These slides compliment a webinar on "Curriculum Differentiation for Gifted and Talented Students" held on December 1st, 2009. The webinar was presented by renowned gifted education specialists Joseph Renzulli, Sally Reis and Barbara Swicord. The webinar focused on adapting and differentiating the regular curriculum to meet the needs of gifted students. A variety of strategies were discussed, including curriculum compacting and the use of enrichment. Strategies for identifying strength areas, assessing prior mastery, keeping records, and planning appropriate alternative activities using technology were presented.

1. Curriculum Differentiation for
Gifted and Talented Students
These slides compliment a
live webinar held on
December 1ST, 2009
Presenters:
Joseph S. Renzulli Ed. D.
Sally M. Reis. Ph. D.
Barbara Swicord, Ed. D. Candidate
Sponsored by:
Renzulli Learning and
the Summer institute for the Gifted

2. Webinar Presenters
Joseph S. Renzulli, Ed. D. Sally M. Reis, Ph. D.
Neag Professor of Gifted Professor and Department
Education and Talented Head in the Educational
Development at the University Psychology Department
of Connecticut and Director of at the Neag School of
the National Research Center Education
on the Gifted and Talented
Barbara Swicord, Ed. D.
Candidate
President and CEO of the
Summer Institute for the Gifted
and the Executive Director of the
National Society for the Gifted
Talented (NSGT)

3. Audio Visual Webinar Recording
A free audio visual recording of the webinar is available, along with
links to additional online resources.
For information on how to access the webinar recording, please
contact the Summer Institute for the Gifted via email at
sig.info@giftedstudy.org or by phone at (866) 303-4744.
Please ask for the webinar recorded on December 1st, 2009 entitled
“Curriculum Differentiation for Gifted and Talented Students”.

4. Challenging Gifted Students in
the Regular Classroom

6. The Schoolwide Enrichment Model
Joseph S. Renzulli Sally M. Reis
School Structures
The Total Talent Portfolio
Curriculum Modification Techniques
Enrichment Learning and Teaching
TYPE I TYPE II
GENERAL GROUP
EXPLORATORY TRAINING
ACTIVITIES
ACTIVITIES
TYPE III
INDIVIDUAL SMALL GROUP
INVESTIGATIONS OF REAL PROBLEMS
Regular Environment
Classroom
In General
Service Delivery Components
www.gifted.uconn.edu

7. 5
Dimensions
of
Differen/a/on
On-­line
Courses
Blogs,
Wikis,
Podcasts,
RSS
Feeders,
Screencasts,
•Depth
Complexity
Model
Social
Networking
Sites,
(Kaplan)
Flickr,
Twitter
•The
Parallel
Curriculum
Model
Renzulli
Learning
System
(Tomlinson,
Kaplan,
et
al.)
•The
Multiple
Menu
Model
for
Learning/Teaching
Styles:
Developing
Differentiated
Curriculum
(Renzulli,
Leppien,
Technology
Lecture,
Discussion,
Peer
Tutoring,
Socratic
Inquiry,
CAI,
Hays.)
Dramatization,
Problem
KNOWLEDGE
PEDAGOGY
Based
Learning,
Guided
Unguided
Independent
Study
Curriculum
Instruc/onal
Content
ole
of
Strategies
Classroom
Organization:
Forum,
Cinema,
The
R her
Classroom
The
Teac
Laboratory,
Café,
Conference,
Boardroom,
Lecture
Hall,
Student
Expression
Styles:
Circle,
Hot
Seat,
Study
Oral,
Visual,
Graphic,
Carrels,
Science/Media
Labs,
Organiza/on
Products
Manipulative,
Artistic,
Computer
Lab,
Interest
Written,
Multi-­Media,
Centers
MANAGEMENT
EXPRESSION
STYLES
Service,
Combinations
of
Grouping
by:
Interests,
Skill
the
Above
Levels,
Ability,
Within
Across-­Grade
Cluster
Grouping,
Common
Tasks/Projects,
Technology
Complimentary
Talents,
Cooperative
Learning
(JSR: 1996)

8. The success of education
depends on adapting
teaching to individual
differences among learners.
Yuezheng, in 4th century B. C. Chinese
treatise, Xue Ji

9.  From theory to practice
 1. How and why students learn differently
 2. How teachers can challenge gifted students in the regular classroom
 3. How teachers can use differentiated teaching strategies to challenge
all students

10. The biggest mistake of past centuries in
teaching has been to treat all children as if
they were variants of the same individual and
thus to feel justified in teaching them all the
same subjects in the same way.
–Howard Gardner

11. Learning Differences in
Children
*Aptitude and Ability
*Achievement
*Academic background—poor preparation and limited exposure
*Cultural—second language acquisition, interaction style
differences
*Affect (enthusiasm level and personality)
*Effort (effort vs. ability issues)
*Styles of learning style
(visual, auditory, concrete, hands-on)
*Interests
*Product and processes
*Self-regulation and study skills

12. What is Differentiation?
Matching the given content area
with a student’s interests,
abilities, and learning styles
through various instructional
strategies!

