Lesson 2 Work Independently

Lesson 2: Opportunities to Be Unique & to Work Independently

Key Research Summary Points

1. Learners must already be task-committed and prefer learning independently.

2. When students can show mastery of what is to be offered, substantial gains in achievement can take place when credit is given and used to extend individual learning.

3. Types of credit for learning include credit by exam, curriculum compacting and credit for prior learning.

4. When one compares gifted learners to regular learners; gifted learners will more likely prefer independent study, independent projects, and self-instructional materials.

5. Parents of gifted students, who have experienced curriculum compacting, report that their children have a more positive attitude toward learning and toward the subjects that were compacted.

6. Research shows that compacting the curriculum is powerful, especially in the areas of math and science. The replacement activities need to be accelerated and advanced in complexity. A gain of four fifths of a year’s academic growth was seen in research cases.

7. Gifted learners need to feel that they are making “progress” in their learning. If they do not experience this; all kinds of problems can begin to occur as they must sit year after year repeating what they have previously mastered. These problems can lead to but are not limited to; reticence to cognitive risks, underachievement, lower academic self-esteem, and to social and behavioral maladjustments.

8. When gifted learners participate in independent studies the research shows an impact on motivation to learn, and it is possible that with appropriate structuring through the use of a curriculum model, well-trained teachers, and collaboration between the teacher and the library that the independent skills learned through individual study will be transferable to other academic areas, ultimately affecting overall academic achievement.

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SUPPORTING
RESOURCES/TOOLS

Click on a link
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Administrators: A                Educators: E                Families:  F

E F
Videos/Power Point Presentations
~Teaching Students to Self-Regulate
~The Underachievement of Able Students

E F
Documents/Tables
~ Chuska Scales for Rate of Acquisition
and Retention
~Content Extension
~ Developing Independent Study or Research Project
~Differentiating Curriculum Strategies
~ Gifted Students' Faster Pace of Learning
~Higher Order Thinking Skills -Overview
~Interest Surveys
~Kaplan's Model - Elementary Level Independent Project
~Multiple Intelligences
~ Principles of Differentiation
~Strategies to Address High Ability Learners in the Regular Classroom

E F
Articles/Journals/Books
~ Autonomous Learner Model
~ Curriculum Starter Cards
~Differentiate Instruction in Mixed-Ability Classrooms
~ Teaching Gifted Kids in the Regular Classroom
~Variety of Online Articles

E F
Websites
~Differentiated Instruction - Strategies for Teachers
~Retaining Task Involvement
~Strategies to Implement Curriculum Differentiation
~Do's and Don'ts When Working With Gifted Underachievers

*Lesson 2: Opportunities to Be Unique & to Work Independently- Videos/PowerPoints*
Title/URL *Click on a link for more information*	Implementation/Content Description
Teaching Students to Self-Regulate	Learning how to monitor cognitive activities and accompanying emotions is a crucial part of success for students.
The Underachievement of Able Students	What happens when students are not self-regulating? How can parents and teachers help?

