Staff Development Specializing in Differentiated Instruction
from Pieces of Learning

Sally Walker's Topics

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   Workshop Descriptions

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Classroom Differentiation for the Young Gifted Child
Grades Pre-K - 3

Many educators believe that young gifted children cannot or should not be identified until at least third grade. We know through experience that these children exist at younger ages. Young gifted children need a different type of curriculum if they are to learn anything new, stretch beyond their already vast knowledge base, and grow, rather than stagnate. Their frustration with one-size-fits-all curriculum may turn into misbehavior or withdrawal.

Ideas and strategies will be shared and demonstrated to help classroom teachers and parents challenge the capable young children they know.

As a result of this staff development the educators will know how to:

• Recognize characteristics of the young gifted child
• Examine programming options to meet the student's needs
• Develop curriculum that challenges young learners
• Develop activities that stretch all children, especially the young gifted child

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 Critical and Creative Thinking Extensions For The Classroom

Critical and creative thinking extend the curriculum beyond the knowledge and comprehension level. Participants will have a chance to explore different kinds of thinking, recognize their preferred way of learning, recognize different ways students learn and implement creative and critical thinking strategies into their classroom curriculum. Actual hands-on activities will be shared. Participants will leave with ideas that they can use the next day in their classrooms.
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 Assessment: Education's Bottom Line

Assessment is an ongoing process. It needs to occur at the beginning of a unit, topic or lesson. Assessment must be continuous throughout the unit as well as at the end of the unit. It is through assessment that we communicate what is important, what has value and how well students are learning. Some students view assessment as "the test" and don't worry about learning if it is not going to be tested. Yet, assessment is so much more than a test.

In knowing how to proceed with assessment development teachers must:

• Specify the nature of the knowledge and skills students are to develop based on standards.
• Specify illustrative tasks that would require students to demonstrate knowledge and skills.
• Specify the criteria and standards for judging student performance on the task.
• Develop a reliable rating process.
• Gather evidence of validity to show what kinds of inferences can be made from the assessment.
• Use results to refine and improve curriculum and instruction as well as to provide continuous feedback to students, parents and the community.
• Move students toward the process of self-assessment.

This session will begin to look at the assessment process. Teachers are encouraged to bring a unit that they want to work on to improve assessment.

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One Size Does Not Fit All - Differentiated Instruction

In most schools and classrooms, the goal is to provide a program that offers every child the opportunity to experience intellectual challenge, accomplishment and delight in learning. The problem exists when programs or curricula typically don't respond to the intellectual needs of the student who already knows the material.

If we are to provide students with the same educational opportunities for growth and learning as their peers, we must view their "special needs" and make special adaptations in programs and activities. Strategies, techniques and tools that help teachers meet the diverse needs of students in their classroom will be demonstrated and discussed. "Instead of" rather than "more of the same" activities will be given. Sally will address:

• Why we need to differentiate
• Assessing knowledge
• Curriculum compacting
• Thinking skills
• Independent study
• Tiered instruction
• Product development
• Assessment

Learn techniques and strategies that you can apply in your classroom the next day.

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Parallel Curriculum

This overview of the National Association for Gifted Children's new Parallel Curriculum Model will give participants an opportunity to preview the newly completed model and to work with it in a guided setting. The goal of the workshop is to begin establishing familiarity with the model and the capacity to apply facets of the model to curricular areas of interest.

The Parallel Curriculum model is a cumulative model of past curriculum models rolled into one. It is multi-layered so that the curriculum can be more adequately altered to meet the needs of diverse learners. It is easy to see where standards fit and how they can be adapted. By looking at the model you will see possibilities for constructing quality curriculum with multiple choices for implementation.