Instructional Practices for Gifted Learners

From the Advanced Learner: Multi-Tiered System of Support Guide. 

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Curriculum Modification

The following strategies are ways in which content, process, and product are modified to meet student needs:

  • Abstraction
  • Choice
  • Compacting
  • Conceptual Discussions
  • Extensions
  • Flexible Assessment
  • Flexible Project Time
  • Grouping
  • Higher-order Thinking Skills
  • Bloom's Taxonomy Levels
  • Independent Study
  • Jigsaw/Cooperative Learning
  • Mini-lessons
  • Most Difficult First
  • Pre-assessment
  • Varied Levels of Complexity
  • Varied Pacing Plan
  • Other (not included in the MTSS Guide for Advanced Learner)

Abstraction

What Is It? (Definition)

Content that goes beyond surface detail and facts to underlying concepts, generalizations, and symbolism.

Choice

What Is It? (Definition)

Provide opportunities for choices and flexibility. Many advanced learners love the opportunity for choice and given an opportunity, will construct their own differentiated choices. Possibilities include choice boards, tic-tac-toe, and layered assignments. (Advanced Learner MTSS Guide)

How Do I Use It? (Process, Strategies, Steps)

Why Use It? (Research Support)

To engage students, give them meaningful choices in the classroom

The Key Benefits of Choice - Chapter 1 from the book, Learning to Choose, Choosing to Learn by Mike Anderson.

Compacting

What Is It? (Definition)

“This important instructional strategy condenses, modifies, or streamlines the regular curriculum to reduce repetition of previously mastered material. ‘Compacting’ what students already know allows time for acceleration or enrichment beyond the basic curriculum for students who would otherwise be simply practicing what they already know” - National Association for Gifted Children

How Do I Use It? (Process, Strategies, Steps)

Why Use It? (Research Support)

Conceptual Discussions

What Is It? (Definition)

High level discussions of themes, concepts, generalizations, issues, and problems, rather than a review of facts, terms, and details.

How Do I Use It? (Process, Strategies, Steps)

The Key Practice, Discuss and Debate Ideas: Conceptual Framework, Literature Review, and Provisional Learning Progressions for Argumentation

Extensions

What Is It? (Definition)

Offer relevant extension options for learners who need additional challenges. The extension should be different from rather than in addition to the whole class assignment.

How Do I Use It? (Process, Strategies, Steps)

Rethinking Extension Menus

Flexible Assessments

What Is It? (Definition)

Offer different assessment options that allow students to demonstrate their mastery of new concepts, content and skills.

How Do I Use It? (Process, Strategies, Steps)

Provide a list of items or allow the student to create a way for them to show they have mastered the new concepts, content or skills that is not a formal assessment.

Exemplars

25 Alternate Assessments Ideas

Alternatives to Traditional Exams and Papers

Colorado Measures of Academic Success (CMAS) Administration Training for DACs

Authentic Assessment - Click on the link for a PowerPoint download.

Flexible Project Time

What Is It? (Definition)

Students negotiate for more or less time to complete a learning experiences and its matching product or assessment. Consider the use of learning contract.

Why Use It? (Research Support)

Use Flexible Pacing to Embrace Students' Differences

Grouping

Cluster, Cooperative learning, Cross-graded, Flexible skills, Full time ability, Achievement for Subject instruction, Performance

What Is It? (Definition)

Vary opportunities to work in whole groups, small groups, with a partner, or in an independent setting based on readiness and/or interest.

Higher-order Thinking Skills

What Is It? (Definition)

“Higher-order thinking skills go beyond basic observation of facts and memorization. They are what we are talking about when we want our students to be evaluative, creative and innovative.” - Center for Excellence in Teaching and Learning

What is higher-order thinking? Why is it important?

How Do I Use It? (Process, Strategies, Steps)

Critical Thinking and other Higher-Order Thinking Skills

Higher-Order Thinking Skills (HOTS) in Education

Why Use it?

