Initial GT Training
Kennedale High School
Day Three: Curriculum and Instruction
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
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?
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
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)
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
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.
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
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
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
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
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
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)
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
Mentoring and Field Trips
Irving ISD Mentoring:
http://www.youtube.com/watch?v=52XsERoXUdk
http://quest.nasa.gov/vft/
http://www.eschoolnews.com/2013/04/07/ten-ofthe-best-virtual-field-trips/2/
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.
Sharing Needs
Share what you came up with the larger group.
Where do we see repetitions?
Can we categorize these needs?
What Can We Do to Meet Those
Needs
Brainstorm again with your pair or small group
and create a list.
Share
Share ideas and create a master list.
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.
Myths Debunked
The results are in. How did you do?
Keep in Mind
Your students may not be here:
http://www.youtube.com/watch?v=hVb_7Eihd28
But you can help them get here: