Differentiation

1
Differentiation for Gifted and Talented Students
at Natalia ISD
Produced by Nicci Farmer, GT Coordinator
Comfort ISD
Modified by Ben Johnson, Assistant
Superintendent Natalia ISD
2
This PowerPoint was produced by Comfort ISD which
has graciously allowed Natalia ISD to use it.

• Recognition and thanks to
• Nici Farmer nici.farmer_at_comfort.txed.net
• CISD GT Coordinator
• P.O. Box 187 Fax
• Comfort, TX 78013 [phone]

3
Before you begin, please make sure you have read,
signed and submitted the following contract to.
Mail E-Mail Ben Johnson bjohnson_at_nataliais
d.net
? Please complete an evaluation of the training
and submit it with
your work. You can find an evaluation at the end
of this slide show by clicking on the blue star
on the left. Or you can go to the Natalia ISD
webpage on the left side under QuicklinksImportan
t DocumentsDistrict Training Evaluation.
If you have any questions at any time during this
training, feel free to call me at work (830)
663-4416, or on my cell phone [phone].
4
Natalia ISD GT Training Contract I
agree to complete all of the requirements of this
Gifted and Talented training offered by Natalia
ISD. I understand that completion of the
training is necessary as outlined in state
law 89.2. Professional Development. School
districts shall ensure that teachers who provide
instruction and services that are a part of the
program for gifted students have a minimum of 30
hours of staff development that includes nature
and needs of gifted/talented students, assessing
student needs, and curriculum and instruction for
gifted students. I understand that I must
fulfill the obligations set forth below in order
to receive credit. I understand that I may
choose to do either the 6 hour yearly renewal, or
if I have completed or intend to complete the
initial 18 hrs this year, I may choose to do day
4, day 5 or both. (Region 20 offers the required
day 1, 2 3 training) I have completed the 18
hrs or will complete them this year____ or
Renewal only___. (choose only one option) (6
hour renewal training, choose either a Day 4
activity or a Day 5 activity) I will complete
Day 4 only___ , Day 5 only___ or Both Day 4 and
Day 5____ Continued on next page
5
Natalia ISD GT Training Contract I
will submit all assignments as outlined any time
prior to and no later than May 13th, 2008.
signature date

• I understand that all tasks must be completed and
  submitted for review in order to receive credit
  for the particular training.
• Day 4 Day 5
• ? Task 1 Four Modifications or Activities ?
  Contract Activity
• Task 2 Four Questions for the Activity and
  Twenty Packet and
• Higher Order Thinking Questions for Your
  Curriculum Student Self -
• ? Task 3 The Compactor and The Evolution of a
  Type III Assessment
• Task 4 Six Thinking Hats Plan or
• Task 5 One Activity for Each of the Five
  Characteristics ? Early Childhood of
  Creative Thinking Modules and
• Task 6 Ranking Explanation and Three Rubrics
  Stations

6
You will need the following materials to complete
the training

• Curriculum materials from your specific content
  area or grade level. You may wish to pick the
  unit of study you feel needs the most work and
  use that unit throughout the training. By the
  end of the training, this unit will be one of the
  best in your toolbox.

• TEKS objectives (You can access your specific
  TEKS while you work by visiting
  http//www.tea.state.tx.us/teks/.)

• Note-taking materials to jot down ideas as you
  proceed through each lesson.

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Click on the appropriate link below.
?
Day 4
?
Day 5
?
6 Hour Update Only
Links in this presentation will be indicated by
?.
8
6 Hour Update Only
You have the choice of taking either Day 4 or
Day 5.
Advance to the next slide for a list of topics.
9
?
Day 4 covers ESL, Questioning, Compacting, Assess
sment, Creative Thinking, the Six Thinking
Hats.
?
Day 5 covers Contract Activity Packets.
10
Day 4
Meeting the Needs of Gifted Learners
Links in this presentation will be indicated by
?.
11
Theres nothing in the rules that says you cant
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The best teacher is the one you will never need
again.
13
Three primary levels of curriculum exist
14

• When looking at the pyramid in the previous
  slide, it becomes apparent that teaching students
  to become autonomous learners is the highest form
  of teaching and learning.

• However, notice that foundational teaching and
  learning must still take place. Additionally,
  teachers have to differentiate the curriculum in
  ways that allows students to learn how to
  differentiate for themselves.

15
How do you extend students critical thinking
skills?
Blooms Taxonomy (1956) was constructed as a
means to develop the higher order thinking skills
of students by taking them through a sequential
hierarchical progression. Bloom intended the
taxonomy to be applicable to all age groups,
subject areas and ability levels.
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It is also important to note that the amount of
time that should be spent on the strategies at
each level of the hierarchy differs in relation
to the ability level and prior knowledge of
students. For example, the following diagrams,
developed by Davis and Rimm (2004), illustrate
the difference between the way Blooms Taxonomy
should be used for core students and for gifted
students.
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This first version of the model is suitable for
students working at the core level of the
curriculum. Students working at the core level
of the curriculum should have access to all
levels of the taxonomy but should spend more
learning time using the lower order strategies of
knowledge, comprehension, and application as they
work towards the higher order thinking skills.
18
The reverse is true for gifted students. While
gifted students need to acquire, comprehend, and
apply the knowledge related to any discipline,
they may come with (or rapidly acquire) the
knowledge base therefore, it is more important
for them to spend a greater proportion of their
time analyzing, synthesizing, and evaluating this
knowledge.
Source http//www.dest.gov.au/NR/rdonlyres/FB8758
F5-E943-408A-AFDF-04A63B7238DF/5471/Module5_EC.pdf

