1. Best
Practices
in Gifted
Education
Differentiated
Instruction
Presented by Karen Speers and Robin Forbes
CCPS Gifted Education Department

2. Hmmmm…
• What do you know about curriculum
differentiation?
 List any words or phrases that in your mind are
linked to this term
• What concerns or fears do you have regarding
differentiation?
• What would you like to learn more about?

3. What does it
mean
to be FAIR?
Each group should write their response
on chart paper in BLACK ink.

5. Is your definition of the word
FAIR appropriate the
scenario in the cartoon?

6. Revise your definition as
needed. Show your changes
in a new COLOR of ink.

7. Considering your revised
definition of the word FAIR,
what are its implications for
the instruction of gifted
students?

8. Let’s do a fuel gauge check
• Think about your experience level with
differentiation in terms of a fuel gauge.
1/4 tank: in need of more “fuel”
1/2 tank: enough to take short trips
3/4 tank: ready for a long journey
full tank: enough fuel to share with others

9. Guiding
Questions
1. What is differentiation?
2. Why do we differentiate?
3. How do we differentiate?

10. What is differentiation?
Differentiation is the
creation of learning
experiences that provide
an optimal match between
the learners and learning
experiences.

11. A differentiated classroom
will have a combination of
teacher directed, teacher
selected activities, and
learner centered, learner
selected activities; whole
class instruction, small group
instruction, and individual
instruction.

12. Differentiation is NOT…
• A collection of activities loosely grouped around
a theme or topic
• An IEP for every learner
• More work for capable kids and less work for
those who are struggling
• Ability tracking in disguise

13. Non-negotiables
• Supportive learning environment
• Continuous assessment
• High-quality curriculum
• Respectful tasks
• Flexible grouping

14. Differentiation
is a teacher’s response to learners’ needs
guided by general principles of differentiation, such as
respectful
tasks
ongoing
assessment
flexible
grouping
Teachers can differentiate
Content Process Product
according to students’
Readiness Interests Learning Profile
through a range of instructional and management strategies

15. Teachers can differentiate
through a range of instructional strategies
such as
Multiple intelligences
Jigsaw
Taped material
Anchor activities
Varying organizers
Varied texts
Supplemental materials
Literature circles
Tiered lessons
Tiered centers
Tiered products
Learning contracts
Small-group instruction
Group investigation
Orbitals
Independent study
4MAT
Questioning strategies
Interest centers
Interest groups
Varied homework
Compacting
Varied journal prompts
Complex instruction

16. Differentiation Strategies
• WebQuests
• Flexible grouping
• Adjusting questions
• Independent study
• Learning Centers
• R.A.F.T. Assignments
• Choice Boards
• Pre-assessment

17. Traditional Classroom
vs.
Differentiated Classroom

18. In a TRADITIONAL
classroom:
• Whole-class
instruction dominates
In a
DIFFERENTIATED
classroom:
• Many instructional
arrangements are used
• The teacher directs
student behavior
• The teacher facilitates
students’ skills at
becoming more self-reliant
learners
• Student interest is
infrequently tapped
• Students are frequently
guided in making
interest-based learning
choices

19. In a TRADITIONAL
classroom:
• Student differences
are addressed when
problematic
In a
DIFFERENTIATED
classroom:
• Student differences are
studied as a basis for
planning
• The teacher provides
whole-class standards
for grading
• Students work with the
teacher to establish both
whole-class and
individual learning goals
• Assessment is most
common at the end of
learning to see “who
got it”
• Assessment is ongoing
and diagnostic to make
instruction more
responsive to learners’
needs

20. Essential components of
differentiated instruction:
• Pre-assessment
• Differentiated content and activities
• Whole class content and activities
• Product choices
• Carefully planned grouping strategies
• Carefully planned student instructions
and management plan
• Anchor activities

21. 3
Preassessment:
A Definition
 Preassessment is an instructional strategy
teachers use to uncover what students know
about a curriculum unit before they begin formal
instruction.
Burns and Purcell, 2002

22. Pre-assessing students’
readiness, interests, and learning
styles
• Pretests
• Graffitti
• Entrance/Exit Questions
• Concept Map
• Picture Interpretation
• KWL Charts
• Response Cards
• Interest Surveys
• Multiple Intelligence Surveys

