When one size doesn't fit all! Catering for the learning needs of all students within the one class can sometimes be easier said than done. This article explores some of the theory related to addressing different learning needs, as well as some practical strategies for developing curriculum programs that can support the learning needs of all students. A key principle of the K-10 Curriculum Framework is that the curriculum is inclusive of the learning needs of all students. The syllabus documents are designed to meet the learning needs of the majority of students in any classroom. However, many teachers will find themselves in a situation where they may need to make modifications to address the learning needs of special needs students or gifted and talented students in their classes. The reality of initiating such modifications with a class of up to 30 students may cause some angst for teachers who have had no previous experience in planning a multi-layered program. Supporting students with special needs in your class
Differentiating Instruction Differentiating Instruction ... One Size Doesn't Fit All Effective Strategies to Improve Student Performance ! We have students in our classrooms who struggle academically and others who learn at an advanced level and accelerated pace. We can meet the needs of all learners by differentiating instruction. Testimonials about the workshops -- Fran McAleer is a valuable contributor to our work, training to create a new and better workplace in our schools. More! Franny McAleer has been providing staff development for teachers in the Berwick Area School District for the last four years, including whole staff workshops with the Six Thinking Hats as well as focused workshops detailing best practices with instructional strategies for gifted and honors students. AWESOME! Franny did a tremendous job of inspiring and engaging participants in a one-day training session on differentiation. The presenter knew her topic and was open to all questions. Franny McAleer is a dynamic presenter. Readiness
Ways To Differentiate Instruction - Classroom Q&A With Larry Ferlazzo (This is the first post in a two-part series on differentiation) I posed this question last week: "What is the best advice you can give to a teacher about differentiating instruction?" I've shared my response in an Ed Week Teacher article that I've co-authored with my colleague, Katie Hull Sypnieski. It's titled "The Five By Five Approach To Differentiation Success." I'll limit my contribution here to sharing a useful link to The Best Resources On Differentiating Instruction. Experts in the field, though, have agreed to share their responses here, so today I'm pleased to publish answers from Carol Tomlinson and Rick Wormeli. Response From Carol Tomlinson Carol Tomlinson is an internationally-recognized leader and author in the field of differentiated instruction. My journey with differentiation began in my middle school classroom when it was quite clear that my one-size-fits-all approach to teaching was, in fact, not fitting many of my students. There were many more questions, of course.
Visual-Spatial Learners Linda Kreger Silverman. Ph.D. Welcome to the wonderful world of the visual-spatial learner! We’re excited to share with you information about this important learning style, and to share with you about recognizing, assessing, teaching, counseling and living with visual-spatial learners. Many teachers try very hard to accommodate the various learning styles of their students, but this can be an overwhelming task, as some of the learning styles inventories and models are quite complicated. The main difference between the two groups was that highly gifted children also excelled at the auditory-sequential items, whereas children who were brighter than their IQ scores had marked auditory and sequential weaknesses. At the Gifted Development Center, we have been exploring the visual-spatial learner phenomenon for over two decades. Please visit our sister website, www.VisualSpatial.org for more information about visual-spatial learners. The Visual-Spatial Identifier
Tomlinson - Differentiation Central Oz the Great and Powerful (2013 Starjump - Gifted, Learning Difficulties, Visual Spatial Learning & Behaviour Challenges - Learning Difficulties Dare to Differentiate - 50 Terrific Teacher Tips! Dream Moods A-Z Dream Dictionary Symbols are the language of dreams. A symbol can invoke a feeling or an idea and often has a much more profound and deeper meaning than any one word can convey. At the same time, these symbols can leave you confused and wondering what that dream was all about. Acquiring the ability to interpret your dreams is a powerful tool. To guide you with your dreams interpretations, we have interpreted over 5900 keywords and symbols and over 20,000 different meanings in our ever expanding dream dictionary. Every detail, even the most minute element in your dream is important and must be considered when analyzing your dreams.
Advanced Development Journal Advanced Development is the first journal on adult giftedness. It is published by the Institute for the Study of Advanced Development, a nonprofit research corporation dedicated to the study of giftedness, advanced development, and undeveloped potential in women. We view adult giftedness in terms of the development of human potential--not potential for achievement, or "success" -- but potential for higher human values. In Advanced Development we explore empathy, integrity, compassion, autonomy, responsibility, authenticity, moral courage, commitment, insightfulness, and more. Are you an undetected gifted adult who needs more information on adult giftedness? As a gifted adult, you may know you are different but not realize why. a sense of humor and creativity few others understand a sense of alienation and loneliness outrage at moral breaches that the rest of the world seems to take for granted being out-of-step and on a separate path Volume 1 - Positive Disintegration Volume 4 - The Self
Using Bibliotherapy with Gifted Children - Unwrapping the Gifted Hopefully we’ve all had that experience of reading a book that powerfully “spoke” to us, a book whose characters we could relate to, and whose struggles and triumphs we identified with. Taking this experience a step farther is the strategy of bibliotherapy, the process of helping the reader learn about and cope with any social or emotional struggles or developmental needs by identifying with a character in a book who shares a similar struggle or need. The reading is typically followed up by discussion with a trusted adult. Bibliotherapy of course can be done with all students, particularly students who might be experiencing a divorce in the family, a learning disability, adoption, etc. In addition to helping them learn new strategies for dealing with their various social and emotional issues, bibliotherapy with gifted kids can help them to better understand themselves, their sensitivity, and their quirks. * Who in the book do you identify with and why? Anastasia Krupnik by Lois Lowry.
Gifted Education Gifted students are those whose potential is distinctly above average in one or more of the following domains : intellectual, creative, social and physical. Talented students are those whose skills are distinctly above average in one or more areas of human performance. 1 These are linked to Gagne’s earlier work as in this document and demonstrated in his Differentiated Model of Giftedness and Talent in diagrammatic form. Other models also exist. Within the Australian system, gifted education can be found with individual students on special programs, within individual classrooms, in specialist classrooms such as OC Classes in NSW, in selective high schools, in specialist high schools, curriculum differentiation, through early entry to schooling and through accelerated progression once within the system. No individual method is best for all students. States & Territories Australian Capital Territory New ! New South Wales Northern Territory Queensland South Australia Tasmania Victoria