19
The Texas State Plan requires that gifted
learners services must build and expand on the
general school program provided to all students
(TEKS). Students who participate in services for
gifted students will demonstrate skills in
self-directed learning, thinking, research, and
communication as evidenced by the development of
innovative products and performances that reflect
individuality and creativity and are advanced in
relation to the students of similar age,
experience, or environment. High school
graduates who have participated in services for
gifted students will have produced products and
performances of professional quality as part of
their program services.
20
Product Modifications
The aim is to facilitate opportunities for
gifted students to produce a product that
reflects their potential. Regardless of grade
level, students can create products which
approximate to some extent those developed by
professionals, in the following ways
The proposed product addresses a real problem
or concern.
The product has a real rather than a contrived
purpose.
The intent of the producer is to please,
inform, convince, impress, or otherwise have an
effect on a real audience.
21
The product is a transformation or synthesis,
rather than a recapitulation or summary, of
existing information.
The product is evaluated by someone other than
the teacher, using criteria appropriate to the
field.
The format has been selected by the producer as
appropriate to the proposed audience and to the
talents of its creator.
Source http//www.dest.gov.au/NR/rdonlyres/4606C5
B9-E754-41B2-84A7-58A8592ED153/13906/ExtModule5_EC
.pdf
22
How else can the curriculum be modified
to cover G/T education?

• In-depth learning of a self-selected topic

• Addressing ethical questions involved in the
  discipline

• Connecting between content and career fields

• Developing higher-order thinking skills

• Developing self-directed study skills

• Using open-ended tasks

• Implementing a research-oriented model

• Employing self-appraisal

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Many more ways exist to modify the curriculum
for the gifted. The following tasks will include
these methods and a few others. Click on the
links below to learn more about differentiation
and apply that knowledge to usable products for
your specific classroom.
Day 4 Tasks
?Task 1
?Task 4
?Task 2
?Task 5
?Task 3
?Task 6
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Day 4 Task 1

• View slides the PowerPoint entitled Gifted
  Education for English Language Learners.?

• Read the article on ESL and GT entitled
  Identifying and Serving Recent Immigrant Children
  Who Are Gifted.?

• Reflect on a unit of study in your classroom and
  how you might use these strategies to meet the
  needs of gifted immigrant and ESL students.

• Develop one four modifications to four separate
  activities in your existing curriculum that not
  only challenge the students, but also meet their
  language and cultural needs.

25
Source http//www.ncela.gwu.edu/oela/summit2004/P
DFs/Nilda_AguirrePPT.pdf
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Source http//www.ncela.gwu.edu/oela/summit2004/P
DFs/Nilda_AguirrePPT.pdf
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Source http//www.ncela.gwu.edu/oela/summit2004/P
DFs/Nilda_AguirrePPT.pdf
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Source http//www.ncela.gwu.edu/oela/summit2004/P
DFs/Nilda_AguirrePPT.pdf
29
Source http//www.ncela.gwu.edu/oela/summit2004/P
DFs/Nilda_AguirrePPT.pdf
30
Source http//www.ncela.gwu.edu/oela/summit2004/P
DFs/Nilda_AguirrePPT.pdf
31
Source http//www.ncela.gwu.edu/oela/summit2004/P
DFs/Nilda_AguirrePPT.pdf
32
Source http//www.ncela.gwu.edu/oela/summit2004/P
DFs/Nilda_AguirrePPT.pdf
33
Source http//www.ncela.gwu.edu/oela/summit2004/P
DFs/Nilda_AguirrePPT.pdf
34
Source http//www.ncela.gwu.edu/oela/summit2004/P
DFs/Nilda_AguirrePPT.pdf
35
Source http//www.ncela.gwu.edu/oela/summit2004/P
DFs/Nilda_AguirrePPT.pdf
36
Source http//www.ncela.gwu.edu/oela/summit2004/P
DFs/Nilda_AguirrePPT.pdf
37
Source http//www.ncela.gwu.edu/oela/summit2004/P
DFs/Nilda_AguirrePPT.pdf
38
Source http//www.ncela.gwu.edu/oela/summit2004/P
DFs/Nilda_AguirrePPT.pdf
39
Source http//www.ncela.gwu.edu/oela/summit2004/P
DFs/Nilda_AguirrePPT.pdf
40
Source http//www.ncela.gwu.edu/oela/summit2004/P
DFs/Nilda_AguirrePPT.pdf
41
Source http//www.ncela.gwu.edu/oela/summit2004/P
DFs/Nilda_AguirrePPT.pdf
42
Source http//www.ncela.gwu.edu/oela/summit2004/P
DFs/Nilda_AguirrePPT.pdf
43
Source http//www.ncela.gwu.edu/oela/summit2004/P
DFs/Nilda_AguirrePPT.pdf
44
Source http//www.ncela.gwu.edu/oela/summit2004/P
DFs/Nilda_AguirrePPT.pdf
45

• This PowerPoint was developed to promote the use
  of Project GOTCHA, which yielded significant
  improvements for the ELL students. If you would
  like to view the PowerPoint in its entirety,
  visit http//www.ncela.gwu.edu/oela/summit2004/PD
  Fs/Nilda_AguirrePPT.pdf.
• For more information about Project GOTCHA, visit
  http//www.ed.gov/pubs/TalentandDiversity/appendd.
  html.

46
? Return to Day 4, Task 1 Criteria
47
? Return to the Day 4 Task Menu
? Go to the Next Activity
48
Day 4 Task 2

• View the PowerPoint entitled Higher Order
  Questioning Strategies Raising the Bar of
  Student Achievement. ?
• Complete the activity at the end of the
  presentation
• Create twenty questions you can use in your
  curriculum that use higher order thinking and/or
  are centered on essential knowledge.

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Higher Level Questioning
Strategies Raising the Bar
of Student Achievement
50
Judge a man by his questions rather than his
answers. Voltaire
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As teachers we tend to ask questions in the
"knowledge" category 80 to 90 of the time.
These questions are not bad, but using them all
the time is. Try to utilize higher order level of
questions. These questions require much more
"brain power" and a more extensive and elaborate
answer.
http//honolulu.hawaii.edu/intranet/committees/Fac
DevCom/guidebk/teachtip/questype.htm
http//www.angfrayle.net/images/brain-power-sm.gif
52

• The state wants the target level for student
  achievement to be the upper half of Blooms
  Taxonomy. To achieve this, questioning needs to
  be from these levels.

