1. Modular Curriculum Leadership course on ‘Implementing School-based Gifted Development Programmes’(2005-06) Module 3: Effective Teaching Strategies to cater for the learning needs of the gifted in regular classrooms (II) ： Tiered Assignments ─ Provision of Motivations & Ladder for Success 階梯式課業 ─ 瞻天見大，入室知門 Wong Wai Kin, Joe Gifted Education Section, EDB 11 March 2006

2. Gifted Learners & Curriculum Differentiation Gifted Learners & Curriculum Differentiation In general gifted learners absorb material at a faster pace, work well with abstractions, make learning connections easily and often have interests more like older students. As a result they will need to work at higher instructional levels, at a faster pace and with a variety of materials. In general gifted learners absorb material at a faster pace, work well with abstractions, make learning connections easily and often have interests more like older students. As a result they will need to work at higher instructional levels, at a faster pace and with a variety of materials. Curriculum Differentiation is one of the approaches which can be used to meet the needs Curriculum Differentiation is one of the approaches which can be used to meet the needs of the gifted learners. of the gifted learners.

3. Goal of the Curriculum Differentiation Goal of the Curriculum Differentiation Optimization of the potentials and talents of Optimization of the potentials and talents of the gifted students is the goal of the Curriculum Differentiation. However, in what ways can the Curriculum Differentiation achieve this goal? the gifted students is the goal of the Curriculum Differentiation. However, in what ways can the Curriculum Differentiation achieve this goal? Provision of vision and motivation of the gifted learners ( 觀海得深，瞻天見大 ) Provision of a ladder and steps for the gifted learners to follow ( 升階有級，入室知門 )

4. Principles of Curriculum Differentiation for the Gifted Content (what is learned) Processes (methods) Product Learning Environment

5. Principles of Curriculum Differentiation for the Gifted Content (what is learned) based on concepts based on knowledge to illustrate abstract ideas to challenge students to formulate concepts, develop relationships and make applications develop relationships and make applications well-organized to facilitate transfer of learning (within and across disciplines) and understanding (within and across disciplines) and understanding of concepts and generalizations of concepts and generalizations greater variety and expansion of regular curriculum

6. Principles of Curriculum Differentiation for the Gifted Processes (methods) stress the use rather than acquisition of information provide opportunities for problem solving and creativity creativity lead students to higher levels of thinking ensure learning is open-ended ensure students to give evidence in reasoning greater freedom of choice in selection of topics

7. Principles of Curriculum Differentiation for the Gifted Product resemble the products being studied and developed by the experts in the field by the experts in the field allow solutions to real problems and presentation to real audience extend solutions to generalizations demonstrate a transformation of information which is based on the collection and analysis of original data rather than a summary of others’ research data rather than a summary of others’ research

8. Principles of Curriculum Differentiation for the Gifted Learning Environment varietyflexibility warmth and trust provision of situations to promote creative and divergent thinking Retrieved from http://www. eddept.wa.edu.au/gifttal/provision/provdif1.htm http://www. eddept.wa.edu.au/gifttal/provision/provdif1.htmhttp://www. eddept.wa.edu.au/gifttal/provision/provdif1.htmhttp://www. eddept.wa.edu.au/gifttal/provision/provdif1.htm on 29 Jan 2006 (Department of Education and Training, Government of Western Australia) on 29 Jan 2006 (Department of Education and Training, Government of Western Australia)

9. Ways for differentiating the curriculum for the Gifted accelerationtelescopingcompacting independent study, and tiered assignments, and learning centres Retrieved from http://www.bced.gov.bc.ca/specialed/gifted/strategies.htm http://www.bced.gov.bc.ca/specialed/gifted/strategies.htm on 5 Jan 2006 (Ministry of Education, Government of British Columbia) on 5 Jan 2006 (Ministry of Education, Government of British Columbia)

10. What are Tiered Assignments? Tiered assignments are used by teachers within a heterogeneous classroom in order to meet the diverse needs of the students within the class, i.e. the Tiered assignments are used by teachers within a heterogeneous classroom in order to meet the diverse needs of the students within the class, i.e. the regular classrooms. regular classrooms. ( Tomlinson, C.A. (1995) How to Differentiate Instruction in Mixed Ability Classrooms, Alexandria, VA:ASCD) Sometimes literature refers this term to assignments only while sometimes literature refers this term to assignments and instructions. Sometimes literature refers this term to assignments only while sometimes literature refers this term to assignments and instructions.

