The Clustering Model:Delivering Challenge for Gifted Students Dr. Stephen Schroeder-Davis Consultant...

The Clustering The Clustering Model:Delivering Model:Delivering

Challenge for Gifted Challenge for Gifted StudentsStudents

Dr. Stephen Schroeder-DavisDr. Stephen Schroeder-Davis

Consultant for ISD 623Consultant for ISD 623

Roseville Public SchoolsRoseville Public Schools

[email protected]@elkriver.k12.mn.us

Clustering DefinedClustering DefinedTo identify and place the top 5-8 To identify and place the top 5-8

high ability/gt students in the high ability/gt students in the same grade level in one class with same grade level in one class with

a teacher who likes them, is a teacher who likes them, is trained to work with them, and trained to work with them, and

devotes proportional class time to devotes proportional class time to differentiating for them.differentiating for them.

Rogers, 2002Rogers, 2002

Why cluster GT students?Why cluster GT students?

To provide emotional support for GTsTo provide emotional support for GTs To increase the level of challenge for GTsTo increase the level of challenge for GTs To simplify the task of differentiationTo simplify the task of differentiation To match trained, supportive teachers with To match trained, supportive teachers with

students who require differentiationstudents who require differentiation To maximize the learning of out-of-level To maximize the learning of out-of-level

studentsstudents

MGTDC Mission MGTDC Mission StatementStatement

To provide appropriately To provide appropriately challenging instruction to challenging instruction to gifted students during the gifted students during the

regular school day*regular school day*

What is the research on What is the research on clustering?clustering?

Clustering promotes:Clustering promotes: Increased verbal creativity (LeRose, 1974)Increased verbal creativity (LeRose, 1974) 60% increase in knowledge and skills (Kulik 60% increase in knowledge and skills (Kulik

& Kulik meta-analysis)& Kulik meta-analysis) Positive academic gains (Gentry & Owen, Positive academic gains (Gentry & Owen,

1999)1999) Social and emotional benefits (Rogers, Social and emotional benefits (Rogers,

1998)1998)

What teachers skills are What teachers skills are needed?needed?

Cluster teachers should be able to:Cluster teachers should be able to: Recognize and nurture gifted studentsRecognize and nurture gifted students Create conditions which challenge themCreate conditions which challenge them Understand and utilize pre-assessmentsUnderstand and utilize pre-assessments Vary pacing, products, and processesVary pacing, products, and processes Utilize readiness, interest, and learning Utilize readiness, interest, and learning

stylesstyles

Adapted from Winebrenner & Devlin, 1996Adapted from Winebrenner & Devlin, 1996

2005 Gifted and Talented 2005 Gifted and Talented DefinitionDefinition

These are students whose potential requires These are students whose potential requires differentiated and challenging educational differentiated and challenging educational programs and/or services beyond those programs and/or services beyond those provided in the general school program.provided in the general school program.


These students are capable of high These students are capable of high performance when compared to others of performance when compared to others of similar age, experience, and environment, similar age, experience, and environment, and represent the diverse populations of our and represent the diverse populations of our communities.communities.


Students capable of high Students capable of high performance include those with performance include those with demonstrated achievement or demonstrated achievement or potential ability in any one or more of potential ability in any one or more of the following areas:the following areas:


General intellectualGeneral intellectualSpecific Academic subjectsSpecific Academic subjectsCreativityCreativityLeadershipLeadershipVisual and performing artsVisual and performing arts

From the MGTDC (MDE) Advisory CommitteeFrom the MGTDC (MDE) Advisory Committee

Compared with other studentsCompared with other students, , gifted learners oftengifted learners often……

Show persistent intellectual curiosityShow persistent intellectual curiosity

Have a wider range of interestsHave a wider range of interests

Have a written and spoken vocabulary thatHave a written and spoken vocabulary that

is markedly superior in quality and quantityis markedly superior in quality and quantity

Read avidlyRead avidly

Show insight into complex mathematical Show insight into complex mathematical problems…problems…

May also…May also…

Observe keenlyObserve keenly Show social poiseShow social poise Get excited about intellectual challengesGet excited about intellectual challenges Show an alert and subtle sense of humorShow an alert and subtle sense of humor May be May be extraordinarilyextraordinarily sensitive sensitive

Adapted from Adapted from When Gifted Kids Don’t have All the AnswersWhen Gifted Kids Don’t have All the Answersby Jim Delisle, Ph.D., & Judy Galbraith, M.A.by Jim Delisle, Ph.D., & Judy Galbraith, M.A.