13. Purpose of Differentiation
1. Enhance learning to improve
match between student and
curriculum;
2. Change depth or breadth of
student learning;
3. Use varied learning strategies,
appropriate grouping and
management;
4. Enable all students to make
continuous progress in all
content areas.

14. A “ BELL CURVE SEATING CHART”

15. Different teaching strategies to help
teachers challenge gifted students and
differentiate in the classroom, including:
Curriculum Compacting
Tiered Assignments
Alternate Choice Assignments
Enrichment Clusters
Acceleration
Enrichment Teaching and Learning
Using Higher Order Questions
Grouping Options
Independent Study and Research Studies
Competitions and Mentorships

16. To begin to differentiate, you should
think about your teaching experiences….
1. Think about one or two students who have
gifted learning needs in your classroom.
2. Consider what these learners need to make
continuous progress in learning.
3. Think about how you can meet the needs of
students with diverse (a) readiness levels, (b)
interests, (c) learning styles?
4. What can you do to modify, enrich, and
differentiate curriculum and instruction for
diverse learners?

17. Goals of Compacting
 Create a challenging learning environment in the
classroom and the enrichment programn for all
children!
 Define objectives and guarantee proficiency in basic
curriculum.
 Find time for alternative learning activities based on
advanced content and individual student interest.

19. In a national study, researchers
learned that
Approximately 40-50% of
traditional classroom
material could be
eliminated for academically
talented students.

20. Other Strategies for
Differentiation
Learning Centers
The SEM and Enrichment Clusters
Independent or Group Type III Projects
Renzulli Learning

21. Learning Centers

22. What Is Tiering?
 One form of differentiation.
 Ensures that students with different learning needs
work with the same essential ideas and use the same
key skills but at different levels of
 complexity
 abstractness
 open-endedness
Tomlinson, C. (1995). The Differentiated Classroom. Alexandria, VA: ASCD.

23. Acceleration
 Different books, same subject, different level of
reading
 Math: odd problems only, to free up time for
independent study of another facet of math that
the student would not otherwise study
 Skip a grade
 Skip a grade in one subject
A Nation Deceived Report

24. Rationale for Use
 Builds on student interest
 Satisfies curiosity
 Teachers planning and research skills
at advanced levels
 Encourages independence
 Allows work with complex abstract
ideas
 Allows long-term and in-depth work
on topics of interest
 Taps into high motivation

25. Grouping can help to
differentiate
Flexible grouping within classrooms
Cluster grouping within and across
classrooms
Separate classes for gifted and high
achieving students

26. Prof. Dumbledore:
It is our choices, Harry, that
show what we truly are, far
more than our abilities.
J. K. Rowling
Harry Potter and The Chamber of Secrets

27. It Begins with Good Instruction
How will you start to
differentiate?

28. Renzulli
Learning
System
Overview
At-­‐A-­‐Glance
Resource
Matching With
Search Engine
Individualized Strength And Data Bases
Assessment
•
Reproducible
AcLviLes
•
Teacher
Monitoring
Tools
•
Lesson
Plans
Learning
Maps
•
Grouping
By
Interest
Areas,
etc.
Total Talent Portfolio •
Teacher
Favorites
PorRolio
•
Curricular
Related
“Push
-­‐Ins”
•
Built-­‐In
Assessment
Tools
•
Parent
Review
Access
•
24/7/365
Usage
•
Staff
Development
Tutorials
Application of Resources to •
Built
In
Accountability
and
Class Work And Projects
Staff
Development
for
Teachers

29. Renzulli Profiler
 Computer Assessment of:
 Academic Strength Areas
 Interests
 Learning Styles
 Preferred Modes of
Expression
All done at the computer in
about forty-five minutes…

31. Top 3
Interest
Areas
Top 3
Learning
Styles
Top 3
Expression
Styles

32. Steph is a fifth grade student who has special interests
and abilities in school….Her primary interest
appears to be in science. She seems to enjoy learning
about scientific subjects such as biology, chemistry,
environmental protection, animals, or geology and
doing something with this knowledge, such as
working on an experiment or a science project, or
collecting items such as leaves or insects.

33. Open-Ended Questions on Interest
Assessments
 Imagine that you have written your first
book and you are ready to submit it for
publication. What is the title of your book
and what is your book about?
 Student Response:
The title of my book would be “Runaway”.
It will be about a girl from ancient Egypt
who runs away from home because she has
a dream that she must find an ancient amulet
from Alexandria. The amulet is the key to
discovering an important fact about her
great-great grandfather.!

