ODE Resource Packet

Challenging High-End Learners

How will this be useful?
This section is a great resource for teachers to consult when planning differentiated instruction that considers the needs of academically gifted students. It provides descriptions of how to use acceleration, complexity, depth, and challenge to work with gifted students to achieve the state standards, but at their preferred pace and level of instruction. The model section is useful because it provides examples of higher order thinking questions that teachers should ask students in order to draw out their thinking. Each activity is accompanied by a form showing the TAG needs addressed by that particular activity. Scoring guides are also provided to aid with assessment of the activities.

How can I make use of graphic organizers to illustrate concepts I’ll be teaching?
This website provides dozens of graphic organizers for use at all different grade levels and content areas. They range from basic (including K-W-L charts, Venn diagrams, and cause and effect charts) to highly specific (such as research logs, persuasive speech organizers, and character analyses). Graphic organizers help students make connections, see cause and effect, outline key concepts, and organize their thoughts. They can be used in any subject area and at any age level if complexity is varied accordingly. The section for grades four and five had a useful graphic organizer for change that is applicable to science, math, and social studies. It could be used for matter and chemical properties, physics, or earth science in my class.

How appropriate are these theories and resources for all students?
The models relate to critical thinking and higher order thinking skills, which should be nurtured and encouraged in all students. These activities and practices can and should be applied to all students, recognizing that they all need to be tailored to meet the unique needs of students as individuals. There is no excuse for using boring teaching techniques with most students and only employing the more interesting, critical thinking techniques with gifted students. These techniques should all be altered on an individual basis, so they can be used with all students.