Differentiated instruction is the variances of an educator's delivery, expectations, and evaluation tools used for individual students within a classroom. (Kaplan, 2011). The action of restating a concept in a different way, different expectations in classroom performances, or even the location within a classroom setting are all forms of differentiation. Any variation of teaching style in order to obtain the best possible learning environment and experience for any student is considered differentiating instruction.
The best approach to teaching gifted students is not a clear-cut process. Identifying areas of giftedness can be as challenging as finding a successful program that will maximize benefits for each child. the identification process thus becomes a very valuable tool to classroom educators. Knowing exactly what areas are identified as gifted will help teachers understand how to plan instruction. NCLB (No Child Left Behind) mandates appropriate education for all special needs students. (US Department of Education, n.d.) Why then does a gifted child receive less educational attention than a student with learning disabilities, yet still is labeled under the umbrella of a "special needs student"? Gifted students should receive appropriate instruction in order to reach their full educational potential as well. In order to meet the needs of gifted students, we have to think "outside the box" for educational avenues that are on the opposite end of the differentiated spectrum as learning disability students.
Regular educational classroom teachers are not trained experts in educating special needs students and yet they are expected to achieve state standard levels for all students. "Tricks of the trade" are given to classroom teachers in the form of an IEP (Individual Education Plan) and additional support from educated experts for learning disabled students; however, gifted students are not guaranteed the same support. Granted, gifted students will most likely meet state standards, but how many get bored with school and end up adding to the dropout statistic?
Kaplan suggests viewing four possible differentiated strategies for gifted children (2011):
1. Differentiate content
2. Differentiate delivery of instruction
3. Differentiate resources
4. Differentiate assessment
In conjunction with these four differentiation strategies, educators can add various tools as aides. One of the exciting aspects of education is the addition of classroom technologies such as computers, hand-held devices, and educational programs specifically designed to meet the individual needs of students. But how? The redesign MATLT activity focusing on a Proposed Project Based approach to learning for gifted students is planned using a flowchart. Most important is the feedback from the students in order to gain interest and motivation that will engage them to go beyond conventional classroom dynamics to further their knowledge and quest to delve deeper into subject materials.
The MATLT activities chosen to redesign were a Flowchart and a Research Proposal that delve deep into differentiation within a regular education classroom for identified gifted students. Project-based learning is an inquiry based learning process that initiates students to focus on complex problems, then requires investigative strategies to be done in order to solve a problem. PBL states that "during the inquiry process, students learn content, information, and facts necessary to draw conclusions about the question". (the buck Institute for Education, n.d.)
Joseph s. Renzulli has developed a project-based learning program that not only differentiates with learning styles, but also generates each student's top interests, expression of reporting an thousands of activities, projects and investigations that are aligned with state standards of curriculum. (Compass Learning, 2012). This program can be utilized at school, at home, or anywhere web access is available. Hertzog points out that schools should be student-centered and classroom experiences explored within the interests of the child, yet be guided by classroom educators. (para 8, 2007). with this in mind, project-based learning is student-driven, promotes self-initiated and self-directed learning opportunities. Classroom educators focus more on a facilitator role than a teacher-centered role. In doing so, students take on a more active role in their planning, developing, and assessment in their own work throughout the project.
The challenges that were experienced included the design of a parent survey and a student survey through SurveyMonkey. The free version limits survey questions to only ten, which does not allow the gradual flow and progression of a questionnaire that focuses on feelings and suggestions. The next challenge was to color code and simplify the flow chart introducing Project-Based Learning as a differentiation tool for gifted students. Non-educators are not familiar with the broad terms and steps taken when implementing a new program to a school district. Most parents are not familiar with applications utilized by their students in school. In addition, a clearer, more in depth, logic model was added to the chart. As with parents, many stakeholders are not familiar with district "red tape" and process procedures. Adding color to the Logic Model aids stakeholders in following the planned path and association with each step of the model.
References
Compass Learning.(2012). RenzulliLearning. RenzulliLearning-Home. Retrieved from http://www.renzullilearning.com/
Hertzog, N. B. (2007). Transporting pedagogy: implementing
the project approach in two first grade classrooms. Journal
of Advanced Academics, 18 (4), 530-564,679. Retrieved
from http://search.Proquest.com/docview/222748831?
Kaplan, M. (2011, December 13). What Does the "Special" in
Special Education Mean? Edutopia. Retrieved from
http://www.edutopia.org/blog/special-in-special-ed-
marisa-Kaplan
Mertler, C. & Charles, C. (2011). Introduction to educational
Reasearch (7th ed.). San Francisco: Allyn and Bacon
The Buck Institute for Education (n.d.). Project Based Learning.
Projet Based Learning. Retrieved from http://pbl-online.org/
US Department of Education. (n.d.). No Child Left Behind.
Ed.gov. Retrieved from http://www2.ed.gov/nclb/landing.
jhtml
Winebrenner, S. (1997, Winter). Teaching in Today's
Classroom. National Association for Gifted Children.
Retrieved from http://nagc.org/index.aspx?id=660
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