Differentiation
The teaching goal when it comes to differentiation is to ensure student success in an equitable learning space. Educators strive to develop student leadership and confidence by motivating students to explore the depths of knowledge that is catered to their interest and collaboratively creating a learning program to establish a positive learning experience. Simple strategies such as allowing time for enrichment and advanced understanding in a subject matter can aid in this process. Below are the three C’s of Gifted Differentiation (EduGain, 2016). An approach to teaching that corresponds with the UDL principles and classroom environment.
3 C’s of Gifted Differentiation
Complexity
When teaching a student with Gifted abilities it is important to alter the complexity of material you plan to teach.
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Changing the pace is a great teaching strategy when introducing a new subject matter. This may be with the administration of a pre-test to evaluate the students and plan a starting point for their learning.
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Change the delivery of the content is the next step in the process. Curriculum compacting is a strategic approach to shape learning objectives to fit the classroom (Vahidi,2015). The goal is to assess what your students know and ultimately only teaching what is needed. Here it is essential to match the learning material with the student’s learning ability. This approach should apply to all students to create an equitable learning space.
Educators can provide mini-lessons for students once the foundation has been set for those who have not yet mastered certain objectives. Developing a learner and class profile is essential in tracking developmental progress. Once the curriculum has been compacted teachers may offer choices that are adapted to individual curricular needs and learning styles while keeping a record of their progress (Ontario Ministry of Education, 2013).
Creative/Critical Thinking Skills
This element is critical in the development of all students. Gifted students, in particular, require sufficient support in their critical thinking skills to further evolve learning by forming a positive outlook for their creativity to flourish.
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Purposeful planning allows for students to bring their individual talent into their school work. Creating projects and assignments based on their interest motivates learning and leads to energetic and substantial understanding. With a purposeful plan, students will be able to add depth and breadth to their knowledge (Ontario College of Teachers, 2019). They will focus on problems and issues, not just the facts that are listed in the curriculum. Students should be asked to look a the BIG PICTURE, by broadening the theme and making real-world connections between the subject matter and their interests.
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The identification of student learning preferences can be seen as an access key to a door of knowledge. With many teaching styles and points of entry, finding the right key to unlock the door it is a rewarding challenge in itself. Through a trial and error phase, educators must find the student’s learning style preference, environmental preferences, and social preferences in the classroom(EduGains. (2016). If educators “have accurate, timely and reliable information about what their students know and are able to do, and about optimal conditions that will foster and support their learning, then [educators] can adjust the teaching and learning process to help students learn effectively (EduGains., 2016).
Choice, choice and more choice
Providing choice disrupts intersectionality and results in student agency. Gifted students need room to explore and thrive on experiential learning. It is our job to contribute to the classroom climate and establish a safe space for exploration, inspection, and reflection. The following are ways to ensure this principle is effective in the classroom:
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Learning centers
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Inquiry-based learning
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Independent study
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Tic-tac-Toe -Choice Board
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Learning contracts
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Reading journals
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Open-ended activities
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Multiple Perspectives in all subjects
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Resource Review -
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