• All questions do not need to
  be from this level though.
  Lower
  level questions are
  needed to determine if
  foundational learning has
  taken
  place.

53
Traditional Blooms Taxonomy
Higher Order Lower Order Minimum Level
for TAKS

• All students need to be exposed to higher level
  thinking.

54
Blooms Taxonomy for the Gifted
Higher Order Lower Order Minimum Level
for TAKS

• The majority of instruction for gifted students
  should fall under the higher levels indicated in
  yellow.

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As stated earlier, gifted students may come with
(or rapidly acquire) the knowledge base
therefore, it is more important for them to spend
a greater proportion of their time analyzing,
synthesizing, and evaluating this knowledge.
Using questioning techniques that target the
higher tiers of Blooms Taxonomy is one method of
meeting the needs the gifted.
Source http//www.dest.gov.au/NR/rdonlyres/FB8758
F5-E943-408A-AFDF-04A63B7238DF/5471/Module5_EC.pdf

http//www.mcpasd.k12.wi.us/KMS/Web_Clip_Art/image
s/SCALES.jpg
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Hard vs. Higher
http//www.mcpasd.k12.wi.us/KMS/Web_Clip_Art/image
s/SCALES.jpg
57
HARD

• Memorize verses from Shakespeare.

• Complete 20 math problems over the same concept.

HIGHER

• Hypothesize what would have happened to Romeo
  and Juliets love if their parents had approved.

• Compare and contrast problem number 5 from
  concept A with problem number 2 from concept B.

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The Challenge Take Your Questioning to the Next
Level
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How do I do that?
http//www.pixel9.co.uk/images/confused_girl.jpg
60
Use word lists and question starters
to plan your lessons. ?
61
Ask Essential Questions

• The most important thoughts during our lives will
  center on such essential questions.

Source http//questioning.org/mar05/essential.htm
l
http//www.harpmagic.com/Heart-soul-web-sm.jpg
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• The greatest novels, the greatest plays, the
  greatest songs and the greatest paintings all
  explore essential questions in some manner.

Source http//questioning.org/mar05/essential.htm
l
63

• Why do we have to fight wars?

• Do we have to fight wars?

• How could political issues or ideas ever become
  more important than family loyalties?

• Some say our country remains wounded by the
  slavery experience and the Civil War. In what
  ways might this claim be true and in what ways
  untrue? What evidence can you supply to
  substantiate your case?

Source http//questioning.org/mar05/essential.htm
l
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Strategies for Making Your Questioning More
Effective
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1. PLAN QUESTIONS AS YOU PREPARE your lesson.
Consider your instructional goals and emphasize
questions that reinforce them. The questions you
ask will help students see what topics you
consider important.
Like playing chess, your questions should be
well planned and should birth the checkmate
moment where the student understands exactly
what the point is.
Source http//honolulu.hawaii.edu/
66
2. ASK CLEAR, SPECIFIC QUESTIONS that require
more than a yes or no answer. Avoid ambiguous or
vague questions.
3. REPHRASE QUESTIONS when students do not
respond in the manner you expected. Admit that
your original question might have been confusing.
Source http//honolulu.hawaii.edu/
http//tm.ask.com/r?tcspsv0a30052fuid05BF21
01F2EB0BB34sid1BDEBB2D741D35E34o0id30751pf
ruhttp3A//fileserv8.soundclick.com/images/d/son
g/dj360launclear2.jpg
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4. ASK CONCEPTUAL CLARIFICATION QUESTIONS Get
them to think more about what exactly they are
asking or thinking about. Prove the concepts
behind their argument. Basic 'tell me more'
questions that get them to go deeper.

• Why are you saying that?

• What exactly does this mean?

• How does this relate to what we have been talking
  about?

• What is the nature of ...?

• What do we already know about this?

• Can you give me an example?

• Are you saying ... or ... ?

• Can you rephrase that, please?

Source http//honolulu.hawaii.edu/
68
5. ALLOW SUFFICIENT TIME FOR STUDENTS TO ANSWER
your questions (10-15 seconds) because the
questions are more difficult. Students need time
to think and organize an answer before
responding. Learn to wait until you get a student
response. The silence can be uncomfortable
sometimes, but it is necessary in order for
students to know that you are serious about
wanting an answer to your question.
Note Be careful not to just take the first hand
you see. Allow sufficient time for all students
to formulate a response.
69
Wait, or you will establish an undesirable norm.
Classes, like any group, fairly quickly
establish norms, that is, standards of what will
be considered acceptable behavior in that group.
If, in the first week or two of class, the
instructor waits only a few seconds before
answering her (or his) own questions, the class
will quickly learn that when the instructor asks
a question she does not expect an answer wait a
few seconds and she will answer it herself.
Students are often more than willing to let the
instructor answer all of the questions. If you
want your students to answer the questions you
ask, you must be careful to cultivate that
expectation by waiting after you ask a question.
Source http//honolulu.hawaii.edu/
http//honolulu.hawaii.edu/intranet/committees/Fac
DevCom/guidebk/teachtip/askquest.htm
70
One strategy is to ask students to write down
their response to a question, then call on
several students to read their answers. This
technique requires all students to become
actively involved in thinking about your question.
71
6. MAKE IT FUN. Higher level questioning can
create that buzz of excitement in your classroom
when you use inventive strategies that get their
learning juices flowing.

• Relate the lesson questions to student interests
  and real-life applications.

• Use H.O.T. dice. Each number on the dice
  represents a question starter Why,
  Compare/Contrast, Infer, Cause/Effect,

• Play Stump the Students. Have the students
  create questions that target the higher levels of
  learning. The kids love trying to ask questions
  that stump other students or even the teacher.