Asynchronous Asynchronous DevelopmentDevelopment

Giftedness is asynchronous development in which Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity advanced cognitive abilities and heightened intensity combines to create inner experiences and awareness that combines to create inner experiences and awareness that are qualitatively different from the norm. This asynchrony are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. The increases with higher intellectual capacity. The uniqueness of gifted learners renders them particularly uniqueness of gifted learners renders them particularly vulnerable and requires modifications in parenting, vulnerable and requires modifications in parenting, teaching and counseling in order for them to develop teaching and counseling in order for them to develop optimally.optimally.

(The Columbus Group, 1991)(The Columbus Group, 1991)

Giftedness is asynchronous Giftedness is asynchronous development, placing the gifted development, placing the gifted

child “out of phase” with:child “out of phase” with:

SelfSelf Age peersAge peers At level tests, assessments, expectationsAt level tests, assessments, expectations Much of popular cultureMuch of popular culture

(The Columbus Group, 1991)(The Columbus Group, 1991)

Bright Child/High Bright Child/High AbilityAbility

Knows the answerKnows the answer Is interestedIs interested Is attentiveIs attentive Has good ideasHas good ideas Works hardWorks hard Answers the Answers the

questionsquestions Top groupTop group Listens with interestListens with interest

Asks the questionsAsks the questions Is highly curiousIs highly curious Is mentally and physically involvedIs mentally and physically involved Has wild, silly ideasHas wild, silly ideas Plays around, yet tests wellPlays around, yet tests well Discusses in detail; elaboratesDiscusses in detail; elaborates Beyond the groupBeyond the group Shows strong feelings and Shows strong feelings and

opinionsopinions

Gifted/Highly Gifted Learner


Learns with easeLearns with ease 6-8 repetitions for 6-8 repetitions for

masterymastery Understands ideasUnderstands ideas Enjoys peersEnjoys peers Grasps the meaningGrasps the meaning Completes the Completes the

assignmentsassignments Is receptiveIs receptive

Already knowsAlready knows 1-2 repetitions for 1-2 repetitions for

masterymastery Constructs abstractionsConstructs abstractions Prefers adultsPrefers adults Draws inferencesDraws inferences Initiates projectsInitiates projects Is intenseIs intense



Copies accuratelyCopies accurately Enjoys schoolsEnjoys schools Absorbs informationAbsorbs information TechnicianTechnician Good memorizerGood memorizer Is alertIs alert Is pleased with own Is pleased with own

learninglearning Enjoys straightforward, Enjoys straightforward,

sequential presentationssequential presentations

Creates a new designCreates a new design Enjoys learningEnjoys learning Manipulates informationManipulates information InventorInventor Good guesserGood guesser Is keenly observantIs keenly observant Is highly self critical Is highly self critical

Thrives on complexityThrives on complexity


Levels of Giftedness I: Levels of Giftedness I: High Ability StudentsHigh Ability Students

95% on standardized tests95% on standardized tests Ability Scores of 120-130Ability Scores of 120-130 Top 1/3 - 1/4 in a mixed-ability classTop 1/3 - 1/4 in a mixed-ability class Predominate in most “gifted” and “honors” Predominate in most “gifted” and “honors”

classes due to sheer numbersclasses due to sheer numbers May struggle in a rigorous, out-of-level May struggle in a rigorous, out-of-level

curriculum without a work ethiccurriculum without a work ethic Start kindergarten with first grade skillsStart kindergarten with first grade skills Are the “bright children” described earlierAre the “bright children” described earlier

Levels of Giftedness II: Levels of Giftedness II: Gifted StudentsGifted Students

95% + on standardized tests95% + on standardized tests Ability Scores of 132 - 140Ability Scores of 132 - 140 Top 3 to 8 students in a mixed-ability classTop 3 to 8 students in a mixed-ability class Second most common student in a gifted program - and Second most common student in a gifted program - and

legitimately qualifylegitimately qualify May be ready for first grade (academically) by age 4May be ready for first grade (academically) by age 4 May be the “bright children” described earlierMay be the “bright children” described earlier

