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Byrdseed Gifted Lessons
Some great ideas here for the Connections classroom. Even though the content is aimed at G and T, the processes and ideas can be used in any setting.
Differentiating Instruction For the Gifted
Four characteristics shape teaching and learning in an effective differentiated classroom (Tomlinson, 1995a):
1. Instruction is concept focused and principle driven. All students have the opportunity to explore and apply the key concepts of the subject being studied. All students come to understand the key principles on which the study is based. Such instruction enables struggling learners to grasp and use powerful ideas and, at the same time, encourages advanced learners to expand their understanding and application of the key concepts and principles. Such instruction stresses understanding or sense-making rather than retention and regurgitation of fragmented bits of information. Concept-based and principle-driven instruction invites teachers to provide varied learning options. A "coverage-based" curriculum may cause a teacher to feel compelled to see that all students do the same work. In the former, all students have the opportunity to explore meaningful ideas through a variety of avenues and approaches.
2. On-going assessment of student readiness and growth are built into the curriculum. Teachers do not assume that all students need a given task or segment of study, but continuously assess student readiness and interest, providing support when students need additional instruction and guidance, and extending student exploration when indications are that a student or group of students is ready to move ahead.
3. Flexible grouping is consistently used. In a differentiated class, students work in many patterns. Sometimes they work alone, sometimes in pairs, sometimes in groups. Sometimes tasks are readiness-based, sometimes interest-based, sometimes constructed to match learning style, and sometimes a combination of readiness, interest, and learning style. In a differentiated classroom, whole-group instruction may also be used for introducing new ideas, when planning, and for sharing learning outcomes.
4. Students are active explorers. Teachers guide the exploration. Because varied activities often
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- It's these type of lists I think that make accessing the ideas behind what a differentiated classroom looks like. Tomlinson is the expert, yes, but I need to hear from Mrs. Jones who just converted 50% of her lessons to reflect DI practices. We need teacher practitioners to step forward and lead the way here. - on 2008-07-23
Invitations to Learn // Carol Ann Tomlinson
Tomlinson article detailing the emotional needs of learners in the classroom.
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- I am accepted and acceptable here just as I am.
- I am safe here—physically, emotionally, and intellectually.
- People here care about me.
- People here listen to me.
- People know how I'm doing, and it matters to them that I do well.
- People acknowledge my interests and perspectives and act upon them.
- I am accepted and acceptable here just as I am.
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- I understand what we do here.
- I see significance in what we do.
- What we do reflects me and my world.
- The work we do makes a difference in the world.
- The work absorbs me.
- I understand what we do here.
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