11. Ways of Tiered Assignments Tiered by Products Tiered by process Tiered by resources Tiered by challenge level Tiered by complexity Tiered by outcomes

12. Tiered by Products Take into consideration of students’ multiple intelligences Allow students to attain the learning goals in areas of specialty e.g: Students present their views on “leadership” in the form of a video instead of a written report. the form of a video instead of a written report.

13. Tiered by process Take into consideration of students’ learning styles Allow students to attain the same learning goal through different means e.g.: To learn the good and effective reading skills A:To collect information from books on “reading skills” B:To collect information from interviewing successful scholars

14. Tiered by resources Take into consideration of available resources Select resources/skills that students can get hold of e.g: Students search and compile information about strengthening our memory through the internet Teachers arrange talks from experts to teach Teachers arrange talks from experts to teach students methods of strengthening the memory students methods of strengthening the memory

15. Tiered by challenge level Grade the assignments at different levels of difficulties Students progress along with their own abilities Can make reference to “higher level Questioning” e.g: Students read about growth process of tadpoles/frog and present the life cycle in a flow chart (comprehension) Read the growth process of tadpoles/frog and caterpillar Read the growth process of tadpoles/frog and caterpillar or butterfly and compare the difference and similarities or butterfly and compare the difference and similarities (Analysis) (Analysis) Investigate into the growth process of tadpoles/frog and caterpillar/butterfly and identify the significance of each stage in their life cycles (Analysis/Evaluation) Investigate into the growth process of tadpoles/frog and caterpillar/butterfly and identify the significance of each stage in their life cycles (Analysis/Evaluation)

16. Tiered by complexity Grade the assignment into different level of complexity Allow students to choose the level that is commensurate to their abilities e.g.: Design a booklet to introduce the drug abuse issue among students issue among students Design a booklet to introduce consequence Design a booklet to introduce consequence of drug abuse among students and state your of drug abuse among students and state your own opinions own opinions

17. Tiered by outcomes Allow students to attain different learning outcomes upon the same learning materials e.g.: Read the Chief Executive’s Policy Address and list all the new initiatives on education and list all the new initiatives on education Read the Chief Executive’s Policy Address Read the Chief Executive’s Policy Address and state the pros and cons of the new and state the pros and cons of the new initiatives on education initiatives on education

18. Features of Tiered Assignments Being adopted in a regular classroom of mixed ability students; No pre-identification is needed; The justification for the adoption of tiered assignments is learning-outcomes-oriented; Common in core content but variations in assignments and instructions in depth and breadth; Flexible grouping of students in every lesson.

19. Advantages of Tiered Assignments Greater viability; No pre-identification is needed; Allow equal opportunities for gifted and non- gifted learners; Provision of equal standpoint of the students when they proceed to next lessons and classes; when they proceed to next lessons and classes; A series of tiered assignments is a self-explained tool of identification; A strategy ready for incorporation with other curriculum designs for the gifted.

20. Limitations of Tiered Assignments Tiered assignments are a strategy of catering the learning needs of the gifted in regular classroom. Other curriculum designs must be introduced when more advanced provision of catering is required by the gifted students.

21. The role of Tiered Assignments among different strategies in the Provision of Catering for the learning needs of the Gifted

22. References on Tiered Assignments http://www.bced.gov.bc.ca/specialed/gifted/strategies.htm http://webtech.cherokee.k12.ga.us/littleriver- es/ewilliams/contentsgazettes.htm http://webtech.cherokee.k12.ga.us/littleriver- es/ewilliams/contentsgazettes.htm http://www.allenisd.org/learner_services/GT/Bookstudy05_ files/frame.htm#slide0061.htm http://www.allenisd.org/learner_services/GT/Bookstudy05_ files/frame.htm#slide0061.htm http://www.tvdsb.on.ca/gifted/tiered_assignments.htm http://ideanet.doe.state.in.us/exceptional/gt/tiered_curriculu m/welcome.html http://ideanet.doe.state.in.us/exceptional/gt/tiered_curriculu m/welcome.html http://webtech.cherokee.k12.ga.us/littleriver- es/ewilliams/tieredassignments.htm http://webtech.cherokee.k12.ga.us/littleriver- es/ewilliams/tieredassignments.htm