Differentiated Lesson Plans For Gifted Students – Pdf) curriculum differentiation: a practical approach, Why differentiation misses the mark for gifted students (opinion), C909 lesson plan, Rti & udl/differentiating instruction, Digital tools + creative writing: differentiated lessons for gifted students, Ways to plan and differentiate for young gifted readers: part two — galarious goods
As teachers, we know that meeting the needs of diverse students is one of the most challenging aspects of teaching. In today’s post, I’ll share seven ways to differentiate learning for your gifted and talented students.
What I love most about teaching math is getting to the heart of math content. I thrive on discovering and playing math!
Differentiated Lesson Plans For Gifted Students
To my gifted students. What my gifted students did in minutes, my gifted students could do in no time.
Differentiation For All Students Vs. Differentiation For Gifted Learners
In fact, it took me a while to realize that I didn’t need to teach more content because my gifted students were learning faster and needed to increase the level of rigor for my gifted and talented students.
Each year, 20 to 30 students with different needs walk through our doors, from learning styles to varying levels of content knowledge and learning accommodation readiness—and some of our students come with their own user guide!
Many teachers interpret the difference for these students as more work; However, best practice suggests that more is not better. In fact, many gifted and talented students dislike this label because it often results in homework and high expectations.
While I understand the logic, it is important that we consider the common characteristics of gifted and talented students. Most students in this group catch on quickly, so less revision and practice is preferred – which is in direct contrast to the idea that gifted and talented students should receive more work rather than more rigorous work.
Topic 5 Differentiating Instruction
We differentiate our gifted students just as we do for our underachieving students or students with disabilities. If you’re like me, you know what to do with low-achieving students and students with disabilities, but you have little experience distinguishing them from high achievers.
Marion Small (2017) states, “To effectively differentiate instruction, teachers need strategies that can be managed while meeting the needs of the majority of their students” (p. 6). He recommends using two strategies: open-ended questions and parallel tasks.
Open-ended questions “allow for a variety of responses or approaches” (Small, p. 7) to allow them to be accessible to different students.
Parallel assignments are sets of two or three questions or assignments designed to meet the needs of different students. They focus on one big idea and concept, but are accessible to all students and can be discussed simultaneously.
A Differentiated Lesson Plan: Step By Step
When creating parallel tasks, it is important to consider the abilities of students, the size of the numbers, the meaning of the operations, etc. Additionally, it is important to consider the questions students are asking. The best parallel assignments allow you to use the same questions for both assignments so that all students participate in the discussion.
By using open-ended questions and parallel tasks, differentiating between our gifted and talented students doesn’t have to be daunting. In fact, sometimes you can use the same materials with some modifications for your gifted students and other classes. When preparing your next math unit or lesson, try some of the ideas above for your gifted and talented or high-achieving students.
Direct Instruction Lesson Plan Task 2
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All cookies that are not necessary for the website to function, cookies that are specifically used to collect the user’s personal data through analytics, advertisements, embedded content are called non-essential cookies. It is mandatory to obtain user consent before enabling these cookies on your website. Let me share with you a different lesson plan from start to finish. I promised to share the process in the article Get Started with Higher Learning in Mind, and here it is.
I decided to conduct a class 5 lesson on reliefs. To be more specific, I decided to create a collaborative activity for the end of the unit on reliefs. While most people choose some form of testing, I wish the end-of-unit activities were a little more varied.
In this activity, students will create a salt pan to apply their understanding of landscapes. Salnika is another name for a scale catcher (sometimes called a “fortune teller”).
C909 Lesson Plan
The term “scale catcher” is awkward to use in the classroom, so I’ll use the term originally used to describe them in English, namely salt cellar. A salt cellar is something that holds salt, and this is what they look like if you turn them upside down.
I also need to specify what prior knowledge/prior knowledge/already mastered skills students have and what prior assessment I will use.
I will do all this whether I change or not. This changes as I work on the lesson plan, but I start from what I know and add to it as I develop the plan.
When I start a real lesson plan, I start with my higher level student in mind. I’m using a depth and complexity framework for this lesson plan because that’s what I do. If you don’t use depth and complexity (why not????), you can leave it out.
Ways To Plan And Differentiate For Young Gifted Readers: Part Two — Galarious Goods
Once I have in mind what I’m doing for my higher level students, I copy and paste it and then modify them with my level students, starting with the first level students I have in mind.
If you take a moment to compare levels, you’ll notice the changes I’ve made. It is especially important to see that they are not necessary
After I make this part, I look at the plan and specify what components I need to make. In this course I need:
When I started working on the lesson plan, I thought it would be helpful to show what it would look like for me when I prepared a beginning lesson with advanced students in mind. I took a screenshot of the process when I started it.
Creating Differentiated Learning Objectives With The Williams Model
After I made the video, I worked on it more (you can’t find a video of the whole experience interesting!), and it was a full and complete experience.
You can get the full Terrain Salt Cellar lesson plan if you want to use it or see what a fully differentiated lesson plan looks like.
As I worked on it, I kept track of how much extra time was needed because it distinguished the gifted students. I believe I saved 43 minutes of time.
Even if you factor in the time savings, the extended time is only 17 minutes. What is the time cost per child divided by the number of high-achieving children in the class? Please look me in the eye and tell me they’re not worth it.
Pdf) Curriculum Differentiation: A Practical Approach
I hope this behind-the-scenes look at the process helps dispel some of the misunderstandings about the time and effort involved in differentiating instruction.
Hello! I’m Lisa. I love sharing helpful tips and ideas for educators and parents of smart kids. Here you will find many resources to help gifted children make the world safer. Individualized learning pathways are defined as “students whose learning profiles benefit from special provision other than what is currently provided in their classroom” (Ashman & Elkins, 2009, p. 106). These programs are essential to getting gifted students into the classroom and allowing them to be a part of the school. “The ultimate goal of a differentiated curriculum is to recognize, reinforce or develop the characteristics of the gifted. These characteristics, and extend the recognized characteristics to further stages of development” (Kaplan in Clark 1986, p.274 cited in Education Queensland – The Learning Place, 2011).
The idea of a differentiated curriculum for gifted children is essential for their learning development. Some strategies should be followed to implement special programs for gifted students. Programs should be designed according to Passau (1988 cited in MacLeod, 2004).
Principle. Will all children want to participate in the program? Can all children participate in the program? Should all children participate in the program? If the answer is “yes”, then this program is not suitable for gifted children. This principle points to the careful consideration required to develop gift-appropriate plans.
Coe Lesson Plan Template
Here it is
Ways To Plan And Differentiate For Young Gifted Readers: Part Two — Galarious Goods, Differentiating Learning, SAGE Books, Amazon.com: Differentiating The Curriculum For Gifted Learners (Effective Teaching In Today’s Classroom): 9781425811860: Wendy Conklin: Books, Advanced & Gifted Learners / Overview, Creating Differentiated Learning Objectives With The Williams Model, Differentiated Instruction, Tools For Differentiating Instruction Through Social Media, Gifted And Talented Students Differentiating In Math