Note Brain research shows that people use more
of their brain when they ask questions than when
they answer them.
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Activity 1
Using the question starters and word lists,
develop two questions from the upper tiers of
Blooms Taxonomy and two essential questions for
the following lesson. One of the questions
should integrate your content area or another
core content area. Examples are given after the
next slide.
? Question Starters and Word Lists
73
Optimal Growth Curve of a Microorganism
Lag Phase Period of time where the microorganism
enters the host and no significant change occurs.
Log Growth Phase
Period of
rapid growth. The
organisms
multiply logarithmically. 1 become 2, 2 become 4,
4 become 16, 16 become 256, etc.
Stationary Phase Period of little or no change.
Log Death Phase Period of rapid death due to a
lack of resources. The organisms also fight over
these resources.
Readjustment Phase Period of little or no
change. The microorganism finds a new host and
starts the process over again.
74
Examples
H.O.T. Question

• Compare and contrast the Optimal Growth Curve of
  a Microorganism to the concept of Manifest
  Destiny.

Essential Question

• Why do microorganisms exist? What would happen
  to life as we know it if they did not exist?

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Activity 2

• Create twenty questions you can use in your
  curriculum that use higher order thinking and/or
  are centered on essential knowledge.

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References

• Changing Minds Questioning Techniques
  .
  http//changingminds.org/techniques/questioning/qu
  estioning.htm

• From Now On The Educational Technology Journal
  
• http//fno.org/toolbox.htmlClass

• Morgan, Monroe T. (1993). Environmental Health.
  The . Optimal Growth Curve of a
  Microorganism. W.C.B. Brown and . Benchmark,
  Inc. Madison, Wisconson.

• Rapides Parish School District (Louisiana)
• http//www.rapides.k12.la.us/connectedmath/ques
  tion.htm

• University of Delaware Center for Teaching
  Effectiveness
• http//www.udel.edu/cte/

• University of Hawaii Teaching Tips
  
  
  .
  http//honolulu.hawaii.edu/intranet/committees/Fac
  DevCom/guidebk/teachtip/teachtip.htm

77
? Return to the Day 4 Task Menu
? Go to the Next Activity
78
Day 4 Task 3

• View the PowerPoint entitled An Approach to
  Differentiation in the Classroom Curriculum
  Compacting. ?
• Using any unit of study from your curriculum,
  complete the following forms

• The Compactor

• Evolution of a Type III

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An Approach to Differentiation
In the Classroom
80
www.free-graphics.com
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What Is It?
..................How Do You Do It?
..........................................Does
it Work?
82
................Why do we need it?
This student may also be saying, And Ive worn
them out! Notice the holes in the bottom of his
shoe.
83
In this students case, he has already mastered
advanced curriculum, yet he is required to stay
on pace with the rest of the class.
84
Why we need it Questions and Answers About
Differentiation and State Requirements
Q If my school uses a pull-out program for
gifted and talented students, do I have to
differentiate in the regular classroom?
A Yes, the teacher must provide differentiation
in core content areas not addressed by the
pull-out program.
85
Q Can Pre-AP be used to serve gifted students?
A Yes, but remember that Pre-AP is designed to
increase the pool of students who will be
successful in AP classes at the 11th and 12th
grades. It is, therefore, a curriculum that is
used to strengthen the educational program of all
students in middle and high school. Following
this philosophy, it would be necessary for a
district to differentiate Pre-AP the way any
general curriculum would be modified for gifted
students.
86
Q If districts serve high school gifted/talented
students through Advanced Placement (AP) courses
and students who are not identified gifted are in
the class, must the AP teacher differentiate the
curriculum for the gifted students?
A Yes. Teachers that are using flexible grouping
for instruction and product development, giving
choices in assignments, and establishing a
student centered classroom with lots of
student-to-student interaction are providing
differentiated instruction. However, teachers
will want to add depth and complexity appropriate
for gifted/talented students and differentiate
for those who need it.
87
Curriculum CompactingWhat Is It?

• Curriculum compacting is one way to meet the
  needs of gifted students in the classroom.

• It involves eliminating the repetition of work
  that has already been mastered.

• It is a way of streamlining lessons that can be
  mastered at a pace proportionate to the student's
  motivation and ability.

• Though this is typically used for gifted and
  talented students, curriculum compacting can be
  used for any student who has already mastered the
  objectives of a given unit, etc.

88

• The process also assists teachers with
  accountability by documenting student proficiency
  on instructional objectives and listing
  specifically what enrichment activities are
  offered in place of repetitive classwork.

• The process of compacting includes three phases
  defining goals and outcomes, identifying
  candidates for compacting, and providing
  acceleration and enrichment options.

89
How Do You Do It?
Step1 Goals and outcomes of the given unit of
instruction should be defined.

• Determine which of the tasks are new material as
  opposed to review of old material from past
  units.

• Decide what goals and outcomes are needed to be
  achieved by the student. Scope-and-sequence and
  Curriculum Guides charts can be useful in this
  part of the process.

Note Teachers will begin to make individual
programming decisions during this phase of
planning.
90
Step 2 Candidates for compacting must be
identified.

• If you have had the students for awhile, you will
  likely be able to estimate which students you
  think may have the ability to master material
  faster than the majority of the class or who may
  already have the skills for that unit.

• Also useful in this step are scores on previous
  units and tests, observing student participation
  and motivation as well as the desire to do more
  and/or different work than the regular class.

