; Walberg, 1984, 1988) Source: http://www.education.com/reference/article/mastery-learning/

But Will It Work In My Class?

Mastery Learning for Gifted Students in Ohio Serving them in all classroom settings

Ohio Service Settings Cluster grouping Resource room Self-Contained classes Honors and AP Mentorships or Internships

Competencies HQPD Topics A- Differentiate Instruction B- Adapt or create curricular materials C- Extension or replacement of general education curriculum F- Measure and monitor growth G- Using formal and informal assessment methods Differentiation in the Regular Classroom Lesson Design for Diverse Learners: Application of complexity to curriculum Higher Level Thinking and Complexity

What if… Who is your Braylyn?

Contact me! T_ott@chuh.org @TechieTeachOtt on Twitter Questions?

QUESTIONS? For more information about the Ohio Association for Gifted Children, please to go to: Website – www.oagc.com Twitter – @oagcgifted Facebook – www.facebook.com/OhioAGC