High Level Thinking and Questioning Strategies Research Brief

Developing High Order Thinking Skills and Team Commitment via Group Problem Solving: A Bridge to the Real World

Bloom’s Taxonomy Levels

What Is It? (Definition)

“Put simply, Bloom’s taxonomy is a framework for educational achievement in which each level depends on the one below. It’s often depicted in the form of a pyramid—similar to Maslow’s hierarchy of needs.” (https://tophat.com/blog/blooms-taxonomy-ultimate-guide/)

http://www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms-taxonomy/

How Do I Use It? (Process, Strategies, Steps)

Using Bloom's Taxonomy to Write Effective Learning Objectives

Bloom's Taxonomy

50 Ways to use Bloom's Taxonomy in the Classroom

Why Use It? (Research Support)

Bloom's Taxonomy (University of Central Florida)

Independent Study

What is It? (Definition)

Students research a teacher-chosen or self-chosen topic/question/problem, developing either traditional or nontraditional products to demonstrate learning. The independent study should be different from rather than in addition to the whole-class assignment, project, or unit. (Advanced Learner MTSS Guide)

How Do I Use It? (Process, Strategies, Steps)

How to Plan and Implement an Independent Study in High School

Independent Study Ideas

Why Use It? (Research Support)

Independent Study: Purposes and Goals if Independent Study, Independent Study and Extensiveness in Grades K-(12)

10 Reasons Why Educators Should Encourage Independent Learning

Jigsaw/Cooperative Learning

What is It? (Definition)

Just as in a jigsaw puzzle, each piece-each student’s part- is essential for the full completion and full understanding of the final product.

How Do I Use It? (Process, Strategies, Steps)

The "Jigsaw" Technique

Why Use It? (Research Support)

The Jigsaw Classroom

Mini-lessons

What Is It? (Definition)

Mini-lessons provide levels of scaffolding, support, and challenge as needed for students of like ability/need.

How Do I Use It? (Process, Strategies, Steps)

The mini lesson may be taught to a whole class, a selected small group, or individual students. The mini lesson should be short and focused on one strategy, skill, or deeper concept. Teachers introduce the topic; demonstrate the strategy, skill, or concept; guide student practice; discuss the topic; volunteer more examples; and talk about what was taught.

Most Difficult First

What Is It? (Definition)

This strategy is a very simple first step to full-scale compacting. It is usually used with skill-type activities such as math, grammar, map reading, vocabulary, or spelling. A teacher allows students to demonstrate mastery of the five most difficult problems of an assignment and then to participate in alternate activities without having to do an entire assignment. Some students already have mastered a skill and do not need additional drill and practice. They may become bored and disruptive if forced to participate in activities that they perceive as rote, routine, and/or repetitive. This strategy allows them to do alternate, more meaningful activities.

How Do I Use It? (Process, Strategies, Steps)

After the teacher has finished teaching a lesson and has assigned homework or classwork to practice the skill just taught, the teacher stars the five most difficult problems of an assignment.

All students have an opportunity to do only these 5 most difficult problems to try to demonstrate mastery. If a student achieves the level of mastery determined by the teacher, the teacher gives him/her full credit for doing the entire assignment and allows him/her to do something else while the rest of the class does the assignment. The student who demonstrates mastery receives an A that mastery would represent had he/she completed the entire assignment. It is best for students not to have to answer 5 out of 5 questions correctly to demonstrate mastery; this sends the message that perfection is necessary. Any student who does not demonstrate mastery on the five most difficult problems or who needs to ask the teacher for help must do the entire assignment.

Exemplar(s)

Most Difficult First: A Strategy for Modifying Assignments for Gifted Students

Why Use It? (Research Support)

As an initial step toward differentiation, this strategy allows students who demonstrate mastery to do anything else that they choose as long as they follow two basic rules: They must not interfere with the learning of others and they must not call attention to themselves. Later, when a teacher is comfortable with full-scale compacting, appropriate replacement activities will be provided for students who already know certain material.

Pre-assessment

What Is It? (Definition)

Use an array of pre-assessment options to check for student mastery prior to instruction. By regularly pre-assessing students, teachers can flexibly group students by ability and readiness levels. Pre-assessment is also essential for curriculum compacting and other methods of advancing student learning. (Advanced MTSS Learner Guide) By pre-assessing students, teachers can better determine a student’s current level of mastery and adjust instruction.

How Do I Use It? (Process, Strategies, Steps)

Six Traits of Quality Pre-Assessments

Differentiation: It Starts with Pre-Assessment

Does Pre-Assessment Work?

Why Use It? (Research Support)

Black, Paul and Wiliam, Dylan (1998) 'Assessment and Classroom Learning', Assessment in Education: Principles, Policy & Practice, 5:1, 7 — 74

Varied Level of Complexity

What Is It? (Definition)

Books and instructional materials at different levels of complexity allow students to study the same concepts but at levels of depth and complexity to fit their learning needs. The minimum level of complexity should be that which is demanded by the standard or learning target. Variations on the approach to the curriculum may include studying rules, trends, multiple perspectives, patterns, power , ethics, details, cross-disciplinary themes/concepts, and changes over time. Additionally, bundling standards within or across disciplines is an appropriate way to increase the learning experience.