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*Lesson 2: Opportunities to Be Unique & to Work Independently -* *Documents/Tables*
Title/URL *Click on a link for more information*	Implementation/Content Description
Chuska Scales for Rate of Acquisition and Retention	The checklists provide a basic list for teachers to aid in determining those students who have a high or low Rate of Acquisition. This knowledge about a student is an aid to planning in regard to areas such as the depth or breadth of the introduction of the supposed new learning, the number of practice exercises different students may require, and the additional or remedial resources and strategies that have to be employed.
Content Extension	Content extension is the process of extending the curriculum beyond what is typical or expected in a class or grade level and requires depth, complexity and novelty. Content extension includes: Exposure beyond the regular curriculum - to new ideas, skills, and concepts not encountered before. Extension of the regular curriculum - going more broadly and deeply into the ideas already introduced in that curriculum. Extend learning beyond level through advanced content, materials, and complexity. Concept development - using a concept introduced within the regular curriculum and exploring its meaning and implications across the curricular areas.
Developing Independent Study or Research Projects for Gifted Students	The guiding principles from Sandra Kaplan’s work is shared here to help guide curriculum decisions for gifted students.
Differentiating Curriculum Strategies	This information provides a summation and explanation of the different strategies that can be used in the regular classroom daily in order to differentiate curriculum.
Gifted Students' Faster Pace of Learning	This information discusses reasons for gifted students' need to learn at a faster pace and to be ability grouped from time to time with other gifted students. Student profiles, research, and brief explanations help the reader understand.
Higher Order Thinking Skills - Overview	Higher order thinking skills are questioning in discussions or providing activities based on processing that requires analysis, synthesis, evaluation, or other critical thinking skills.
Interest Surveys	Cover Letter and Early Childhood Survey Elementary Student Interest Survey Interest Survey for Elementary, Middle School Students Interest Survey for High School Students
Kaplan's Model - Elementary Level Independent Project	An example of how to apply Kaplan’s Model to planning a unit of study and an independent study
Multiple Intelligences	Howard Gardner has developed the theory of Multiple Intelligences. As a Regular Education teacher or as a Gifted Facilitator, having a working understanding of these nine different intelligences and then applying them to daily classroom activities will enhance the learning of all of the different students in the classroom.
Principles of Differentiation	National leaders from the National/State Leadership Training Institute on the Gifted and the Talented curriculum Committee provide principles of differentiation for educators to follow as they develop curricula for students with advanced learning needs.
Strategies to Address High Ability Learners in the Regular Classroom	Different strategies and models to address high ability learning and giftedness in the regular classroom.

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*Lesson 2: Opportunities to Be Unique & to Work Independently-* *Articles/Journals/Books*
Title/URL *Click on a link for more information*	Implementation/Content Description
Autonomous Learner Model for the Gifted and Talented By George T. Betts	The manual describes the Autonomous Learner Model for the Gifted and Talented (K-12), an approach to helping students become problem solvers through divergent and convergent thinking. Among basic principles of the model are emphases on self esteem, social skills, student interests, and broad-based content topics.
Curriculum Starter Cards: Developing Differentiated Lessons for Gifted Students By Sandra Kaplan	Curriculum suggestions for gifted and advanced learners.
How to Differentiate Instruction in Mixed-Ability Classrooms (2^nd edition) By Carol A. Tomlinson	Offers proven ideas for how to match instructional approaches
Teaching Gifted Kids in the Regular Classroom: Strategies and Techniques Every Teacher Can Use To Meet the Academic Needs of the Gifted and Talented By Susan Winebrenner	This book offers teachers of all grades teaching/management strategies for providing gifted students in regular classes the enriched curriculum they need.
Variety of Online Articles	A list of articles and accompanying links addressing Social/Emotional issues, Grouping and Differentiation

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*Lesson 2: Opportunities to Be Unique & to Work Independently-* *Websites*
Title/URL *Click on a link for more information*	Implementation/Content Description
Differentiated Instruction - Strategies for Teachers	Achieving the goal of differentiating instruction involves the use of a multitude of tools and strategies. Multiple links are provided to assist teachers as they apply the philosophy of DI into their classrooms.
Independent Projects: Sample Products	Students who have a strong interest in a specific subject are may wish to pursue an independent project. These projects may be used as a differentiated way to explore the curriculum. Assignments of this sort will extend learning beyond the curriculum in the textbook and develop enthusiasm, commitment, and academic skills in addition to allowing students to develop deeper relationships with subject matter.
Retaining Task Involvement	Gifted students require special consideration when they are expected to learn through independent studies.
Strategies to Implement Curriculum Differentiation	By using curriculum differentiation in a regular educational classroom, the needs of gifted students and highly intellectual students’ learning needs can be meet.
Do’s and Don’ts When Working With Gifted Under Achievers	Several major causes of, and factors associated with, underachievement are discussed to establish an understanding of the basis of underachievement. Some fundamental do’s and don’ts with respect to each issue of underachievement are summarized briefly.

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Page Questions

Kansas Effective Practices Instructional Toolkit

Key Research Summary Points

Special Education Services
Index

Page Questions

Kansas Effective Practices Instructional Toolkit

Key Research Summary Points

Special Education Services Index

Special Education Services
Index