Note In this phase, it is also necessary to
evaluate specific learning outcomes. Pretests are
especially useful in doing this as they allow for
easy documentation of previously mastered
material and show specifically any areas that may
need practice.
91
What are other ways I could assess their
readiness for compacting the curriculum in
reading, for example?
Reading Fluency
ITBS-Reading Comprehension
Attitude Towards Reading
Enjoyment of Reading
Reading Interest-A-Lyzer
Daily Reading Log
Current Classroom Practices for Reading
92

• For more information about Interest-A-Lyzers and
  for examples, click on the links below
• http//www.saskschools.ca/curr_content/adapthandbo
  ok/learner/interest.htmlk6interest
• http//www.gifted.uconn.edu/siegle/CurriculumCompa
  cting/section11.html
• http//www.sp.uconn.edu/nrcgt/sem/semart09.html
• http//www.ednet.ns.ca/pdfdocs/studentsvcs/challen
  ge/full-web_withoutpancakes.pdf
• http//www.nprinc.com/gifted/ialf.htm

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Enjoyment of Reading Survey Strongly Disagree
Disagree Undecided Agree Strongly Agree
I read to explore. When I like a book, I
sometimes read it again. Reading is what I do
well. I read parts of book and stories out loud
to my family or friends. Jacobs, J. (2002)
94
Elementary Reading Attitude Survey
How do you feel when you read a book in school
during free time? How do you feel about getting
a book for a present? How do you feel when a
teacher asks you questions about what you
read? How do you feel about starting a new book?
(McKenna, M.C., Kear, D. J., 1990)
95
Step 3 Provide acceleration and enrichment
options.

• This should be done cooperatively with the
  student to best increase academic challenge and
  meet his/her needs.

• Try to choose activities that fit student
  interest and strengths rather than more of the
  same seatwork or random games.

• Some students who see this process in action will
  realize they can earn time to do self-selected
  projects and increase motivation in mastering
  regular work more rapidly.

96
Is there a form that can help me organize and
document this type of differentiation?

• Yes, Curriculum Compactors are forms that have
  been developed to help with the documentation of
  this method of providing enrichment.

• They should be kept in a student's academic file
  and updated as needed.

97
What does the form look like?
Curriculum Compactors have three columns
1. Areas to be Considered for Compacting
2. Procedures for Compacting Basic Material
3. Acceleration and/or Enrichment Activities
98
Describes specifically which activities are used
to document proficiency, such as which pretest(s)
was used and what the student scored on each part
of it. Attaching the pretest(s) to the compactor
might be a good method of documentation as well.
Describe the replacement activities the student
will be engaged in during the time saved by the
compacting process. The activities should focus
on student interests, abilities and preferences.
This is a potential time for students to work on
Type IIIs (to be discussed later).
Information on the learning objectives and
student proficiency in these objectives.
99
Click on the following link to read three short
case studies in the use of compacting. Examples
of completed compactor forms are included.
http//www.gifted.uconn.edu/siegle/CurriculumCom
pacting/section7.html
100
Your 1st Task

• Think about a student who has excelled in your
  classroom and who may benefit from compacting
  instruction.

• Complete the following Compactor form for that
  student to follow during a unit of study in your
  classroom.

• In the first column, choose which learning
  objectives are necessary and note which ones are
  already mastered.

• In the second column, use hypothetical criteria
  (a test score, classroom observation notes,
  modified accelerated classwork, etc.) to document
  what activities the student will do or has done
  to demonstrate mastery of the objectives in
  column one.

• In the last column, list any replacement
  activities you will have the student complete
  (big or small) for enrichment.

1st Task Continued
101
Compactor Form Checklist
Use the following questions to guide you when
using the Compactor form.
Column 1 1. Are curricular strength-areas of the
student(s) clearly identified (e.g., language
arts, mathematics)?
2. Are pretests, or general assessments of
student strength areas provided (such as language
arts pretests or achievement test information)?
1st Task Continued
102
Column 2 3. Are specific areas of content to be
eliminated or modified listed?
4. Are various types of skills assessment to
prove evidence of proficiency (i.e., passed
various level tests) documented?

• Column 3
• 5. Are alternative activities listed for
  students?

6. Are the activities based on alternative
enrichment activities, i.e., not extensions of
regular curricular exercises?
7. Do the alternative activities listed appear to
have taken into account the students' interests
(e.g., independent study options, specific types
of alternative reading assignments)?
1st Task Continued
103
Column 1-2-3 8. Is it apparent that various
pieces of information have been taken into
account, regarding students' curricular
strengths, the documentation of proficiency and
the replacement of more appropriate enrichment
and/or acceleration? In other words, is there a
clear connection between Columns 1-2-3 on the
compactor?
9. Does the teacher appear to have completed the
form with care and attention to detail, and does
the compactor form reflect appropriate time spent
by the classroom teacher?
10. Does the completed compactor form reflect the
overall quality expected in the curriculum
compacting process?
1st Task Continued
Source http//www.gifted.uconn.edu/siegle/Curricu
lumCompacting/ccaf.html
104
One More Example of a Compactor Form
Design Your Own Colony Activity.
Unit Objectives
Content to be Eliminated Obj 8.3h

• Social Studies . TEKS 8.3 a, c, f, h

Evidence of Mastery
Student Mastered

• Chpt 6 Pretest 95

• Fall Benchmark 87

• 8.3 a, c

Reinforcement for objectives not yet mastered
Mastery Assessment

• Chapter 6 Pretest

• Mapping Skills Activity Colonial

• Fall Benchmark

Economy (The
student will join the class for this
activity.)
1st Task Continued
105
? Printable version ?1st Task Criteria You May
Begin ?Continue PowerPoint
106
What is a Type III?

• Joseph Renzulli developed the Enrichment Triad
  Model which can be used to develop enrichment.