Levels of Giftedness III: Levels of Giftedness III: Highly Gifted StudentsHighly Gifted Students

98 - 99% on standardized tests (ceiling effect)98 - 99% on standardized tests (ceiling effect) Ability Scores of 140 and aboveAbility Scores of 140 and above Top 2 to 3 (may be the Top 2 to 3 (may be the only) only) students in a students in a gradegrade ““Over-qualify” for most gifted programsOver-qualify” for most gifted programs May be ready for first grade (academically) by age 3May be ready for first grade (academically) by age 3 Most read spontaneously b/4 kindergartenMost read spontaneously b/4 kindergarten Most read simply chapter books by age 5 - 6Most read simply chapter books by age 5 - 6 Most intuitively use numbers for all operations b/4 Most intuitively use numbers for all operations b/4

kindergartenkindergarten

Levels of Giftedness IV:Levels of Giftedness IV:Profoundly GiftedProfoundly Gifted

99% + on standardized tests (ceiling effect)99% + on standardized tests (ceiling effect) May need “IEP’s” and coordinated serviceMay need “IEP’s” and coordinated service Top 2 to 3 (may be the Top 2 to 3 (may be the only) only) students in a students in a schoolschool ““Over-qualify” for most gifted programsOver-qualify” for most gifted programs May be ready for first, second, or third grade (academically) by May be ready for first, second, or third grade (academically) by

age 3age 3 Most read spontaneously b/4 kindergartenMost read spontaneously b/4 kindergarten Most read simply chapter books by age 5 - 6Most read simply chapter books by age 5 - 6 Most intuitively use numbers for all operations b/4 kindergartenMost intuitively use numbers for all operations b/4 kindergarten Majority are at upper high school levels by 4th - 5th gradeMajority are at upper high school levels by 4th - 5th grade Have existential concerns (death, justice, career) Have existential concerns (death, justice, career) years years ahead ahead

of age peersof age peers

I.Q. EquivalenciesI.Q. Equivalencies

High AbilityHigh Ability GiftedGifted Highly GiftedHighly Gifted Profoundly GiftedProfoundly Gifted

120 - 130120 - 130 132 - 140132 - 140 140 140 140 + (160 - 180) 140 + (160 - 180)

Differentiation: Differentiation: Learning and Learning and

DiversityDiversityAn expanding body of An expanding body of research affirms that research affirms that

teaching students with teaching students with interventions that are interventions that are

congruent with the congruent with the students’ learning-style students’ learning-style

preferences result in their preferences result in their increased academic increased academic

achievementachievement and more and more positive attitude toward positive attitude toward

learning.learning.Griggs & Dunn, 2001Griggs & Dunn, 2001

Differentiation: A definitionDifferentiation: A definition

Differentiation allows students Differentiation allows students multiple optionsmultiple options for taking in information, making sense of ideas, for taking in information, making sense of ideas, and expressing what they have learned. A and expressing what they have learned. A differentiated classroom provides differentiated classroom provides different different avenuesavenues to acquiring content, to processing or to acquiring content, to processing or making sense of ideas, and to developing products making sense of ideas, and to developing products so that each student can learn effectively. so that each student can learn effectively. (Tomlinson, 2001)(Tomlinson, 2001)

Differentiation: A Survival Differentiation: A Survival StrategyStrategy

Increasingly broad spectrum of student needs, Increasingly broad spectrum of student needs, backgrounds, and learning stylesbackgrounds, and learning styles

Local, state and national standardsLocal, state and national standards Graduation requirementsGraduation requirements Curriculum requirements Curriculum requirements

(“We have so much to cover!”)(“We have so much to cover!”) Local, state and national testingLocal, state and national testing

What Does It Mean To “Differentiate?”What Does It Mean To “Differentiate?”

ProactivelyProactively providing different avenues to content, providing different avenues to content, activities (process) and products in activities (process) and products in anticipation of anticipation of student differences.student differences.

Teacher moves from the “provider of information” to the Teacher moves from the “provider of information” to the ““facilitator of learningfacilitator of learning.”.”

Students Students learn for the sake of learninglearn for the sake of learning--tasks are --tasks are satisfying and encourage more complex thinking.satisfying and encourage more complex thinking.

