1. Differentiated Curriculum for the Gifted: An Overview of Curriculum Planning & Practices Joyce VanTassel-Baska, Ed.D. Jody and Layton Smith Professor in Education Executive Director, Center for Gifted Education The College of William and Mary Hong Kong 10 October 2007

2. A Systemic View of School- based Talent Development INPUT Conceptions of Giftedness and Talent Development Productive/ Creative Behaviors & Products in relevant domains OUTPUT SCHOOL-BASED INTERVENTIONS Curriculum Instruction Assessment

3. Learner Characteristics and Corresponding Emphases in the Curriculum THE LEARNER PrecocityIntensityComplexity THE CURRICULUM Advanced Content Process/product depth considerations Issues/concepts/themes/ ideas across domains of learning

4. The Integrated Curriculum Model Advanced Content Dimension Process-Product Dimension Issues/Themes Dimension - VanTassel-Baska, 1986

5. A Model For Curriculum Reform Learner Outcomes Authentic Inquiry-based of Significance Assessment Learning Higher Order Constructing Multicultural/ Reasoning Meaning Global Emphasis Conceptually- Metacognition Substantive oriented Curriculum Content Materials & Technology- Resources Intradisciplinary relevant & Interdisciplinary Connections Center for Gifted Education – School of Education – The College of William and Mary

6. Gifted Learner Needs What is learned What is taught C urriculum A ssessment How it is delivered I nstructio n

7. Why differentiation of programs and services for gifted?  All children achieving (NCLB, 2001)  Learning differences (NRC, 2002)  Low-achieving levels of high potential learners on authentic and high level assessments (NAEP, 2000; TIMSS, 2001)

8. Leave No Child Bored We must expect progress for all students. --Value Added Assessment: Battelle for Kids, 2005 Student A Student B Proficient

9. CURRICULUM DESIGN ELEMENTS 1 Learner Characteristics & Needs 2 Curriculum Goals 3 Outcomes/Objectives 4 Activities/Task Demands/Questions 5 Teaching-Learning Strategies 6 Materials & Resources 7 Assessment of Outcomes 8 Evaluation of Curriculum/Revision

10. 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.

11. Sample curriculum goal: To develop critical thinking Sample outcomes and objectives Students will be able to: 1. Analyze different points of view on a given issue 2. Draw appropriate inferences, given a set of data 3. Forecast consequences and implications of a given decision or action

12. Social Studies Application Activity Outcome: Students will be able to: Analyze different points of view on a given issue. Ask students to form mini debate teams and argue “Should the United States continue to 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.

13. Application to Math and Science Outcome: 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.

14. Application to Literature Outcome: 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.

15. Curriculum Goal To develop critical thinking To develop critical thinking To develop creative thinking To develop creative thinking To develop research skills To develop research skills To understand broad overarching interdisciplinary concepts To understand broad overarching interdisciplinary concepts Teaching Strategy  Paul model of reasoning  Questioning model  Concept mapping  Creative problem solving model  W&M research model  Problem-based learning  TABA model for concept development

16. 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

17. What is Differentiated Curriculum for the Gifted in the Context of Curriculum Standards for all? Features:  Acceleration  Complexity  Depth  Challenge  Creativity

18. 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

19. 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

20. 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

21. 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

22. 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

23. Meaningful Project Work Advances content understanding Teaches higher level skills of cognition and metacognition. May be group or individual Requires written and oral outcomes May be short term or long term (1 week- 1 semester) Is assessed by rating of skills employed and quality of product

24. 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 multi-step problems Center for Gifted Education – School of Education – The College of William and Mary

25. 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

26. 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.

27. 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.

28. 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

29. 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.

30.  Create a differentiated activity using the principles of differentiation in your subject area and at your level of teaching.

31. William & Mary National Science Curriculum Emphases The Problem ProcessContent Learning Science Using Scientific Research Concept Understanding “Systems”

32. Major Research Findings from Science Studies  Significant and important effects for planning an experiment were evident.  Effects were evident across units, grade levels, and grouping patterns.  High levels of engagement for both teachers and students. VanTassel-Baska, Avery, Little, & Hughes,2000 VanTassel-Baska, Bass, Ries, Poland, & Avery,1998

33. William & Mary Social Studies Curriculum Emphases The History of a culture, period, or event ProcessContent Learning History Using reasoning skills to analyze history and its artifacts Concept Understanding Systems, Change, Perspective, Nationalism, and Cause & Effect

34. Major Research Findings from Social Studies Research  Significant treatment effects on conceptual thinking, critical thinking, and content.  Treatment effect was evident for non- gifted as well as gifted students.  Treatment effect was consistent for males and females.  Teachers who participated in the project over multiple years demonstrated increased use of differentiated strategies. Little, Feng, VanTassel-Baska, Rogers, & Avery,2002

35. William & Mary Language Arts Curriculum Emphases The Literature Process Content Learning vocabulary, advanced literature, persuasive writing, and oral communication skills Using reasoning skills to generate products Concept Understanding “Change”