• The third part of this process is called Type
  III.

http//www.mightymgaming.net/gaming_pics/faq_clipa
rt.jpg
107
The Enrichment Triad Model
(Renzulli, 1977)
108
Type I Enrichment (The Hook)
Experiences and activities that are purposefully
designed to expose students to a wide variety of
topics, issues, and activities not ordinarily
covered in the regular curriculum.
Source http//www.sp.uconn.edu/nrcgt/reis/reader
s.pdf
http//greywolf.critter.net/images/add/clipart/pe
ndant-imp-tail.jpg
109
Type II Enrichment
The use of instructional methods and materials
that are purposefully designed to promote the
development of process and thinking skills and
foster the use of authentic, investigative methods
in students.
Source http//www.sp.uconn.edu/nrcgt/reis/reader
s.pdf
http//web.pdx.edu/mccartk/thinking.jpg
110
Type III Enrichment
Investigative activities and artistic productions
in which the learner assumes the role of a
first-hand inquirer and a practicing professional.
Source http//www.sp.uconn.edu/nrcgt/reis/reader
s.pdf
http//www.dreamstime.com/thumbimg_17/1123775907d7
2v7q.jpg
www.istockphoto.com/imageindex/146/2
111
The following examples are actual Type III
processes for elementary students. The first two
examples are focused on the long term. The last
example provides a more flexible time allotment
for the process to be completed. It is a
framework for individualized instruction and
pacing.
Though you can create Type IIIs that are in
depth and that take a semester or longer to
complete, you may prefer to create Type III
processes for smaller units of study that only
take a day, or even a week or two, for the
student to finish. The primary criteria of a
Type III is that the final product involve high
levels of creative engagement and clear evidence
of creative work.
112
Example 1
A fifth grade student by the name of Gretchen
had two major interests the literature of Louisa
May Alcott and cooking. Gretchen read all of
Louisa May Alcott's books and identified each
time a specific food was mentioned. She
researched the recipes of the time that would
have been used to make the food (such as
buckwheat cakes) and field-tested each recipe
(including making substitutions for ingredients
no longer available).
113
Gretchen spent a year and a half working on a
cookbook that combined vignettes of scenes from
Little Women and Little Men with many authentic
19th century recipes for making the foods
described in the novels. Cooking was Gretchen's
hobby and she became fascinated with the foods
mentioned in the novels and learned how to
recreate them. Because Gretchen believed that
other youngsters would also be interested in
these foods, she sent her book to Little Brown
Company. The Louisa May Alcott Cookbook was
accepted and became the first book contracted by
them with a child author.
114
Teacher's Role and Comments
Gretchen's teacher, Elizabeth D. Beloff,
reported that Gretchen's enthusiasm for reading
the books and researching the recipes could not
sustain her through the writing of each scene and
the incredible attention to detail necessary in
creating the recipes.
115
Therefore, Ms. Beloff needed to complete the
following steps to help Gretchen complete her
project

• Vary the assignments
  (e.g., text
  writing/research/recipe writing).

• Assign tasks that could be completed in one or
  two sessions.

• Break large segments into small parts.

• Use a system to record accomplishments
  (e.g., weekly or daily check sheet).

116
Gretchen's teacher also indicated that Gretchen
was always able to envision the book, but had a
problem getting organized. She was able to help
her by suggesting ways of organizing information.
Particularly useful was a file box to keep
recipes and notecards that recorded steps to be
taken.
Source http//www.gifted.uconn.edu/siegle/Curricu
lumCompacting/louisa.html
117
Example 2
The following example of the evolution of a Type
III product was produced by Liza, a third grade
student.
118
The Evolution of a Type III
Type I Activities Read Little House on the
Prairie by Laura Ingalls Wilder. Watch
biographical video on Laura Ingalls Wilder
(LIW).
Type II Activities Read 6 additional fictional
books by Laura Ingalls Wilder and 5 related
nonfiction books. Write to LIW Organizations
for information. Read primary source materials
(letters by LIW). Research board game
construction.
Type III Product Original Board Game based on the
life of Laura Ingalls Wilder
Source http//www.sp.uconn.edu/nrcgt/reis/reader
s.pdf
119
Example 3
The following example is taken from the
Schoolwide Enrichment Model for Reading (SEM-R)
which was designed after Renzullis Enrichment
Triad Model. Though the model is designed for
all students in a school, it is still appropriate
for gifted students.
Source http//www.sp.uconn.edu/nrcgt/reis/reader
s.pdf
120
Schoolwide Enrichment Triad Model Reading
Framework
Type 1 Advanced, high interest, read-aloud
selections chosen to help stimulate an interest
in reading exposure to information that may
stimulate an interest in reading (author facts,
types of books, etc.).
Type II Time for sustained silent reading (SSR)
to read self-selected books that are above
students current reading level. Time devoted to
questioning and strategies that would support an
increase in the engagement with text.
Type II and Type III Self-selected activity
options designed to demonstrate an understanding
of reading materials including participation in
interest centers and creative language arts
activities, books on tape, opportunities for
reading on the web, explorations of non-fiction
(brief biographies) and time for additional
sustained silent reading.
Source http//www.sp.uconn.edu/nrcgt/reis/reader
s.pdf
121
Components of the SEM-R Framework
Source http//www.sp.uconn.edu/nrcgt/reis/reader
s.pdf
122
Does it Work?
Curriculum compacting takes time and energy on
the parts of both teachers and students. Yet,
over the years, we've discovered that it saves
teachers precious hours, once they're familiar
with the process. Most educators who now compact
effectively say that it takes no longer than
normal teaching practices. More importantly, they
tell us that the benefits to all students
certainly make the effort worthwhile.
Source http//www.gifted.uconn.edu/sem/semart08.h
tml
123
One teacher's evaluative comments about the
compacting process reflects the attitude of most
teachers who participated in our research. "As
soon as I saw how enthusiastic and receptive my
students were about the compacting process, I
began to become more committed to implementing
this method in all my classes."
Teachers also overwhelmingly indicated that
although they had been asked to target one or two
students for this study, they were able to use
the compacting process with a much broader
segment of their students. Many teachers in the
study said that as the school year progressed,
they had extended compacting to as many as eight
or ten students in their classes.
Source http//www.gifted.uconn.edu/sem/semart08.h
tml
124
What does the research say?
The National Research Center on the Gifted and
Talented conducted "The Curriculum Compacting
Study" aka "Why Not Let High Ability Students
Start School in January?" in 1990-91. Published
in 1993, this research demonstrates that students
who are compacted regularly do not lose ground in
the academic areas that are compacted, and in
fact achieve at or above the levels of control
groups in the same subjects by end of the year.
The following is an important finding of this
study
Source http//www.metagifted.org/topics/gifted/cu
rriculum/compacting/
125
"..standardized achievement tests were
administered in this study to find out if
compacting was detrimental to students'
achievement, as measured by standardized tests.
Results indicated that in reading, mathematical
concepts and computation, spelling, and social
studies, there were no significant differences
among all treatment groups and the control group
in pre/post achievement. This indicates that when
40-50 of content is eliminated in the regular
curriculum, achievement test scores are not
affected -- their scores, relative to their
peers, - do not go down! In fact, for science
achievement and mathematical concepts
performances on out-of-level achievement tests,
compacting the curriculum resulted in more
positive outcomes for treatment group students
than for the control group." (p. 85 of "The
Curriculum Compacting Study" by the NRCGT.)
Source http//www.metagifted.org/topics/gifted/cu
rriculum/compacting/
126
Your 2nd Task
Create your own Type III process using any unit
of study from your curriculum. You may use the
following form if you wish. Be sure to think
about the following

