1. Day Three: Curriculum and Instruction
Initial GT Training
Kennedale High School
Day Three: Curriculum and Instruction

2. Today’s Schedule 8:00-8:30 Introductions and Warm-ups
8:30-10:30 Curriculum Development
10:45-11:45 Curriculum Differentiation
12:00-1:00 Lunch Talk: Mentoring and Field Trips
1:15-2:00 Identifying the needs of KISD’s gifted
2:00-2:30 How can we help meet those needs
2:30-3:30 Ideas for the Classroom
3:30-4:00 Sharing Ideas and Endnotes

3. Warm-Up Let’s look at some of the myths that we touched on yesterday.
Did our discussions and the information you received make you go back and change any answers?

4. GT Curriculum Development Models
Four primary criteria for use in gifted curriculum development:
Provide a system for developing and designing appropriate curriculum for the target population
Can be easily applied to all major content areas of school-based learning
Are applicable to different age and grade levels
Differentiate according to principles of gifted education

5. Sample Models The Schoolwide Enrichment Model (Renzulli)
The Purdue Three-Stage Enrichment Model (Feldhusen)
The Triarchic Componential Model (Sternberg)
Integrated Curriculum Model (VanTassel-Baska)
The Autonomous Learner Model (Betts)
The Multiple Intelligences Model (Gardiner)
The Models for Talents Unlimited, Inc. and Talents Unlimited to the Secondary Power (Schlichter)

6. Investigation Time Choose a curriculum development model Research it
Report back to the group (tell us the primary features, its benefits, and its shortcomings)
Find a fun way to present your findings

7. Assumptions
All children can learn, but in different ways at different times in different contexts.
Gifted children differ from each other in learning rates and in what curriculum areas they find easy.
Gifted students vary considerably among themselves in intrinsic motivation for cognitive learning.

8. Assumptions
Not every gifted student will attain a useful mastery of concepts and skills beyond a certain level of complexity and abstraction.
Learning should provide a “basic diet by also a favorite food.”
Intra- and inter-individual variability is the rule in development

9. Differentiation Features
Acceleration
Fewer tasks assigned to master standards
Standards-based skills assessed earlier or prior to teaching
Standards clustered by higher-order thinking skills
Complexity
Used multiple higher-level skills
Added more variables to study
Required multiple resources

10. DIFFERENTIATION FEATURES
Depth
Studied a concept in multiple applications
Conducted original research
Developed a product
Challenge
Employed advance resources
Used sophisticated content stimuli
Made cross-disciplinary applications
Made reasoning explicit

11. Differentiation Features
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 word audience

12. CHARACTERISTICS OF DIFFERENTIATED LEARNING
Is learner centered
Is planned proactively, not reactivity
Employs flexible learning groups
Varies the materials used by individuals and small groups
Uses variable pacing as a means of addressing learner needs

13. Differentiation Models
Triad Enrichment Model (Renzulli)
Purdue Three-Stage Enrichment Model/
Purdue Secondary Model (Feldhusen)
DISCOVER Model (Maker)
Self-Directed Learning Model (Treffinger)
Autonomous Learner Model (Betts)
Multiple Talents Model (Taylor)

14. Investigation Time Choose a curriculum differentiation model
Research it
Report back to the group (tell us the primary features, its benefits, and its shortcomings)
Find a fun way to present your findings
Relate to development models where applicable

15. Mentoring and Field Trips
Irving ISD Mentoring:
the-best-virtual-field-trips/2/

16. Identifying Our Learners Needs
What are the needs you see most on your campus, in your classroom? (Student needs, not your needs)
Create a list with the people in your group.

17. Sharing Needs Share what you came up with the larger group.
Where do we see repetitions?
Can we categorize these needs?

18. What Can We Do to Meet Those Needs
Brainstorm again with your pair or small group and create a list.

19. Share
Share ideas and create a master list.

20. Break Out Groups
Working with at least one other teacher with a similar teaching assignment, create a list of specific classroom activities, differentiation strategies, instructional strategies, field trips (virtual or real), technology activities, research assignments, etc. you can use during the upcoming year.
You don’t have to have the same lists, but use this time to support each other, bounce ideas around, etc.
This is a time to plan proactively so that you are not reacting in the fall.

21. Myths Debunked
The results are in. How did you do?

22. Keep in Mind
Your students may not be here:
But you can help them get here: