Differentiated Instructions

GIFTED
 Characteristics of
Gifted Students
1 ABILITY TO COMPREHEND ABOVE
GRADE LEVELS AMONG THE PEERS 4 MOVING BY THE INTERESTS OF THE
TOPICS

2 STRONG SENSE OF CURIOSITY

5 EXPRESSING EMOTIONAL AND
SENSITIVITY

3 PROBLEM SOLVING USING CREATIVITY

AND GREAT IMAGINATION
6 GREAT FEELINGS OF SELF-AWARE,
UNDERSTANDING SOCIAL AND
GLOBAL ISSUES
 Definition
“Gifted Student who possesses or demonstrates a high level of
ability in one or more content areas when compared to their
chronological peers in the school district and who require
modifications of their educational program if they are to achieve in
accordance with their capabilities.”
-“National Assosiations for Gifted Children”
 Why Do Gifted Students Need
Differentiation?
“When students who are gifted are
routinely unchallenged, they may never
learn how to learn. Gifted students need
opportunities to analyze, evaluate,
create, and reflect. They should gain
experience by asking and investigating
complex questions and completing u de nts
e etin g th e s t
challenging tasks.” ntia ti on is m
“Differe rn in g n ee ds ,”
-Jennifer G. Beasley, EdD, director of teacher education at the
ir le ve l of le a
University of Arkansas. on th e
 How to Differentiate Product
for Gifted Students Content
Teachers can differentiate content, process,
or product ,but at the beginning they have to
build the trusted and safe community of the
classroom .

Process
 Examples of Differentiation Process
Assign work for groups, individuals
and whole group
Arrange area for Independent Work
Content Reward Work, Free time Reading

-Prodive more challenging Reading

materials
Work on the problem without solution
Use Topic of Interest
Product
-Allow to choose a way of learning (video,
presentation, google search)
-Create different levels of projects
Create Real Wold task, project
 Ways of Differentiation
Tiered Assignment
Tiered assignments help
students to complete the
same assignment at
different levels of difficulty.
By different levels of
difficulty, each student can
show understanding by
applying a skill in two ways .
Student’s own pace
Some students who already
know the material can
handle the lessons in
different way.. It can be an
independent project related
to the topic of interest or
the student skip some of
the earlier assignments.
Open-Ended
Activities
Asking higher-lorder thinking
questions are encouraging
students to create responses,
work in pairs to ask questions ,
find ways for further
exploration. Students can work
o independently on interest area
whenever they have free time.
Examples of Differentiation
Compact Curriculum
“Compacting” is allowing
students skip the lessons they
already know, and gives them to
work on more challenging. In a
math class, for example, they
can choose the essential
problems that demonstrate
mastery. If students can
correctly solve those problems,
they can move on to an
extension activity.
Project-Base Learning
To solve problems and come
with solutions, students have to
develop plan and have a
strength if their solutions don’t
work. PBL is a great strategy
for all types of learners for its
depth and complexity, student
choice, real-world skill
development, and collaboration
opportunities.
Pair-Share
allowing students who are gifted
to work together in small groups
to achieve the challenge
themselves. Students are
talented in different ways, you
can use this strategy to help
them learn from each other .
 Conclusion
“Be sure to introduce and define
differentiation,” says Beasley. “Let
students know that their classmates
may be doing different things, and that
just means we have different interests.”
-Carol Ann Tomlinson
Thanks!