• Type I activities are the hook. What can you
  use to create interest?

• Type II activities are the research needed about
  the topic. You may include additional smaller
  assignments/projects to facilitate the learning.
  (Note that the student also had to research how
  to create the project.)

• Type III activities are the creation of a
  culminating product. (Remember that when
  developing actual activities, the type of product
  is usually created in collaboration with the
  student.)

2nd Task Continued
127
The Evolution of a Type III
Type I Activities
Type II Activities
Type III Product
HYPERLINK
? Printable Version ?2nd Task Criteria You May
Begin ?Continue PowerPoint
128

• References
• Chapman, Wendy. Curriculum Compacting.
  http//www.metagifted.org/topics/gifted/curriculum
  /compacting. Access date November 25, 2006.
• Reis, Sally E. Jean Gubbins and Susannah
  Richards.
• Meeting the Needs of Talented Readers SEM-R.
  http//www.sp.uconn.edu/nrcgt/reis/readers.pdf.
  Access date November 25, 2006.
• Reis, Sally M. and Joseph S. Renzulli. Curriculum
  Compacting A Systematic Procedure for Modifying
  the Curriculum for Above Average Ability
  Students. http//www.gifted.uconn.edu/sem/semart08
  .html. Access date November 25, 2006.
• Texas Education Agency. Advanced Programs
  Gifted and Talented Education Questions and
  Answers on the State Plan. http//www.tea.state.tx
  .us/gted/QAStaPla.html. Access date November 25,
  2006.

129
? Return to the Day 4 Task Menu
? Go to the Next Activity
130
Day 4 Task 4

• View the PowerPoint entitled The Six Thinking
  Hats and read Using the Six Hats in Your
  Classroom. ?

• Develop a plan for implementing The Six Thinking
  Hats in Your Classroom. How will you introduce
  it? What is one activity in which you can use
  the hats? Explain the activity.

131
The Six Thinking Hats
Fish for me and I will eat for a day. Teach me
to fish and I will eat for a lifetime. Chinese
Proverb
132
Six Thinking Hats is a strategy that is used to
organize information and think critically about
it. It challenges the student to look deeper
into a concept or scenario in order to gain a
better understanding of it. You can use all six
hats to analyze a situation, or you can simply
use one, two, or three. Once the students are
comfortable with what each color represents, you
can intentionally or randomly select a color for
them to think about according to what you want
them to glean from the lesson.
133
What Six Thinking Hats Can Do For You!
The HATS provide a simple and practical way to
teach thinking as a skill that can be learned,
practiced, and improved.  The HATS show that
thinking is essential to improving writing,
reading, listening, and speaking.

• The method provides a simple, concrete way to
  teach thinking. 

• The colors and hats provide a useful visual
  image that is easy to learn and remember.

134

• The SIX HATS method may be used at the simplest
  possible level but may also be used at a very
  sophisticated level.  The framework is simple yet
  very powerful. 

• ? It is being used with six-year-olds up to
  senior executives in some of the worlds largest
  corporations.

• The hats provide a framework for organizing
  thinking so that is no longer a matter of drift
  and argument.  Thinking becomes more focused,
  more constructive and more productive.

135

• The game and role-playing nature of the hats
  allows for the detachment of ego from the
  thinking  This is not me, but my red hat
  thinking. 

• The SIX HATS are so basic that they cut across
  boundaries of culture and ideology.  All the hats
  are important and are of great value. 

• They are fun and effective to wear everyday,
  everywhere! So, put on the SIX THINKING HATS
  and improve thinking, questioning, and
  communicating in all academic areas.  

