DIFFERENTIATION:

DEPTH & COMPLEXITY FOR PARENTS

Presented by Kate Miller
Walter Reed Middle School
 GATE STANDARDS
 The California Department of Education has put forth the following standard as
pertains to the education our gifted students should be receiving:

 “Districts develop differentiated curriculum, instructional models and

strategies that are aligned with and extend the state academic
content standards and curriculum frameworks. The differentiated
curriculum is related to theories, models, and practices from the
recognized literature in the field. (EC 52206[a] and 52206[b])”
 WHAT IS DIFFERENTIATION?
 Simply put, differentiation is the process of modifying what and how
one teaches to better meet the needs of either an individual or a
group.

In planning an addition lesson, how might a teacher adjust the lesson:

~ If a student cannot see
~ If a student has just moved from Japan
~ If a student has A.D.H.D.
(None of these considerations mean the child might not also be gifted.)
 WHAT DO WE DIFFERENTIATE?
Teachers can differentiate one or more of the following parts to a
lesson:
1) Content –
what we are teaching
2) Process –
how we teach it
3) Product –
what the students do/create with their knowledge
 HOW DO WE DIFFERENTIATE?
 In differentiating content and/or process for gifted learners, educators refer
to three methods. These are:
1) Depth
looking at content more closely than normal
2) Complexity
putting content in a wider context than normal
3) Acceleration
teaching content above the chronological expectations
Each of these methods requires a teacher to identify grade level knowledge.
 ACCELERATION
 Exposing/teaching a child above grade level curriculum/standards

Pros
The new material will provide
challenge.
The new material will move them
ahead and provide pacing.
It is an easy and obvious way to
differentiate.
Cons
Are they developmentally (not just
academically) ready?
Is the acceleration providing a false
sense of accomplishment?
Is the child’s background in the
subject matter being fully developed?
 DEPTH AND COMPLEXITY
 Depth and complexity do not seek to add to the number of
topics/subjects that a student knows about; they seek to enhance
the child’s expertise in the content he/she is learning.

Let’s see how it works:

Spend two minutes writing down what you know about children.
 A CLOSER LOOK AT DEPTH
 Let’s try some questions to increase depth of thinking . . .
1) What is an ethical issue that relates to children?
2) What impact do children have on one’s life?
3) What is a trend that you see in raising children?
4) For what reasons do people have children?
5) What unanswered questions regarding your children?

What points did you just consider that you think should be added to
your original list?
A CLOSER LOOK AT COMPLEXITY
 Now let’s consider widening how we are looking at children . . .
1) How do children relate to school subjects (math, science, literature,
history, etc.)?
2) By what guidelines should parents be judged?
3) How has the job of raising kids changed over time?
4) How do others perceive you as a parent, and how do you know?
5) What do you hope your kids learn from (translate) how you are
raising them?
 HOW DO WE DIFFERENTIATE?
 In differentiating process and/or product for gifted learners, educators refer to
novelty. This includes:
1) Presentation of Content
What conditions are being set up, and what skills will be used?
What is the role of the teacher vs. the students?
2) Demonstration of Content
What is the child being asked to create?
What will they enjoy, and what will they find challenging?
These methods require a teacher to know the students very well.
NOVELTY
What parts of this session were the most interesting to you?
Did you like when I spoke or when you wrote down your experiences?
Did you prefer working by yourself or discussing these topics with others?
Would you prefer if I asked you to do a presentation, write a report, or create a
Powerpoint to show what you learned today?
How did I build your capacity of thinking critically about how your child should
be challenged?
What changes in your own methods of parenting will you consider
implementing?
 HOW DOES THIS IMPACT YOU?
Questions to ask yourself about your child’s education?
~ Do I feel my child’s work is appropriately challenging?
~ Can my child’s teachers articulate how they are enriching curriculum
beyond grade level expectations?
~ Is the work my child is doing and the way the classroom is being
managed meeting my child’s academic, social, and emotional needs?
~ Do I see evidence of high level thinking in the work my child is doing?
~ Do I see evidence of my child applying high level thinking in the way
he/she speaks and thinks outside of school?
 SUPPORTING STRONG HABITS
What can you do to support your child’s GATE needs?
~ Ask high level questions about out of school activities.
~ Help your child make connections and comparisons.
~ Help your child take an active interest in what they are doing; even if it is
a routine errand.
~ Be thoughtful and deliberate in overseeing and setting rules for
technology use.
~ Do not overemphasize academics or “burn out” your child with overly
demanding academic expectations.
 SUPPORTING STRONG HABITS
What can you do to support your child’s GATE needs?
~ Support your child’s interests and help him/her to develop new hobbies.
~ Be aware of your child’s social/emotional needs; support these as well.
~ Spend enjoyable bonding time doing things you both/all enjoy.
~ Keep the lines of communication open and healthy.
~ Encourage a healthy balance of school, social, athletic, altruistic, and
“down” time.
~ Remember to think about what your child is learning from what you do.