34. Strength
Based
Resource
Matching
Approx.
40,000
Total
Resources
DifferenLaLon
Search
EngineTM
32,000
Online
/
8,000
Offline
Each child receives approximately 2,000 recommended resources. For
example, there are over 1,200 Research Sites – this child received 54
recommendations based on her individual learning profile.

35. Unit Supplement Concept
• A portfolio of curriculum content and product recommendations
across four key “knowledge acquisition” components:
• Let’s take a Science theme example...
Explora/on
of
the
Human
Body
(Grade
3)
The
Virtual
Body
The
Body
Scrapbook
The
Big
Story
on
Bones
Hands-­‐on
Experiments
Introduce
the
science
of
Perfect
for
your
students
Embark
on
a
small
group
Hundreds
of
experiments
the
body
and
launch
with
visual
games
research
project
to
learn
submiNed
by
kids
that
class-­‐wide
discussions
learning
styles.
all
about
the
skeleton.
require
limited
materials,
through
an
in-­‐depth
tour
Answer
ques/ons
about
Renzulli
can
help
unlimited
opportuni/es
of
the
brain,
skeleton,
the
human
body
through
teachers
group
their
to
prac/ce
the
science
heart,
diges/ve
track.
a
“photo
shoot”
game.
students
by
learning
trade,
and
even
submit
expression
styles
too.
their
findings
to
the
world!

36. The
Renzulli
Differen'a'on
EngineTM
Matches
required
content
with
each
student’s
interests,
abili/es,
learning
styles,
and
preferred
product
styles.
State
Standards

37. Renzulli are endless onlinebetween yourunique learning stylesstudents?
There knows what fitsadd your directions, onesRenzullicurriculum.
Create a connection resources: which
Differentiate student’s students and the
does the rest.
You set the topic, eachthis topic: Climate match your and interests.
and Change

38. Just
tell
Renzulli
what
you
want
to
teach.

39. Renzulli
creates
a
unique
menu
for
each
student.

40. I
O
pportunities
R
esources
E
ncouragement
Interest

41. The Schoolwide Enrichment Model
Joseph S. Renzulli Sally M. Reis
School Structures
The Total Talent Portfolio
Curriculum Modification Techniques
Enrichment Learning and Teaching
TYPE I TYPE II
GENERAL GROUP
EXPLORATORY TRAINING
ACTIVITIES
ACTIVITIES
TYPE III
INDIVIDUAL SMALL GROUP
INVESTIGATIONS OF REAL PROBLEMS
Regular Environment
Classroom
In General
Service Delivery Components
www.gifted.uconn.edu

42. Out of School Activities
 Students need differentiation 24/7/365
 Ways to supplement school-based differentiation
 Afterschool and weekend programs
 Community resource-based activities
 Individualized activities at home
 Online learning programs
 Summer programs

43. Research support for short term
programs
 Accelerative, short-term, and intensive
learning experiences are retained well by
gifted learners and allow them to advance
academically in math, science, and
humanities coursework
(Lynch, 1992; Stanley et al. 1991; Stocking
Goldstein, 1992, Swiatek, 2007)

44. Further research
 Enrichment models can give a more in-depth and
hands-on immersion into a subject than schools
(Brown, 2006).
 Instruction can be done at a much faster pace in
summer academic programs without sacrificing
the level of subject mastery for future course work
and students experience a higher degree of
satisfaction from the learning (Olszewski-
Kubilius, 2006).

45. Findings
 Why Do Students Select a Summer Academic
Program?

46. Why did you choose to attend
the SIG program?

47. Long term benefits

48. Social component
 Very important to differentiation
 Need supportive relationships
 Tendency to minimize talents to fit in
socially
 Benefit from being grouped with similarly
accelerated students in enriched classes
(Kulik Kulik, 1984)

49. Components of the Residential
Program
 Academic
 Residential
 Student Activities

50. Bryn Mawr SIG Student Quote
 “Here, unconventional and
intelligent are the norms. We
can be our own person
without fear of being judged
harshly. SIG offers us a
haven in which we are
supported whole-heartedly.”
 Sarah Anne Stern
(Maryland)

51. Student Comment
I made the best friends I have ever had at SIG,
and I am still in contact with them. I think I was
able to do this because, in most situations, I don't
make super-close friends because I'm a little bit
different, but at SIG, being different is normal!
– Anya, Bryn Mawr College, 2005; Princeton
University 2006; Bryn Mawr College 2007

53. Additional Resources
The Neag Center for Gifted Education and Talent Development at the
University of Connecticut
http://www.gifted.uconn.edu/
Renzulli Learning
http://www.renzullilearning.com/
Summer Institute for the Gifted
http://www.giftedstudy.org/
For information on how to access the webinar recording, please
contact the Summer Institute for the Gifted via email at
sig.info@giftedstudy.org or by phone at (866) 303-4744. Please ask
for the webinar recorded on December 1st, 2009 entitled
“Curriculum Differentiation for Gifted and Talented Students”.