Varied Pacing Plan

What Is It? (Definition)

Plan to accommodate varied pacing, allowing students to move through content at a pace appropriate for their learning needs.

Other (not included in the Advanced Learner: MTSS Guide)

Hess Cognitive Rigor Matrix

Using the Hess Cognitive Rigor Matrix to extend grade-level standards for Advanced Learners.

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Instructional Delivery

The following instructional delivery methods are how students need to be taught:

  • Accelerated Pace
  • Competitions
  • Flexible Project Deadlines
  • Flexible Tasks
  • Independent Study/Learning Contracts
  • Inquiry
  • One-on-one Tutoring
  • Open-endedness, Creative Thinking
  • Problem-based Learning
  • Question Typology

Accelerated Pace

What Is It?

Students at all grade levels K-12 may work through their course work as quickly as they like.

How Do I Use It? (Process, Strategies, Steps)

Motivated students are able to finish their classes as soon as the content is complete, maintaining a rigorous and challenging pace for gifted and high-achieving students

Why Use It? (Research Support)

Allows students to work and complete content at a pace that meets their learning.

Competitions

What Is It?

Students participate in contests outside of school using the knowledge and skills they have learned.

Competitions range from subject specific (math bee’s,Battle of the Books for reading, writing essays, computer or technology) to creative thoughts (Odyssey of the Mind, Destination Imagination, Future Problem Solving Program International, Lego League) Students are able to take their passion, pursue it and join others with similar interests.

How Do I Use It? (Process, Strategies, Steps)

Each competition has its own guidelines and requirements. The best place to start is at the competition website.

Sample of those in Iowa:

Why Use It? (Research Support)

Competitions can show any person how to deal with both success and defeat. This is a valuable life skill, having students interact with other high achieving peers and the sense of comradery, perseverance, and task completion. Competitive activities do not make a Gifted program, but can be a capstone event for demonstrating learning. Competitive activities do not have to be expensive, stressful, or time-consuming that they disrupt the students life.

Flexible Project Deadlines

What Is It?

Teachers are flexible with a due date on a project.

How Do I Use It? (Process, Strategies, Steps)

Students negotiate for more or less time to complete a learning experience and its matching product or performance

Why Use It? (Research Support)

Today students experience more anxiety and stress than ever before. In extreme cases, the pressure of perfection can have adverse effects on students as they attempt to complete work. 

Flexible deadlines also help  students who need additional time to locate and obtain resources or materials not commonly found, but needed for their unique project.

Flexible Tasks

What Is It? 

Students (or teachers) change the requirements and parameters of a required product or performance

How Do I Use It? (Process, Strategies, Steps)

Students and  teachers  discuss the task required and agree to a task with the depth and complexity that matches the learners interests or passion.

Why Use It? (Research Support)

High ability students must move through the curriculum at a faster pace and can handle content that is deeper, more complex and more abstract than the regular grade level provides.

Independent Study/Learning Contracts

What Is It? 

Students research teacher-chosen or self-chosen topic on their own, developing either a traditional or nontraditional product to demonstrate the learning acquired.

How Do I Use It? (Process, Strategies, Steps)

Why Use It? (Research Support)

Independent Study offers students input into their own learning while providing challenge and critical thinking skills.

Inquiry

What Is It?

What the Heck Is Inquiry-Based Learning?

How Do I Use It? (Process, Strategies, Steps)

4 Phases Of Inquiry-Based Learning: A Guide For Teachers

Why Use It? (Research Support)

Inquiry-based learning enhances the learning process by letting students explore topics themselves.. This helps foster more curiosity about the material and teaches skills students can use to continue exploring topics they are interested in.

One-on-one Tutoring

What Is It? 

Tutoring, one teacher or mentor to  one student. Tutoring is centered on the  students' own personal goals, needs, strengths, and challengers. 

How Do I Use It? (Process, Strategies, Steps)

Teachers customize instruction for each student’s unique learning needs. They can meet the depth and complexity  the advanced student needs.  Exemplar(s)

Why Use It? (Research Support)

One-on-one tutoring allows students to be taught at their level and at their pace.

Open-endedness, creative thinking

What Is It? 

