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 Lesson 1: Daily Challenge in Areas of Talent - Documents/Tables
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Title/URL
Click on a link for more information |
Implementation/Content Description |
| Ascending Intellectual Demand |
Ascending intellectual demand is the term used to describe the process whereby a teacher consciously increases the depth, complexity, sophistication, and novelty of thinking required by students as they acquire and process knowledge, e.g. scaffolding. The teacher accomplishes this increase in small incremental levels determined by knowledge gained through ongoing assessment of the current level of students’ thinking. |
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Ascending Levels of Support within Areas of Strength
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Since learning is linked to increasing levels of complexity and challenge as described by the concept of "ascending intellectual demand", content options should be selected based upon this premise and provide for continual learning and growth in a learner's specific area(s) of strength.
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Challenge Strategies
Overview/Examples |
Teachers must use differentiated instruction and a variety of strategies to meet the diverse needs of learners and allow all students to learn at appropriately challenging levels. According to Roberts and Inman (2007), strategies must address the interests and learning preferences of gifted learners in order to motivate them to perform well. |
| 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.
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| Differentiated Instructional Strategies |
Carol Ann Tomlinson’s differentiated instructional strategies are discussed here so that the regular educational classroom teacher can have a working understanding of them. By applying any and all of these strategies the high ability and gifted students in the classroom will have many of their instructional needs meet in the regular classroom. |
| Differentiation - Definition & Organizer |
For teachers seeking more general information about differentiating instruction in the classroom.
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| Effect Size - Research on Instructional Management |
Research-based information by Karen B. Rogers on the results of effect size of instructional management.
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| Grouping Patterns |
Grouping is one of the decisions that teachers make during the planning stage of the Teaching/Learning Cycle. Grouping is always done with the needs of the students and the purposes for instruction in mind. |
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. |
Higher Order Thinking Strategies
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The infusion of higher order thinking skills into instruction can be a valuable tool for teachers in planning discussion questions, in organizing learning tasks, in planning literature and writing assignments, and in the development of challenging curriculum. |
| How to Help Students Develop Creative & Divergent Thinking Skills |
An excellent model to develop creative and divergent thinking skills with students is the Williams Model (1993). This three-dimensional model focuses on:
Dimension One: the subject matter of the curriculum;
Dimension Two: the teaching strategies that stimulate positive learning behaviors;
Dimension Three: the development of cognitive-intellective and affective-temperament behaviors of students. |
| Inclusion in the General Education Classroom |
Greater emphasis is being placed on facilitating differentiation in the general education classroom for gifted (Tomlinson, 1999). Differentiation acknowledges the need gifted students have to be offered challenge in their learning curriculum each day and every class period. Another important factor recognizes that through differentiation the general classroom teacher shares in the responsibility of meeting the educational needs of gifted students.
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| 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. |
| Providing Differentiation in the Regular Classroom |
How teachers and administrators can provide and help facilitate differentiation in the regular classroom for students with advanced learning needs. |
| Quality Services for Gifted Students |
For every gifted student, there needs to be a team approach to providing the best education practices daily. This information explains the critical components of quality services for Gifted Students. It further discusses the benefits that can accrue once services are matched to individual needs. |
| Think 7 to Differentiate Curriculum |
Curriculum differentiation is a broad term referring to the need to tailor teaching environments and practices to create appropriately different learning experiences for different students. The Think 7 chart outlines differentiation in these broad terms. |
| Types of Gifted Students |
George Betts and Maureen Neihart’s research that is presented in “Profiles of the Gifted and Talented” summarizes the different types of gifted students. The purpose of this model is not to classify students but to provide a new understanding of gifted students and new opportunities for developing techniques and strategies for facilitating the cognitive, emotional and social growth of these children.
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