23. 5
Preassessment: Diagnostic Tools
• Teacher Observations
• Learner Profiles
• K-N-W Charts
• Journals
• Parent Letters
• Lists, Surveys
• Products
• Performances
• Conferences
• Concept Maps
Burns and Purcell, 2002

24. Which ones do you use?

25. 25
Student Names Pre-Assessment Post-Assessment % I ncrease
Ashley 65% 90% 25%
Allyson 70% 95% 25%
Nick 50% 80% 30%
Chr ist ine 70% 90% 20%
Mat t 75% 85% 10%
Kat herine 40% 70% 30%
Paige 75% 85% 10%
Alaina 70% 90% 20%
Tyler 75% 80% 5%
Grace 85% 85% 0%
Brit tany 45% 85% 40%
Jessica 75% 90% 15%
Jessica 70% 90% 20%
Travis 40% 55% 15%
Dakot a 65% 90% 25%
Zach 60% 90% 30%
Paul 55% 95% 40%
Tim 70% 90% 20%
Kevin 45% 85% 40%
Mat t 75% 80% 5%
Russell 45% 75% 30%
Class Average 63% Class Average 85% Average 22%
1½ – 2 w ks.
Burns and Purcell, 2002

26. Ongoing Assessment
• Quick, not always recorded for a grade
• Is a tool that directly affects ongoing plans for
instruction
• Leads to increased academic growth

27. Anchor Activities
• Allows students to work on an ongoing assignment
directly related to the curriculum that can be worked on
independently throughout a unit or a semester
• A logical extension of learning during a unit, an
elaboration of important goals and outcomes that are tied
to the curriculum and tasks that students are held
accountable
• Provides meaningful work for students when they are not
actively engaged in classroom activities
 When they finish early
 Are waiting for further directions
 Are stumped
 First enter class
 When the teacher is working with other students

28. Benefits of Anchor Activities
• Differentiate activities on the basis of student
readiness, interest, or learning profile
• Allow students time to work on independent
research, work more in-depth with a concept,
enrich their skill development
• Management strategy when working with small
groups of students
• Makes the classroom more student centered

29. Examples of Anchor Activities
• Silent reading
• Journal writing
• Portfolio
• Brain teasers
• Practicing skills
• Logic puzzles
• Content review

30. Flexible Grouping
• Students move frequently between groups as
learning objectives change, their needs evolve,
and as they gain proficiency
• Students work in groups defined by interests
and/or learning style
• Teachers move groups to provide appropriate
instruction

31. Using flexible grouping
• Allows you to teach to each student’s
strengths
• Regroup often based on students’ needs
and the objectives of the lesson
• Variety is the essential
• Use anchor activities to manage groups

32. Do I need to
use flexible
groups?
• If after analyzing preassessment data, no
powerful differences exist among students,
flexible grouping is not necessary.
• Flexible grouping is necessary if, after
analyzing preassessment data, significant
differences exist among students with
respect to:
interests
learning style preferences
expression style preferences
prior knowledge/readiness to learn
• In a flexibly grouped classroom, the teacher
is trying to ensure that students work in many
different grouping arrangements even over a
relatively short period of time. Besides
creating an optimal learning experience for all
students, flexible grouping prevents the
bluebird/buzzards phenomenon.
Carol Ann Tomlinson
Jeanne Purcell

33. Instructional Sequence in a
Differentiated Classroom
• Lesson introduction
• Initial teaching
• Locating or designing a pretest format based on observed or
anticipated differences
• Pretesting
• Analysis of pretest results
• Decision making and planning
• Formation of flexible groups
• Differentiated teaching and learning activities

34. What Goals Are We Trying to
Achieve Through
Differentiation?
• Increased academic learning
• Increased confidence in
learning
• Enhanced intrinsic motivation
for learning
• Self-directed learning
behaviors
Burns and Purcell, 2002

35. When Differentiating Instruction, The
Three Most Important Questions to
Continually Ask Yourself...
What do I want may
students to know,
understand, and be
able to do?
What will I do
instructionally to
get my students to
learn this?
How will my
students show
what they know?

36. TTT: Things Take Time
•One subject area at a time
•One unit at a time
•One lesson at a time
•One student at a time
•One strategy at a time
•One teacher at a time
•One grade level at a time
Burns and Purcell, 2002 50