I am reading an article on Ability Grouping & Gifted Children from Duke. In it the article states that most teachers do not differentiate content for gifted learners. Do you agree with that statement? How about in your own classroom?
If you would like to read the article it can be found at http://www.dukegiftedletter.com/articles/vol1no2_rb.html
Subscribe to:
Post Comments (Atom)
Posts
I teach in a large suburban school district and serve 10 schools, both private and public. Few K-6 classroom teachers differentiate for gifted and high aility kids. The ones that say they do, don't.
ReplyDeleteIn defense of classroom teachers there are two factors at play--scripted reading and math program demands and focus on high stakes testing take up way too much time. (it is much easier to go with the flow, have everybody on the same page, than write curriculum for top kids).
The main reason? Differentiation is DAMN HARD! I've taken 2 two-week differentiation classes and I know HOW to do do it, I just don't know if I could do it well in practice and I've taught gifted kids for 25 years. My only advice is start small---educate yourself as to what good differentiation looks like (Tomlinson, Renzulli, etc) then do one lesson well. Good Luck to those of you who are starting on the differentiation highway.
You are so right! So why is it that it is what we are told to do rather than ability grouping or clustering?
ReplyDeleteWell the ability group and the cluster need to be differentiated, differentiation is not only done by ability (readiness) but also by learning preferences and interests. So even within the cluster or group different kids could/should be doing different stuff.
ReplyDeleteTrue...but do you think it is easier to differentiate based on learning perferences & interests if they are ability grouped?
ReplyDeleteProblems our book study group have talked about include the amazing amount of preparation time needed to create and manage so many different activities for each unit; differentiated grading of a variety of projects; entering differentiated grades into systems that is not flexible enough to accommodate differentiation; and classroom management issues.
ReplyDeleteThe most effective differentiated instruction I have used has been our Accelerated Learning System (ALS) which allows me to set up computer based assessments at the ability level for each student. Once the student takes the assessment (based on content area) it automatically assigns specific lessons that the student needs to fill in instructional gaps. It is a great system, but some teachers have abused it by using it exclusively for the majority of their instruction.
The only reason I can effectively use this system is because it is automated, self paced, and electronically graded. As a new gifted teacher, I feel like I am walking off a cliff and trusting that what I have learned will be enough when it comes to differentiating outside the electronic world.
I am quite good at differentiating for the gifted in my younger groups (11-14) - I usually produce three different worksheets to cater to all. It's harder for the older groups, though, when they all have to get through the same stuff to get to the exam.
ReplyDeleteI am going to pilot top-down planning with some teachers at my school. I don't know whether this is mentioned in the book you're reading (I don't have a copy yet) but it involves planning the lesson for the most able pupil in the class and then differentiating DOWN for everybody else. This actually makes it a little easier.
Sally: That sounds great. Where did you hear about it? Is there a book we can purchase? Or a website?
ReplyDelete