Open-ended tasks have more than one right answer, and multiple routes to solve which encourages students to reason, reflect and think creatively. 

How Do I Use It? (Process, Strategies, Steps)

Exemplar(s)

Open-Endedness

Why Use It? (Research Support)

The Importance of Asking Questions to Promote Higher-Order Competencies

Problem-based learning

What Is It? 

A student-centered approach in which students learn about a subject by working in groups to solve an open-ended problem. This problem is what drives the motivation and the learning. 

How Do I Use It? (Process, Strategies, Steps)

Exemplar(s)

Why Use It? (Research Support)

Research Spotlight on Project-Based Learning

Question Typology

What Is It?

A look at the types of questions teachers ask and the answers/logic that they produce.

How Do I Use It? (Process, Strategies, Steps)

Recalling and reviewing of Knowledge and information

  • Terminology
  • Procedures
  • Content
  • Events and context

Procedural: Directing the work of the class

  • Going over directions and assignments
  • Clarifying
  • Checking for attention, agreement.
  • Task completion
  • Organizational and management related

Generative: Exploring the topic

  • Authentic questions or wonders that teacher doesn’t know the answer to.
  • Essential questions that initiate exploration of a topic

Constructive: Building New Understanding

  • Extending & Interpreting
  • Connecting & Linking
  • Orienting and focusing on big ideas, central concepts, or purpose
  • Evaluating

Facilitative: Promotes the learner’s own thinking & understanding

  • Requesting elaboration, reasons, evidence, justification
  • Generating discussion among the class to hear different perspectives
  • Clarifying and Uncovering

A Typology of Classroom Questions

Why Use It? (Research Support)

A Learning Typology: 7 Ways We Come To Understand

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Instructional Management

The following instructional management strategies are how students are grouped for instruction:

  • Cluster Grouping
  • Cooperative Learning Groups
  • Flexible Skills Grouping
  • Within-class Performance Grouping

Cluster Grouping

What Is It?

A purposeful grouping assignment for gifted students in the regular heterogeneous classroom. Typically, 5-8 gifted students with similar needs, abilities, or interests are “clustered” in the same classroom and are provided proportionate differentiated curriculum and instruction by a teacher with gifted training.

Why Use It? (Research Support)

Cooperative Learning Groups

What Is It?

The highest performing 3-4 students are placed in their own group and provided with a cooperative task or assignment and assessments of performance are differentiated.

Flexible Skills Grouping

What Is It?

Within-class/flexible grouping – a teacher of a mixed ability class subdivides the class into groups according to their “readiness” for the curriculum to be taught.

Within-class Performance Grouping

What Is It?

A teacher's practice of putting students of similar ability into small groups usually for reading or math instruction. (National Education Association, 2019)

How Do I Use It? (Process, Strategies, Steps)

Teachers may group students according to interest, skill, ability, or other factors. Groups may be heterogeneous or homogeneous.

The top performing 5-8 students in a specific core area, such as mathematics or reading/language arts are placed in an otherwise mixed ability class and are provided with differentiated curriculum and instruction in their single area of high performance.

Other possible ways to use it, according to The National Association for Gifted Children:

  • Within-class/flexible grouping – A teacher of a mixed ability class subdivides the class into groups according to their “readiness” for the curriculum to be taught. 
  • Like-performing cooperative learning – When a teacher decides to use cooperative learning groups, the highest performing 3-4 students are placed in their own group and provided with a cooperative task or assignment and assessments of performance are differentiated. 
  • Performance-based pull-out/send-out/withdrawal/resource room enrichment classes – The top performing students at a grade level in a specific subject are removed from their regular class for a determined number of hours per week to work on more challenging and complex content and skills in that high performance area.

Matthews MS, Ritchotte JA, McBee MT. Effects of schoolwide cluster grouping and within-class ability grouping on elementary school students’ academic achievement growth. High Ability Studies. 2013;24(2):81-97. doi:10.1080/13598139.2013.846251.

Why Use It? (Research Support)

Can improve student self-concept if placed in a high level group

Significant, sustainable academic gains have been shown for high ability students

Teachers can direct instruction more specifically to student needs

MacIntyre H, Ireson J. Within-class Ability Grouping: placement of pupils in groups and self-concept. British Educational Research Journal. 2002;28(2):249-263. doi:10.1080/01411920120122176.

Tieso, C. (2005). The effects of grouping practices and curricular adjustments on achievement. Journal for the Education of the Gifted, 29, 60–89.

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