When the classroom environment provides multiple When the classroom environment provides multiple avenues to investigate “real-world” issues through avenues to investigate “real-world” issues through challengingchallenging and engaging activities. and engaging activities.

Some Principles of a Some Principles of a Differentiated ClassroomDifferentiated Classroom

All students participateAll students participate in respectful and challenging work. in respectful and challenging work.

Students and teachers are collaboratorsStudents and teachers are collaborators in learning--CHOICES. in learning--CHOICES.

Goals of a differentiated classroom are Goals of a differentiated classroom are maximum growth and maximum growth and individual success.individual success.

Flexibility is the hallmarkFlexibility is the hallmark of a differentiated classroom. of a differentiated classroom. Adapted from C.A. Tomlinson, 2003Adapted from C.A. Tomlinson, 2003

A Common G/T VocabularyA Common G/T Vocabulary

Gifted Talented

• high aptitude • high achievement• nature • nurture• ability • performance• potential • environment• threshold • accomplishment• endowment • output• asymptote

(Gagne 1995)

Gifts vs. TalentsGifts vs. Talents““Giftedness refers to measures of Giftedness refers to measures of potential, of untrained natural ability, potential, of untrained natural ability, while talent is reserved specifically for while talent is reserved specifically for indices of achievement, of the indices of achievement, of the performance attained as the result of a performance attained as the result of a systematic program of training and systematic program of training and practice.”practice.”

(Gagne 1995)(Gagne 1995)

Developmental Process

Intrapersonal CatalystsMotivation•values•interests•efforts•persistence•work habits

Temperament/Personality

•self-esteem•adapaiblityPhysical attributes•health/energy

Giftedness(potential)•Intellectual

•Creative •Socio-Affective

•Sensori-Motor

Talents(Skills)

Academic•Language•ScienceArts•Visual•Drama•Social action•Chess•Video gamesSportsLeisure

Environmental CatalystsMilieu: physical, cultural, social, familial

Persons: parents, teachers, mentors, peers

Provisions: programs, activities, services

Events: encounters, awards, accidents

PROFILES

TYPE ONE: SUCCESSFUL

• Positive Self Concept

• High Achiever

• Convergent Thinker

• Unaware of Deficiencies

TYPE TWO: CHALLENGING

• Bored and frustrated

• Defensive

• Creative

• Independent

PROFILES

TYPE THREE: UNDERGROUND

• Unsure

• Wants to Belong Socially

• Quiet to Shy

• Involved Outside of School

TYPE FOUR: DROP OUT

• Resentful and Angry

• Poor Self Concept

• Unaccepted by Adults

• Creative

PROFILES

TYPE FIVE: DOUBLE LABELED

• Weaknesses

• Hidden Strengths

• Unaccepted

• Frustrated

TYPE SIX: AUTONOMOUS

• Self Confident

• Positive Self Concept

• Appropriate Social Skills

• Independent Learning SkillsGeorge Betts

Differentiation: A definitionDifferentiation: A definition

Differentiation allows students Differentiation allows students multiple optionsmultiple options for taking for taking in information, making sense of ideas, and expressing what in information, making sense of ideas, and expressing what they have learned. A differentiated classroom provides they have learned. A differentiated classroom provides different avenuesdifferent avenues to acquiring content, to processing or to acquiring content, to processing or making sense of ideas, and to developing products so that making sense of ideas, and to developing products so that each student can learn effectively. (Tomlinson, 2001)each student can learn effectively. (Tomlinson, 2001)

DI via Presentation Mode (II)DI via Presentation Mode (II)

Instructional TechnologyInstructional Technology Beyond the classroom resourcesBeyond the classroom resources SimulationsSimulations ManipulativesManipulatives ExemplarsExemplars Students teaching each otherStudents teaching each other

DI via Presentation Mode (I)DI via Presentation Mode (I)

LectureLecture DemonstrationDemonstration DiscussionDiscussion Printed textPrinted text PicturesPictures Chalkboard, charts, wallsChalkboard, charts, walls

