Transcript Classroom Enrichment (shared with permission St. Claire

Enrichment in the Classroom
for Gifted and Level 4 Students
(shared with permission from Karen Vanos,
St. Claire Catholic School Board)
What is giftedness?
An unusually advanced degree of general
intellectual ability that requires differentiated
learning experiences of a depth and breadth
beyond those normally provided in the regular
school program to satisfy the level of
educational potential indicated.
Ontario Ministry of Education
Students who are gifted have the potential to
achieve beyond what is expected of their
same-age peers.
A chief characteristic is potential, not
achievement.
Approximately 2% of the population is gifted.
Achievement may fluctuate
depending on a variety of factors:
Achievement may fluctuate
depending on a variety of factors:
• his/her relationship with a particular
teacher
• availability of appropriate programming
• student’s physical health
• other educational, physical or emotional
factors
Gifted students can be very diverse. However,
there are some characteristics demonstrated
by many gifted students with regularity over a
period of time…..
● strong communication skills
● good problem-solving, reasoning,
questioning skills
● well-developed memory
● rapid capacity to learn, process and retain
information
● ability to think abstractly
● possesses broad background knowledge
● ability to focus for longs periods of time
IPRC Categories
Categories
Exceptionalities
Behaviour
Behaviour Disability
Communication
Autism, Deaf and Hard of Hearing, Speech
Impairment, Language Impairment, Learning
Disabilities
Intellectual
Gifted, Mild Intellectual Disability,
Developmental Disability
Physical
Physical Disability, Blind and Low Vision
Multiple
Multiple Exceptionalities (2 or more present)
How can a classroom teacher
provide enrichment for a
gifted/level 4 student?
They don’t need “more of the
same”.....
I am always doing that
which I cannot do, in order
that I
may learn how to do it.
-Pablo
Picasso
DONE WITH
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Pre-Assessment
Based on student readiness, interests, and learning styles,
differentiate (one or more) of ...
Environment
Content
Process
Product
(click on white buttons to learn more)
By adjusting...
Breadth
Pace
(click on white buttons to learn more)
Depth
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Environment
*flexible groupings
*opportunities to work with similar ability students
*opportunities to move in/out of desks, groups,
classroom, school
*enrichment and summer opportunities for ages 15
and up
* enrichment beyond the classroom for elementary
and secondary
*enrichment opportunities for secondary students at
University of Waterloo
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CONTENT
*start with provincial outcomes, then “up the challenge”
*shift from facts, definitions and descriptions to more abstract
and complex issues
*use more challenging reading material
*present problems that do not have a clear solution
*use topics of interest to the student
Click here to learn about Genius Hour...a great option
for independent learning!
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PROCESS
What might this
look like?
(click here)
Gifted students need instruction in skills they have not yet mastered, but
whole class modelling and repetition of concepts may be frustrating.
Students may participate in the first lesson on a new topic and then work
independently to complete the task. They may not need review lessons,
but could be ready to move forward and need instruction on the next
step.
Gifted students may also work on the same skills using higher level texts or
books with more abstract concepts.
*independent study
*compacting
*mini-lessons
*mentorships
*open-ended tasks
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DIFFERENTIATING PROCESS:
What might this look like?
Your class is learning about Celebrations in Social Studies.
You give Nicole three books or articles about World
Celebrations that are at her independent reading level.
Nicole reads the texts, and recommends the best one for
you to read out loud to the class, justifying her choice.
This requires Nicole to think critically about the texts as
well as giving a purpose for reading. It allows her to
explore the same concepts as the rest of the class while
gearing it to her advanced reading level.
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PRODUCT
*tiered assignments
*choice boards
*tic tac toe menu
*technology: click here for a great list of 21st
century technology tools
*engage the student in determining the product
What might this look like?
(click here)
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Differentiating Product:
What might this look like?
The class is working on independent novel studies. The
teacher provides a choice board with activities such as writing
letters, performing skits, or creating posters to allow students
to demonstrate their understanding of the book. The teacher
also provides a “your own idea” option.