36. Major Research Findings from Quasi-Experimental Studies  Significant and important treatment effects for literary analysis and interpretation and for persuasive writing  No significant gender effects  All forms of grouping worked.  Longitudinal gains over three years.  Students enhanced their learning each time they were exposed to the units and maintained their level of achievement between interventions across the years. Feng, VanTassel-Baska, Quek, Bai, & O’Neill,2004; Feng, VanTassel-Baska, Quek, Bai, & O’Neill,2004; VanTassel-Baska, Zuo, Avery, & Little, 2002; VanTassel-Baska, Zuo, Avery, & Little, 2002; VanTassel-Baska, Johnson, Hughes, & Boyce, 1996 VanTassel-Baska, Johnson, Hughes, & Boyce, 1996

37. Findings from Project Athena (Title I Schools)  Project Athena students showed significant learning gains in critical thinking and reading comprehension.  Gender, ethnic, and ability differences were evident.  Two years of training and implementation significantly enhances teacher behaviors in differentiation. VanTassel-Baska & Bracken,2005 VanTassel-Baska & Bracken,2005 VanTassel-Baska, Feng, & Brown, in press

38. 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

39. 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.

40. Sample Concepts Useful in Curriculum Development Change Life and Death Scale ConstancyModels Signs and Symbols EvolutionOriginsSystems FamilyPatternsTime Good and Evil Patterns of Change Truth KnowledgePowerWisdom

41. Systems A system is a collection of items or processes that interact with each other to constitute a meaningful whole. All systems have 1. Elements 2. Boundaries 3. Interactions among elements to generate system behavior 4. Many systems receive input and produce output

42. Analyzing a System Boundaries Elements InputsOutputs Interactions

43. Change Matrix

44. Elements of Reasoning -- Paul, 1992 Issue/ Problem Evidence/ Data Point of View Implications/ Consequences Inferences Concepts/ Ideas Purpose/ Goal Assumptions

45. 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?

46. Characteristics of an Issue  Real world  Multiple points of view  Researchable and substantial information available  Worthy topic and personal involvement

47. Developing an Issue

48. Should library resources intended for older students be withheld from younger students? Should books be censored? Should technology as an educational tool be controlled?

49. 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.

50. 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

51. 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 “mini-museum” 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

52. Create a research task demand in your area of learning for gifted learners. Use the examples as prototypical models.

53. 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 self-efficacy, confidence, and autonomous learner behaviors.

54. Problem-Based Learning Characteristics of the Gifted Characteristics of PBL Desire for self- directed learning Students in charge of their learning Curious inquirers about the world Inquiry-based at multiple levels Ability to handle higher level thinking and make connections Real world problem that is both complex and inter- disciplinary

55. 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.

56. 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.

57. Need to Know Board What do we know? What do we need to know? How can we find out?

58. 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

59. Ill-Structured Problems Ambiguous Ambiguous No single “ right ” answer No single “ right ” answer Data is often incomplete Data is often incomplete Definition of problem changes Definition of problem changes Information needs change or grow Information needs change or grow Stakeholders Stakeholders Deadline for resolution Deadline for resolution

60. Literature Web Key Words READING Feelings Ideas Structure Images/Symbols

61. Wild Geese You do not have to be good. You do not have to walk on your knees for a hundred miles through the desert, repenting. You only have to let the soft animal of your body love what it loves. Tell me about despair, yours, and I will tell you mine. Meanwhile the world goes on. Meanwhile the sun and the clear pebbles of the rain are moving across the landscapes, over the prairies and the deep trees, the mountains and the rivers. Meanwhile the wild geese, high in the clean blue air, are heading home again. Whoever you are, no matter how lonely, the world offers itself to your imagination, calls to you like the wild geese, harsh and exciting – over and over announcing your place in the family of things. -- M. Oliver

62. 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

63. 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? Evaluative Level How successful was the result of the war for North and South Korea, based on the criteria of economics and politics?

64. Create a question cluster to discuss the fluctuations in gasoline prices.

65. Instructional Purpose: To check for understanding of the World War II How could you differentiate more effectively the following activities for gifted learners? From the chapter on the history of the World War II that you read last night, choose one of the following tasks and work alone or with a partner to complete it. Draw a comic strip to show the events in the chapter. Draw a comic strip to show the events in the chapter. In your journal, chronicle the events in the chapter. In your journal, chronicle the events in the chapter. Describe the setting and how it related to the events in the chapter. Describe the setting and how it related to the events in the chapter. If you were a newscaster, what would your progress report be? If you were a newscaster, what would your progress report be? Rewrite a passage of the chapter in your own words. Use synonyms to replace some of the author’s words. Rewrite a passage of the chapter in your own words. Use synonyms to replace some of the author’s words.

66. 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

67. 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)

68. Implications for Instructional Leadership  Staff development planning  Monitoring of classroom implementation of relevant teacher behavior  Teacher conferencing on lesson planning every nine weeks  Curriculum and instructional alignment  Parent development planning  Collaborative relationship with universities, research labs, museums, and other community resources.

69. What is Positive Change?  Enhancing learning for students  Climate of excellence  Learning-centered students, parents, and teachers

70. “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

71. Center for Gifted Education Contact Information Center for Gifted Education The College of William and Mary P.O. Box 8795 Williamsburg, VA 23187-8795 757-221-2362http://cfge.wm.edu