136
So, what are these hats?
137
White Hat Information Available and Needed Put
on the white hat when you are collecting
information, data, facts, and when you are
determining missing information. What
information do you have? What do you still need
to know?
138
When you want to think about what facts are
available or what facts are missing (what
questions linger), you use the white hat or the
white "thinking cap." On the most basic level,
this hat allows you to determine what they
already know and what needs to be learned. It is
a pre- assessment technique that can be question
and answer or pencil and paper. In other
situations, it can be used to start the research
process. The students ask themselves what they
already know and what information is still
needed. Then, they decide how to best go about
finding the missing information.
139
Red Hat Feelings and Intuition ?Wear red to
consider emotions, intuition, and gut
reactions.? What emotions does this topic create
in you? How do the people or characters in the
situation feel?
140
When you are considering your emotions or the
emotions of the people in the story, you use the
red hat. This is also when you discuss the
intuitions, or gut feelings, that you have.
Gifted students are often very intuitive and in
touch with their emotions. By allowing them to
express their feelings, you are enabling them to
make more brain connections. You also allow them
to overcome the barriers to learning that many of
them have when the emotions are strong.
141
Yellow Hat Benefits and Feasibility Yellow,
like the sun, focuses on the benefits or
positive aspects of
something. Put on the yellow hat when you are
looking at the benefits, values,
and positives. It is logical.
142
The yellow hat is used to look at the positives
of the situation. This hat includes the benefits
and values of a situation. This is where you
determine if there is a concept to be learned.
It is also where you decide if the concept or
situation can be made to work. Be careful not to
include emotions here.
143
Black Hat -- Caution, Difficulties, Faults, and
Problems The black hat is one of caution,
possible danger reminding
us to look for weaknesses. What weaknesses
exist? What problems may happen in the future
if nothing changes? What problems were created in
the past?
144
The black hat looks at the possible dangers,
precautions needed, problems or difficulties
existent, and the weaknesses or faults. Without
this hat, you leap before you think. You must
evaluate the consequences of the actions to be
taken and whether or not there are risks
involved. The black hat is also the place for
deciding what went wrong in the situation.
145
Green Hat Alternatives and Creative Ideas The
green hat of creativity looks for possibilities,
new, novel, and
different ideas. What can I do to fix the
problem or make the situation better? What can be
done differently? How can I think outside the
box?
146
The green hat looks at the alternative solutions
and/or creative ideas that could help the people
in the story have a better outcome or just a
different way to approach the issues. The
students determine what creative solutions the
character in the story used and/or they develop
their own solutions. Ask them, What would you
have done differently? Determine what ideas can
help overcome the black hat difficulties. This
is a chance to brainstorm areas of growth as
well. The students can develop ideas to help
them learn the concept better in the green hat
stage.
147
Blue Hat Managing the Thinking Process The
blue, relaxing, hat encourages us to reflect
on our thinking,
metacognition. Put on the blue hat when you are
summarizing, making conclusions, and developing
action plans
148
The blue hat is the final process. It summarizes
all of the hats up to this point. After you
summarize, you make conclusions about what you
have learned. Did this influence history? Does
this event or topic compare to another? It can
be expressed in a formal writing assignment, a
journal, a play, etc. Once all of the prior
information has been gathered, you begin to look
ahead at where the information leads. Where
should we start? What is the agenda? What are
the objectives? What should we do next?
149
The Six Thinking Hats and Parallel Thinking
The Six Thinking Hats method is a convenient
way of putting into practice Parallel Thinking,
which is a new form of thinking that is very
different from traditional argument. The six
colored hats used by the method are designed to
make Parallel Thinking a practical process that
can be remembered and put to use. Studies have
shown that individuals and teams trained in the
Six Hats method experience a five-fold increase
in the quantity and quality of their thinking and
reduce meeting times by fifty percent.
150
In Revolutionary Nature of Parallel Thinking,
Dr. Edward de Bono points out that when we are
thinking in the normal way, we are trying to do
too much at once. We may be looking at the
information, forming ideas, and judging someone
elses ideas all at the same time.
All at Once
151
The Six Hats method allows individuals and
teams to unbundle thinking so that instead of
trying to do everything at once, they separate
the different aspects of thinking. Then they can
pay full attention to each aspect in turn. This
is not unlike full-color printing, where the
basic color separations are made, and then each
color is printed separately onto the same sheet
to give full-color printing. In the same way, we
separate the modes of thinking and then apply
each mode to the same subject in order to end up
with full-color thinking on the subject.
Each in Turn
152
How Parallel Thinking Works
In the traditional argument method, each side
seeks to criticize the others point of view. The
aim is to uncover the truth, explore the subject,
improve existing positions, allow one position to
triumph, or make a synthesis of both points of
view. Even when we agree with much of what is
said, we feel a compulsion to focus on those
small parts with which we do not agree. We use
the phrase Yes, but a great deal to show our
disagreement with some part of what is being
proposed.
Adversarial
Ms. A This proposal Wont work
Mr. B Yes it will.
153
In contrast, the Six Hats method promotes
Parallel Thinking. In Parallel Thinking both A
and B can be wearing the black hat as they
explore the difficulties, dangers, and problems
in a situation or proposal. Then both can switch
to the yellow hat to explore the possible
benefits, values, and feasibility. Both A and B
can use the green hat, the white hat, and even
the red hat in parallel. So the adversarial
confrontation is replaced by a cooperative
exploration of the subject.
154
Why is this important for gifted students?
If you have ever had a group of gifted students
work together on an assignment, then you probably
noticed that they argued. Because gifted
children often possess an unusual capacity for
leadership, they are also often competitive.
Teaching them how to work collaboratively helps
them develop not only academically, but also
socially. You can use the Six Thinking Hats
process with all of your students or you can use
it as a way to guide assignments for the gifted.
Once the students understand the process, you can
assign problem-solving tasks and monitor progress
while continuing to teach the rest of the class.
155
Your Task

• Develop a plan for implementing The Six Thinking
  Hats in Your Classroom. How will you introduce
  it? What is one activity in which you can use
  the hats? Explain the activity.

156

• References
• deBono, Edward. Parallel Thinking. (Access date
  July 17, 2007). http//www.newiq.com/services/wbro
  chure/w_sixhats.htm
• deBono, Edward. Six Thinking Hats Summary.
  (Access date July 14, 2007). http//wwwfp.educatio
  n.tas.gov.au/english/pdf/six20hats20teachers20s
  ummaries.pdf
• What Six Thinking Hats Can Do for You. (Access
  date July 18, 2007). http//www.learnerslink.com/S
  ixThinkingHats.htm.

157
? Return to the Day 4 Task Menu
? Go to the Next Activity
158
Day 4 Task 5

• View the PowerPoint entitled Five Characteristics
  of Creative Thinking ?.

• Develop one activity for each of the five
  characteristics that will allow students to hone
  their creative skills.

159
Five C