Megan meets with her teacher and asks if she can create a
movie trailer for her book using images, audio and text using
Microsoft Movie Maker. The teacher isn’t familiar with the
program but conferences with Megan to make sure the
learning expectations will be met in this form.
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BREADTH
Use choice and flexibility to allow students to find an interest
that they are passionate about and connect that passion to
your curriculum. Supplement your resources with materials
that offer choice, variety and challenge.
What might
this look like?
(click here)
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BREADTH
What might adjusting breadth look like?
Tyler’s grade six class was studying Space in science. Tyler has
been interested in space for several years, and has already
mastered the expectations of the unit. Tyler and his teacher
work together to create an interdisciplinary unit to explore
space from all areas of the curriculum. Tyler examines the
history of the telescope, creates a work of art that
incorporates constellations and the signs of the zodiac, writes
a piece of fiction about colonizing a planet, compares
personal written accounts by the astronauts on Apollo 13,
and calculates the time that would be needed to travel to
other planets and stars.
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PACE
If a student has already mastered an expectation, it does not
need to be retaught. If a student can show mastery of the
topic of instruction, their time is better spent responding to
higher order thinking tasks, or extending their knowledge
through enrichment or extension activities.
*pre-testing
*compacting
*most difficult first
*alternate assignments
What might
might this
What
this
look like?
look like?
(click here)
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CHANGE THE PACE:
What might it look like?
In your grade 11 math class, you give Hayley a pre-test before each unit. She
demonstrates mastery of most of the concepts, so you give her an alternate
assignment to work on during class (ex. creating math blog on Glogster for
class, preparing for math contests). Hayley joins in on the class lessons for
concepts she has not mastered. You have Hayley complete the most
difficult questions first, and if mastery is shown, she returns to her alternate
assignment.
Caribou Math Contests (grades 3-12)
University of Waterloo Math Contests (gr. 7-12)
University of Waterloo Problem of the Week (gr. 5-12)
University of Waterloo Math Circles: Free weekly enrichment sessions
for grades 6-12...now live-streamed!
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DEPTH
What
might this
look like?
(click here)
Gifted students often quickly master the facts of a new unit. They should
be encouraged to delve more deeply into concepts covered by the Ontario
curriculum.
*focus on problems and issues rather than basic facts and information
*open-ended activities
*use Bloom’s Taxonomy to alter depth of tasks
*tiered instruction: Students work on different level of activities, all with
the same essential goal. Same key skills but different levels of complexity,
abstractness, and open-endedness.
*have student choose an area of curriculum that interests them and have
them become an expert
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DEPTH:
What might this look like?
A class is looking at websites about the War of 1812 for History and Media Literacy.
The teacher creates three tiers of expectations:
Tier One (for students working below grade level): The teacher provides several
websites to the students. They use a prepared worksheet and analyze each site based
on the given criteria.
Tier Two (for students working at grade level): Students work in groups and find
three websites on the same topic to compare. Students then work individually to
analyze the sites, then compare their results within the group.
Tier Three (for those needing enrichment): Josh and Tina work together to create a
4-point rubric for evaluating websites using five or more features. The students work
together to find one website that exemplifies each level, justifying their decisions.
DECREASE
STRUCTURE
INCREASE
COMPLEXITY
MORE ABOUT BLOOM’S TAXONOMY!
This is an excellent resource for differentiated instruction. Your tasks for
gifted and level 4 students should always be in the top three levels of
Bloom’s Taxonomy.
BEFORE
DIFFERENTIATING
AFTER
DIFFERENTIATING
Look for a character’s actions.
Look for patterns in a characters actions.
Compare the patterns in this character’s actions with another character’s.
Judge the ethics of the patterns we see in this character’s actions.
Create a new situation that would continue this pattern.
This leads to bigger, more complex products.
Bloom’s Taxonomy Resources
Question
Starters
Teacher
Planning Kit
Bloom’s
Sample
Questions
Higher Order
Thinking
Activities
Helpful
Visualizations
of Bloom’s
OTHER RESOURCES
Alternate Math
Activities
Gr. 5
Alternate Math
Activities
Gr. 6
Alternate Math
Activities
Gr. 7
WIKI: Dare to
Differentiate
The Differentiator
Webquests