e-Learning Ecologies MOOC’s Updates
Differentiated Learning for gifted and talented students
Differentiating instruction involves responding constructively to what students know. It means providing multiple learning pathways so that students can have access to the most appropriate learning opportunities commensurate with their capacity to learn. It involves matching students’ approach to learning with the most appropriate pedagogy, curriculum goals and opportunities for displaying knowledge gained. This requires the differentiation of regular curriculum.
Differentiation is increasingly recognised as a means for meeting the individual needs of all students and particularly for those who have exceptional learning profiles. For those exceptional learners who have learning difficulties, this differentiation is increasingly seen as the responsibility of classroom teachers. One form of differentiation used to cater for literacy and numeracy underachievement is the Response to Intervention approach. This approach uses students’ capacity to benefit from the instruction provided to infer their approach to learning and to differentiate subsequent teaching to take account of this. Three levels or tiers of teaching differentiations are usually implemented: modification to classroom-based teaching (Tier 1); focused small group interventions (Tier 2); and more intensive intervention comprising 1:1 tutoring (Tier 3). The tier in which an exceptional student is located is determined by their knowledge, which includes their ways of thinking and learning.
The need for modified curriculum provision for gifted and talented learners has long been acknowledged. For these students, however, the differentiation has been implemented in below alternative ways that are more removed from the responsibility of the regular classroom teacher.
being located in the classes of chronologically older students, for example, through early entry to kindergarten, primary, secondary or tertiary education, grade-skipping, subject acceleration/partial acceleration
continuous progress at the gifted students rate of learning, both where this is controlled by the teacher and by the student (self-paced instruction)
curriculum compacting; the gifted students curriculum is modified, for example, to include less introductory activity, drill, and practice or bigger increments in learning compared to the curriculum
telescoping the curriculum; the gifted student is taught at a faster rate than peers and is placed in a higher grade
mentoring
extra-curricular programs and correspondence courses
advanced credit is provided; the gifted students’ advanced knowledge is credentialed in various ways, for example, the subjects studied at one level receive credit for a corresponding subject at a higher level, the student studies subjects at an earlier age (advanced placement) or receives advanced credit by completing successfully the relevant assessment requirements such as examinations (credit by examination).
This set of options focuses on accelerating the gifted students through the curriculum, both through grade placement and curriculum modification as a prime means of providing access to differentiated learning experiences. They have been associated with higher achievement for gifted and talented learners
References:
Munro, J. (2012). The expert knower model as a conceptual tool for understanding gifted and talented knowledge. Occasional Paper (in press). East Melbourne: Centre for Strategic Education.
Reis, S. M., Eckert, R. D., McCoach, D. B., Jacobs, J. K., & Coyne, M. (2008). Using enrichment reading practices to increase reading fluency, comprehension, and attitudes. Journal of Educational Research, 101(5), 299–314.
Differentiation in education occurs when students are provided with different ways to learn in a classroom. For example, a teacher may assign a history project where students can write a report, create an art piece or put on a skit. This differentiation allows students to complete the project in a way that works best for their learning styles and abilities. Differentiation is often used in classrooms these days, but it is just starting to be recognized for its importance for gifted students.
Here are three reasons why it is so important for gifted students to use differentiated instruction in the classroom:
It allows for a student to use their gifts to the best of their ability.
A gifted student may have particular strengths that really should be nurtured and used as often as possible. Referring back to the example above, a student gifted in painting would likely choose to paint a picture instead of writing a report or putting on a skit. Allowing students to work through their regular curriculum while using their gifts is an ideal situation.
It allows gifted students to “work beyond” if they want to.
Even a gifted student among gifted peers may feel the need to go more in-depth with their studies or to go beyond what is being taught into more complex yet related subjects. By differentiating in the classroom, gifted students are able to go beyond what is being taught and challenge themselves by working on something that is more at their learning level.
It allows the learning to be more customized to the student.
One of the biggest challenges in working with gifted students is that they are all different and need their curriculum customized to them. Using differentiation with gifted students allows the teacher to better customize lessons because everyone is able to work using their strengths and at a pace that is right for them. At the same time, the teacher is able to create one lesson that will work for everyone instead of having to make individual lessons for each student.
Differentiation can be incorporated with gifted students, and it should be. It can greatly improve education and make things easier on everyone in the classroom.