Students have strengths and talents in a variety of areas. The Multiple Intelligence philosophy provides opportunities for students to explore their interests and strengths. Based on the work of Howard Gardner, students are invited to participate in a variety of discussions and to complete a variety of tasks to help pinpoint areas of personal interest. The eight areas are verbal, mathematical, visual/spatial, bodily, musical, people smart, self smart, and nature.
The books, Applying Differentiated Strategies Teacher’s Handbook for grades K-2 and Applying Differentiated Strategies Teacher’s Handbook for grades 3-5, offer excellent resources. An overview is provided in both books along with a product grid which lists a variety of student generated products. Charts and questionnaires are provided so that students may pinpoint their areas of strongest interest.
These books may be found in the professional section of all HCPS elementary school libraries. If your library is missing a copy, please order the book from another library.
Do you want to try different types of differentiation such as tiered lessons, choice boards, or inquiry learning in your classrooms this year? The books pictured below are available in the professional section of all elementary school libraries. The purple book contains K-2 sample lessons. The green book contains 3-5 sample lessons. If the copy is checked out of your library, ask your librarian to borrow a copy from another school library.
A tiered assignment has everyone working on the same skill or type of project. However, the specific tasks vary in difficulty so that your students are all working on “just right” tasks which are not too easy nor are they too challenging.
Below is a list of tiered lessons available in the books. The lessons are complete and require very little teacher preparation.
For grades K-2
Write Your Own Story (with tiered pre-writing guide sheets)
Schools Now and Then (which includes photographs of classrooms and two levels of reading content) allows students to compare and contrast classrooms during two times in history.
Goods and Services—provides an opportunity for students to distinguish goods from services.
For grades 3-5
Reading Cubes—has students analyzing the plot of sequence of events from a story with differentiated activities based on Bloom’s taxonomy.
Stickers and Attributes—Students classify stickers. Process and content are differentiated based on student readiness.
Thirteen Original Colonies—a jigsaw activity based on ability. Students focus on researching a region of colonial America. Text is provided for research purposes.
ASCD offers differentiating strategies for high ability students in a classroom setting. Some of the classroom strategies mentioned to keep all students challenged and engaged are to offer the 5 most challenging problems that will be taught in an upcoming unit FIRST to see if any students pre-test out of needing to start with the basics. Other strategies like always having enrichment activities prepared and speaking to student interests will help keep students engaged and focused leading to a better learning environment for all. Also, don’t forget high ability students will still need direction and support! Read more about implementing differentiated instruction for our high ability students here:
Six Strategies for Challenging Gifted Learners
“Encourage high-ability students to take on challenges. Because they’re often used to getting good grades, gifted students may be risk averse” Azzam
Polish psychologist Kazimierz Dabrowski discusses overexcitabilities and students’ inborn intensities showing heightened ability to respond to stimuli. This article discusses the 5 OEs, or 5 overexcitabilities, that highly gifted students may possess. These 5 OEs include psychomotor, sensual, emotional, intellectual, and imaginational.
Dabrowski discusses the importance of keeping students challenged and states, “The lack of mental stimulation can be a problem for these children in school.” She mentions these children may also have a hard time “ignoring” any problems with peers or bullying at school and will probably need more help dealing with managing reactions.
Happy New Year everyone! This is a great time to focus on setting goals with our gifted students. SMART goals are Specific, Measurable, Achievable, Realistic, and Timely.
We can support our gifted students in setting quality goals by:
- Helping them identify the kind of person they want to be (the ideal self)
- Keeping them aware of the strategies and skills they’re developing to achieve the ideal self
- Providing effective feedback on goal attainment
Check out the article below to learn more!
As the referral window opens for K-2 students and we seek to keep those higher level students challenged, you might find this short article helpful. There are many great resources in the professional section of your school’s library, as well as within the “Instruction” section of this blog. Check it out!
Teaching Young Gifted Children in the Regular Classroom
What is the National Curriculum Networking Conference?
The conference offers sessions on curriculum, instruction, assessment, and advocacy for
high-ability learners. NCNC provides networking opportunities; highlights special materials, practices, and curriculum approaches that are responsive to the needs of advanced students.
Save the Date!
The NCNC conference will be held March 7-8, 2019.
Click below for more information:
Registration for this SENGinar is closed. Recorded SENGinars are available for sale from the SENG Store approximately one week after the live presentation. If you are interested in purchasing this SENGinar or in learning about previously offered SENGinars visit the SENG site.
Click here for the SENGinar List
Scroll down to the bottom portion of the page.
Gifted programs provide opportunities for gifted students to experience challenging tasks and to have opportunities to demonstrate persistence in order to be successful. Everything in life is not easy but for many of our students mastering academic skills is fairly easy.
Learn why it is important for gifted children to learn how to work through challenging activities independently in this upcoming webinar from SENG. This is an important topic.
When: Thursday, November 8th 7:30-9:00 PM
Cost: $30 Members/$40 Non-Members
Deadline to Register: 11/08, 3 PM REGISTRATION LINK
Seminar Summary from the SENG site:
“When smart kids find that everything comes easy, an essential aspect of self-development gets lost in the bargain: the development of persistence, self-discipline, and tolerance for failure. While these aspects are rarely discussed, Angela Duckworth’s seminal research on “grit” has much to say about gifted students, as does Carol Dweck’s research on “growth mindset.” Many assume that high IQ predicts success, but their research showed that passion and perseverance mattered a whole lot more – and on average, the smartest kids actually had the least grit.”
Why are there certain groups of students who are overlooked when it comes to referral and identification? Perhaps cultural bias exists in the assessment process. Nonverbal tasks, as well as flexibility of thought in varied situations are a few of the more appropriate measures. Henrico gathers multiple criteria to help provide balance.
Donna Ford, of Vanderbuilt University, gives some insight into the inappropriate ways students are sometimes assessed. Donna Ford’s article
This article can help teachers and parents with the challenge of gifted children who are not working to their potential. Understanding the cause is part of the solution.