Differentiation 3 X 3Differentiation 3 X 3

1.1. SourcesSources2.2. ProcessesProcesses3.3. ProductsProducts

1.1.Whole-classWhole-class2. 2. Small-groupSmall-group3. 3. IndividualIndividual

1.1.ReadinessReadiness2.2. Interests Interests3. 3. Information Information processing processing

styles styles

Differentiation 3x3Differentiation 3x3 (One) (One)

11.. SourcesSourcesLayered texts, various web sites, primaryLayered texts, various web sites, primaryand secondary research, other formats . . .and secondary research, other formats . . .2.2. ProcessesProcessesReading, writing, drawing, building,Reading, writing, drawing, building,verbalizing, other means of processing.verbalizing, other means of processing.3. 3. ProductsProductsDemonstrating learning via web page, report,Demonstrating learning via web page, report,interview, play, drawing, mobile, debate, interview, play, drawing, mobile, debate, commercial . . . commercial . . .

Differentiation 3x3Differentiation 3x3 (Two) (Two)

1.1. Whole-groupWhole-groupDemonstration, lecture, base-line informationDemonstration, lecture, base-line information2.2. Small-groupSmall-groupInterest, student-selected, teacher assigned, Interest, student-selected, teacher assigned, random, readiness . . . random, readiness . . . 3.3. IndividualIndividualFor accountability, autonomy, and talentFor accountability, autonomy, and talentdevelopmentdevelopment

Differentiation 3x3Differentiation 3x3 (Three) (Three)

1.1. ReadinessReadinessThe learner’s current knowledge,The learner’s current knowledge,understanding, and skill and the teacher’sunderstanding, and skill and the teacher’srequired scaffolding.required scaffolding.22. . InterestInterestRequires knowledge of each student.Requires knowledge of each student.3.3. Learning profileLearning profileThe traits and factors (gender, culture,The traits and factors (gender, culture,wiring) that affect how a student learns.wiring) that affect how a student learns.

Common Understanding of Common Understanding of GradingGrading

Is the final judgment of what a student has Is the final judgment of what a student has “learned”“learned”

Defines students’ strengths and weaknessesDefines students’ strengths and weaknesses Informs parents/guardians of child’s learning Informs parents/guardians of child’s learning

and achievement statusand achievement status Determines promotion/detention, honors, Determines promotion/detention, honors,

awards, eligibility and reporting to other awards, eligibility and reporting to other institutionsinstitutions

Guidance to student for future endeavorsGuidance to student for future endeavors

What is a Grade?What is a Grade?

“…“…A grade (is)…an inadequate A grade (is)…an inadequate report of an imprecise judgment of a report of an imprecise judgment of a biased and variable judge of the biased and variable judge of the extent to which a student has extent to which a student has attained an undefined level of attained an undefined level of mastery of an unknown proportion of mastery of an unknown proportion of an indefinite amount of material.”an indefinite amount of material.”

Paul Dressell, Michigan State UniversityPaul Dressell, Michigan State University

Building a Common TerminologyBuilding a Common Terminology

Grading:Grading:

““The number or letter reported at the end of a The number or letter reported at the end of a period of time as a summary statement of student period of time as a summary statement of student performance.” performance.”

The score given on a single test or performance.The score given on a single test or performance. (O’Connor, 2002)(O’Connor, 2002)


Assessment:Assessment:

““Gathering and interpreting information about student Gathering and interpreting information about student achievement using a variety of tools and technique.”achievement using a variety of tools and technique.”

The act of describing student performance to enhance The act of describing student performance to enhance learninglearning

Feedback from teachers to students to improve Feedback from teachers to students to improve performanceperformance

O’Connor, 2002O’Connor, 2002


Achievement:Achievement:

The demonstration of The demonstration of newly acquired newly acquired understandingsunderstandings (concepts), knowledge, skills and (concepts), knowledge, skills and behaviors that are stated in the learning goals for a behaviors that are stated in the learning goals for a course or unit of study, sometimes referred to as course or unit of study, sometimes referred to as the “standards”the “standards”

Common Understanding of Common Understanding of AssessmentAssessment

Guides instructionGuides instruction Guides student learningGuides student learning Is done differently to different studentsIs done differently to different students Is meaningfulIs meaningful May come at different times for different May come at different times for different

studentsstudents

The Clustering Model:Delivering Challenge for Gifted Students Dr. Stephen Schroeder-Davis Consultant...

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